I chose this because it shows how busy work can make  grades better without actually improving learning. Showing how workload might hurt a students curiosity and actual skill development.

“The system in place rejects project-based learning. Rules like “teachers must enter at least 3 assignments in the gradebook per week” plague teacher inboxes and upset the value of learning.”

I chose this because it shows how schools policies encourage quantity over quality, thid reduces meaningful engagement and curiosity.

“They aren’t going to be taking multiple-choice tests for a living, but they are going to need work-life balance, which is something public schools keep forgetting.”

I chose this because it connects unrealistic academic needs to a lack of work-life balance, showing how a big workload can negatively affect students beyond school.

“We need to encourage the love of learning in our students from childhood to adulthood. “

I chose this because it puts emphasison the core goal of education, increasing curiosity and a love of learning which busy work and heavy workloads often take away from these aspects.

 “They invite critique of the superficial, descriptive, tick-the-box exercises that are usually designed to monitor engagement by computer rather than through human interaction.”

 I chose this because it questions surface-level assignments, showing how they fail to engage students meaningfully, which goes along with my concern about workload making students less curiose.

“According to students in this study, traditional measures of online engagement were not perceived as valuable to their learning. “

I chose this because it shows that students themselves do not view many assigned tasks as helpful, supporting the idea that workload can not help genuine learning.

“The students complained about the ‘busy work’ – tasks that kept them busy or that monitored their engagement through a metrics-based tool.”

I highlighted this because it mentions student frustration with busy work, reinforcing the negative impact of excessive lowvalue assignments.

“The students reported a number of other activities that prompted their engagement in learning; many of these would not be picked up by the usual ways of measuring engagement.”

I  included this because it shows that curiosity and deep engagement usually come from activities beyond standard workloads, showing the need for more meaningful approaches.

“According to students in this study, traditional measures of online engagement were not perceived as valuable to their learning.”
I chose this because it shows that students themselves do not view many assigned tasks as helpful, supporting the idea that workload alone does not lead to genuine learning.

“The students complained about the ‘busy work’—tasks that kept them busy or that monitored their engagement through a metrics-based tool.”
I highlighted this because it mentions student frustration with busy work, reinforcing the negative impact of excessive low-value assignments.

“The students reported a number of other activities that prompted their engagement in learning; many of these would not be picked up by the usual ways of measuring engagement.”
I included this because it shows that curiosity and deep engagement often come from activities beyond standard workloads, pointing to the need for more meaningful learning approaches

“Teachers often feel pressured to set work for the sake of showing evidence of learning rather than focusing on actual understanding.”
i picked this because it explains why there’s so much pointless work, showing that teachers sometimes have to assign it just to prove students are doing something.

“Meaningful tasks should have a purpose, be linked to learning objectives, and allow students to apply what they’ve learned.”
i chose this because it shows what real learning should look like and how it’s different from busy work.

“We need to shift from keeping students busy to keeping them engaged.”
i included this because it perfectly sums up the main idea that students should be learning deeply instead of just staying busy.

“I have also seen students pass classes because they completed all of the assigned busy work, but the actual skills demonstrated in their essays and their finals indicated that they were not ready to move forward. In other words, the busy work padded their grades.”

why-
This shows how busy work can make grades look better without actually improving learning. It highlights how too much meaningless work can hurt students’ curiosity and skill development.

Quote 2:

“The system in place rejects project-based learning. Rules like ‘teachers must enter at least 3 assignments in the gradebook per week’ plague teacher inboxes and upset the value of learning.”

Why -
This quote shows how school policies often encourage quantity over quality. These kinds of rules reduce meaningful engagement and discourage curiosity.

Quote 3:

“They aren’t going to be taking multiple-choice tests for a living, but they are going to need work-life balance, which is something public schools keep forgetting.”

Why -
This connects unrealistic academic demands to a lack of work-life balance. It shows how excessive workloads can negatively affect students beyond just their school life.

Quote 4:

“We need to encourage the love of learning in our students from childhood to adulthood.”

Why-
This emphasizes the true goal of education—building curiosity and a love of learning. Busy work and heavy workloads often take away from these important values.

This emphasizes that homework can still be valuable  when designed well. It shows that meaningful assignments can lead to higher completion rates and family engagement.

“If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years.”

This points out how monotonous, repetitive assignments reduce motivation and engagement. It reinforces that quantity without quality undermines learning.

“’No homework’ does not guarantee that all students will spend their free time in productive and imaginative play.”

It connects workload and free-time balance, suggesting the need for thoughtful assignment design rather than removal.

“Teachers need to design homework that even struggling students want to do because it is interesting.”

Assignments should be, accessible to all learners, and meaningful. It links back to how good homework supports curiosity and skill development.