Effective Teaching Strategies

Effective Teaching Strategies Homework and Practice Norwalk High School – Thursday, 11/4/2010 Modules created by: Craig Creller, K-12 Instructional Specialist (Math) – Norwalk PS Julie Giaccone, CREC Consultant

Participant Outcomes Participants will: • Understand the purpose and importance of homework and practice • Identify ways to implement effective homework and practice activities • Identify ways to differentiate homework and practice opportunities • Review examples of homework and practice activities

Homework Rationale • Why homework? - Students are in school a short time - Homework extends learning beyond the school day • Asset or Liability? - It depends on how it is used

Homework and Practice Generalization #1: The amount of homework assigned to students should be different from elementary to middle school to high school. (Cooper, 1989)

Homework and Practice Generalization #2: • Parent Involvement in homework should be kept to a minimum. • Facilitation, not “enable-ization” • Generalization #3: • The purpose of homework should be identified and articulated. • Practice • Preparation or Elaboration

Homework and Practice Generalization #4: • If homework is assigned, it should be commented on. • The effects of homework VARY greatly depending on the TEACHER FEEDBACK provided

Homework • Take 3-4 minutes to answer these questions on the handout provided. • What are the purposes of homework? • What kind of homework do you assign your students? • What makes homework effective, and how do you know it has been? • What questions do you have about using homework?

Homework Policies • Should be in the form of Parent / School Connections • Homework Contracts should include • Clear purpose and design • Consistent organized place • Consistent organized schedule • Feedback will always be provided • Parents understanding of THEIR ROLE in the process • Encourage • Motivate • Prompt • Conversation: What steps were easy, hard • At bedtime, homework STOPS

Homework and Practice Research Both homework and practice give students opportunities to deepen their understanding and proficiency with content they are learning.

Homework Considerations/Recommendations -Amount 10 X the # of the grade as a guideline -Parent involvement Parents as facilitators -Homework policy Feasible & defensible expectations -Purpose Without one, it’s “busy work” -Assignment sheets Clarify what they are doing and why -Feedback (be specific) Can improve student achievement

Practice Research • Students need to practice skills and processes before they can use them effectively. • Goal is for learning a skill, not learning information.

Speed and accuracy Improvement in Learning # of practice opportunities

Shaping skills • learners attend to their conceptual understanding of skills • Deal with only a few examples during SHAPING phase • Do not press for speed with skill “Whereas American 2nd graders may spend thirty minutes on 2 or 3 pages of addition and subtraction equations, the Japanese are reported to be more likely at this level to use the same amount of time in examining 2 or 3 problems in depth, focusing on the reasoning process necessary to solve the problem” (Healy, 1990)

Charting Speed and Accuracy • Students keep track of their own speed and accuracy by charting Focused Practice • Learner engages in overall skill or process but targets one aspect or step Planning Time for Conceptual Understanding

Practice Recommendations For Classroom Practice • Determine which skills are worth practicing. • Schedule massedand distributed practice. • Help students shape a skill or process (explicit instruction and modeling)

Activity Conga Line Find your article group #1, #2, #3, #4

Activity #1 – Conga Line • Find your group based on your article. (#1-4) • Read silently for 10 minutes. • Line up in two rows facing each other. • Share one (1) important fact, then shift left at the bell/buzzer until you have shared with the whole team.

Activity Jigsaw

Activity #2 - JIGSAW • Sit back with your same article group • “Prioritize” 3 to 5 (max.) facts (5 min.) – Post on chart paper. • Present/share out with the larger group

Possible Extensions…Activity #3 – “Cross Conga”(optional) • Line up against a different article group. • Share one (1) fact. • *** Does not have to be done the same day. • Excellent follow-up/reinforcement.

Possible Extensions…Activity #4 – Gallery Walk(optional) • Take a walk around the room observing the other group summaries. • Possible activities: - Write down at least one fact from each. - Think-Pair-Share with a member (of that group or your own to discuss). • *** Does not have to be done the same day. • Excellent follow-up/reinforcement. • Leave the Summaries up for display.

Using a whip What have you learned about Homework & Practice? Or Differentiation?

Resources • http://www.enchantedlearning.com/graphicorganizers/ • The Case against Zero, Journal article by Douglas B. Reeves; Phi Delta Kappan, Vol. 86, 2004, (see handouts) • Classroom Instruction that Works, Marzano et al, 2001, ASCD, ISBN # 0-87120-504-1. • The Art and Science of Teaching, Marzano, 2007, ASCD, ISBN #978-1-4166-0571 -------------------------------------- • * crellerc@norwalkps.org (203)-854-4111

Effective Teaching Strategies