Shifting Practice: Linking Formative Assessment, Homework and Learning

1. Shifting Practice: Linking Formative Assessment, Homework and Learning Making Homework Work!

2. Are kids working a ?

3. Describe the current homework policy/practice in your classroom. • Guiding Questions: • How much time does it take your average student? • How many problems or questions do you typically assign? • Is it graded? If so how much is it weighted? • What does a typical assignment look like? • What resources do the students need to do the homework? • Do most of your students have computers with internet at home? • How is it checked or graded? By you? By students? If in class how much time do you take? • Does every student do the same homework? • Do students get “points/credit” just for doing it? • What happens if a student doesn’t do their homework? • What’s your purpose for assigning homework?

4. Homework Attitudes/Habits In elementary school, we are brought up to do homework, and some kids are lucky enough to have their parents there to reiterate that message. We are taught that homework is important for making the information stick in our brains so that we are ready for the next day's lesson. Beginning around middle school, kids start to question the importance of homework, and that continues into high school, where a definitive rift among students is formed.

5. What are your beliefs about homework? • Homework should not restrict a child’s access to outside opportunities to develop. • Quality over quantity • Homework is hard to quantify b/c students work at different paces, in different environments, w/ different degrees of support. • If it is assigned to “finish” classwork it is likely to be difficult for the slower paced student and unchallenging for the more able.

6. Differentiation in homework is difficult to manage for teachers • Stressful to students when inflexible and over-burdensome. • Puts pressure on those students who have caring responsibilities at home. • Makes life difficult on the student and family when they have other commitments (church, sports, organizations, part-time jobs, etc.) Consider your beliefs as an educator and experiences as a parent!

7. Simply Put… Homework that is not productive and merely serves as a TIME FILLER is unproductive and steals opportunities for valuable development in play and in participating in other interests. If the homework is not thought out, practically approached and flexible, it can be time wasting for students and teachers AND a source of conflict.

8. Homework done right! Challenging students to think deeply and give students opportunities to create products that can be used in meaningful ways in the classroom.- Keep these in mind! 1. Purpose is clear • Task efficiently demonstrates learning • Enjoyable and interesting • Instills competency

9. Purpose • Why are they doing it? • If for practice, less is more! • To prepare for future in class assignment. • To build background knowledge.

10. Efficient • Is the time it takes for the student/family to do it worth the benefit (diorama, poster, etc.)? Requiring mostly nonacademic skills while content poor doesn’t give the biggest bang for buck…maybe save those projects for extra credit if they actually DEMONSTRATE learning! • Do they need to do 15 problems or would one good one with explanation and a drawing be more powerful?

11. Competence • One size does NOT fit all • Homework time based vs. task based • Will they have the resources at home? • Will they need support from others?

12. Only assign what you design! In most cases, students should be asked to doonly what teachers are willing to create themselves, as opposed to prefabricated worksheets or generic exercises photocopied from textbooks.  Also, it rarely makes sense to give the same assignment to all students in a class because it’s unlikely to be beneficial for most of them.  Those who already understand the concept will be wasting their time, and those who don’t understand will become increasingly frustrated.  There is no perfect assignment that will stimulate every student because one size simply doesn’t fit all.  On those days when homework really seems necessary, teachers should create several assignments fitted to different interests and capabilities.  But it’s better to give no homework to anyone than the same homework to everyone. CONSIDER

13. If you aren’t going to CHECK it, don’t assign it! • Is the time you spend CHECKING it worth it? Would your time be better spent with mini-lessons, tutoring, etc.?

14. A typical night of homework… • Write the 10 spelling words 3 times each. • Write definitions of the 15 science vocabulary words. • Do the math problems on page 27, problems 1–20 on dividing fractions. Look familiar???

15. Reading • A more meaningful scaffold would focus on broader concepts and would include graphic organizers, big-picture questions, or reflective tasks, such as the following: • List the four most important ideas in Chapter 4. Keep a journal. After each chapter section, write a reaction to what you read. During your reading, place sticky notes on the parts you have questions about. During your reading, place sticky notes on the parts you found most interesting to discuss in class. • When we want students to focus on the main ideas of a novel or short story, high-interest and high-emotion questions such as these work well: • Which characters best typify the following virtues: honor, integrity, strength? What did they do that shows that virtue? Which characters best typify the following vices: greed, jealousy, arrogance? What did they do that shows that vice? With which character do you most identify and why? How does the story relate to life today?

16. Does one size fit all?Can we differentiate?How can I manage it all?

17. Do our daily assessments inform our homework assignments in task and complexity?EXIT SLIP

18. Math ExampleExit Slip: Rita, Gail, Rae and Barb each have a different colored bike. The bikes are red, blue, green and black. No one has a bike in a color that begins with the first letter of her name. Barb’s bike is not red. Rita’s is not blue. What color is each person’s bike?

19. Now I have some decisions to make based on who got it correct, who struggled but had some idea and who didn’t have a clue.This will help me decide which type of homework would most benefit them.

20. Color Coded Homework Cards Remediate/Clarify Reinforce / Apply Extend How does the color system work?

21. Color Coded Homework Cards Remediate/Clarify *Provide example *opportunity to explore vocabulary *practice 3-5 problems *can provide answers for students to CHECK and CORRECT…they have to show HOW to get the correct answer *reading with a graphic organizer for active note taking *owning the word with the frayer model *read something different on the topic and draw a picture or concept map

22. Color Coded Homework Cards Reinforce/Apply *Problem Solving Journal *Frayer Model *Write a problem using the rubric provided and solve using “show/tell” * Apply the concept in some way…could be short answer questions or creating a flow chart to demonstrate learning.

23. Journals

24. Color Coded Homework Cards Extend *create a problem that shows ______ using pencil/paper or technology (include a graphic to support your problem) LETS REALLY LOOK AT THIS ONE!

25. Careful about technology • Ex. If you ask them to research, make sure you know that they have access to technology or resources…card with a computer on it will alert you

26. Data and Statistics Highs and Lows Use the weather section of the newspaper to find information on three different cities. Compare the daily high temperatures and daily low temperatures of the three cities. What type of graph would you make to compare the temperatures of the cities? Explain why you would use that type of graph. Discuss the advantages and disadvantages of each type of graph. Choose and draw the type of graph that you think is best compares the daily temperatures of the three cities. Or Locate and cut out three graphs from advertisements in the newspaper. Tape the graphs to a sheet of paper. Then identify how the data presented in each graph might or might not be misleading. Circle parts of the ads that could be misleading. Assign each part a number (1, 2, 3, and so on). On a separate sheet of paper, write the number of each circled part and tell why that part could be misleading.

27. Multiplying and Dividing Whole Numbers and Decimals Clipping Coupons Estimate how much money you can save by using coupons. Have each family member find and clip out five different newspaper food coupons and tape them to a sheet of paper. Each person then should calculate and note on the paper the total amount of money he or she would save by using these coupons. Based on the amounts, ask family members to estimate and write down how much money they would save by clipping and using five coupons each day for three days. Compare your estimated savings. Describe how each of you estimated the total amount. What might we potentially have to consider with this one?

28. Clip and Classify Find and clip newspaper coupons of items that you like, or use coupons that family members have clipped. How might you classify the coupons? (Examples include pet foods, household cleaning supplies, and cereals.) Then write the categories on a sheet of paper and list the amount of each coupon in its appropriate category. What is the total possible savings in each category? Finally, think about how you might keep coupons organized for easy use. Write or draw your ideas on a sheet of paper. The Advertising Advantage Find a newspaper advertisement that includes a coupon. Cut out the ad and tape it to the top half of a sheet of paper. Discuss with family members how you might improve the ad. Then create an ad to sell a product. Include a coupon in your ad. Draw your ad on the bottom half of the paper. Ask family members to evaluate your ad. Make changes to your ad based on their comments.

29. Using Fractions More or Less Than a “Cup”? Experiment to find out if containers that we call “cups” actually hold 1 c (8 fl oz) of liquid. Fill the measuring cup with water to the 1 c mark. Then pour the water into the teacup. Does the water fill the teacup? Is there water left over? Repeat the procedure with the coffee mug and the drinking glass. Work with family members to make a chart of your results. Fill It to the Brim Place the three storage containers on a table. Have each family member estimate how many ounces of water each container can hold. Write down the estimates. Then measure and write down how many ounces of water each container holds. Finally, compare your estimates to the actual results. How close were your estimates?

30. Geometry Discuss line symmetry with family members. (A figure has line symmetry if a line can be drawn that divides the figure into two halves that are the same shape and size. This line is called a line of symmetry.) Then ask each family member to try to locate an example of line symmetry in your home. Make sketches of the examples. What’s Your Angle? Take a pad of paper and a pencil with you as you take a walk around your neighborhood. Point out and sketch different angles used in at least three buildings or other structures. What patterns can you find? Then describe how angles are used in architecture. Finally, write a few notes that describe your sketches. Picking Patterns Have each family member find a pattern in your home, such as on the floor, the wall paneling, or the wallpaper. Are the patterns tessellations? (Tessellations are repeated geometric designs that cover a plane with no gaps and no overlaps.) Then make rubbings or draw sketches of the patterns that form tessellations. Finally, explain why the examples below are tessellations.

31. Integers and graphs You Are What You Eat Remove the nutrition information label from a container of food. Tape it to the top half of a sheet of paper. Discuss with family members how you might graph each item’s information. What type of graph would you draw? Work with family members to graph the label’s nutrition information. Draw your graph on the bottom half of the paper. Look at the Food Guide Pyramid. To which group does the food in your container belong? How many servings of food per day are recommended from this group? Find a graph on a coordinate plane in a newspaper and cut it out. (Coordinate plane graphs show points that match pairs of numbers, one number from each of two axes.) Tape it to the top half of a sheet of paper. Discuss the graph and its use with family members. How do you interpret the graph? What information does it provide? Then list on the bottom half of the paper other instances in which coordinate plane graphing might be used.

32. What you'll need? 3 eggs 3 glasses Water 12 tbsp of salt The idea is that an egg will float in denser water.  Adding salt increases water density and makes the egg float. Fill up two glasses with water and the third glass we half filled with water. Add 6 spoons of salt to the half filled glass and 6 spoons to one of the full glasses.  Stir in the salt. As you can see, the egg in the salty water floated to the top and the egg in the tap water dropped to the bottom.  And now, for the fun part! How did we get the third egg to float in the middle of the glass? Once the salt has settled to the bottom of the glass, slowly and carefully add tap water to the glass half filled with salty water.  This way the salty water and the tap water will not mix.  Carefully drop the egg in the glass.  It should fall through the drinking water until it reaches the salty water, at which point the denser water would be enough for the egg to float, magically, in the middle of the glass!  Experiments What do we need to be careful of when assigning experiments?

33. Engineering a jar of change shoe boxes or other cardboard boxes construction paper cardboard tubes string masking tape scissors sharpened pencils paper Instructions You could use your hands to sort through the change in your piggy bank, but it would be faster if you built a coin sorter to do the work for you. Make your coin sorter using just cardboard boxes, paper, tape, cardboard tubes and string. Sketch your design ideas on paper before you begin building. Think about the problem you are trying to solve. Consider the different ways you could sort coins like by weight, size, sliding ability, or shape. Once you decide on a design, begin building. Do you have to change your design as you build? Why? What challenges do you face as you build that you didn't think about when you were sketching your design? What changes did you make? Did your design changes solve the problem? Test out your design with your spare change. Does it work? Do you need to make more changes?

34. Build a Dam (structures) Materials Needed long, shallow, clear Tupperware container sand small rocks (like aquarium gravel) popsicle sticks bucket full of water Instructions Fill the Tupperware container with sand. Dig the path of a river in the sand. Choose a spot somewhere along the river to build your dam. Use popsicle sticks and small rocks to construct a dam that will let only a little bit of water come through, but not too much. Keep in mind that the deeper the water, the greater the water pressure. So, the bottom of your dam will need to support more pressure than the top of your dam. If you built your dam in a triangular shape, then the bottom will be wider and will be able to support more pressure. Test your dam by pouring water from a bucket down the river path. How did your dam work? Did you have to make adjustments to your design after testing it?

35. The scene of a crime Can you see in the dark? Get five pieces of paper of different colors (such as different colored typing paper or construction paper). Dim the lights until you can just barely see. Wait about 10 minutes (maybe listen to some music while you wait). Then write on each piece of paper the color you think that paper is. Turn on the lights and see if your guesses were correct. Did everyone in your class mix up the same color or did everyone get the colors correct? Use what you know about rods, cones, iris, etc. to help you!

36. Interpreting what we see You can make your own tricky phrase. Here is the code you need (notice how the tops of the letters are the same): Your brain recognizes the top of the letters. As long as you are literate, you should be able to read the tops of the words almost as easily as if you could see the whole words. (C = G) (E = F) (H = U) (I = J = L) (R = P = B) (O = Q) (X = Y) Type out a word or phrase and then replace letters with those that have identical tops. For example, the phrase: "ICE CREAM IS GOOD" becomes "JGF GBFAM JS CQQD" When you have your new phrase, cover up the bottom half and see if people can read your "words." Other examples: “SEEING IS BELIEVING” becomes “SFFJNC JS PFJJFVLNC” “VISION IS THE ART OF SEEING THE INVISIBLE” becomes “VLSJQN JS IHF ABJ OE SFFINC JHF JNVJSJRLF

37. Checking for your blind spot: a. Checking for your blind spot: Close your right eye. Hold the image (or place your head from the computer monitor) about 20 inches away. With your left eye, look at the +. Slowly bring the image (or move your head) closer while looking at the +. At a certain distance, the dot will disappear from sight...this is when the dot falls on the blind spot of your retina. Reverse the process. Close your left eye and look at the dot with your right eye. Move the image slowly closer to you and the + should disappear. 7 3b. Filling in your Blind Spot: close your right eye. With your left eye, look at the red circle. Slowly move your head closer to the image. At a certain distance, the blue line will not look broken!! This is because your brain is "filling in" the missing information. 3c. Filling in your blind spots: Close your right eye. With your left eye, look at the +. Slowly move your head closer to the image. The space in the middle of the vertical lines will disappear. 4. Calculating the diameter of your blind spot: 1. Make a tester by marking + on the far right side of a piece of notebook paper. 2. Stand with your back to a wall, with your head touching the wall. 3. Hold the tester 500 mm (0.5 m or 50 cm) in front of your eye. (It may help to have someone help you.) 4. Close your right eye and look at the + with your left eye. 5. Place a pencil eraser on the far left side of the tester. 6. Slowly move the pencil eraser to the right. 7. When the eraser disappears, mark this location on the tester. Call this point "A." 8. Continue moving the eraser to the right until it reappears. Mark this location on the tester. Call this point "B." 9. Repeat the measurements until you are confident that they are accurate. 10. Measure the distance between the spots where the eraser disappeared and reappeared. To calculate the width of your blind spot on your retina, let's assume that 1) the back of your eye is flat and 2) the distance from the lens of your eye to the retina is 17 mm. We will ignore the distance from the cornea to the lens. With the simple geometry of similar triangles, we can calculate the size of the blind spot because triangle ABC is similar to triangle CDE. So, the proportions of the lines will be similar.

38. Literacy enrichment Look at a newspaper/magazine – find an example of a persuasive or opinion piece (identify the techniques used) Read the argument piece – work backwards putting the information into the graphic organizer Look at the crime science example (picture and blurb) make a case as to whether or not you think a murder occurred

39. Social studies • Journals • Document analysis • Write a letter to the editor • Solve problems (where to put a park), (whether or not to celebrate columbus day) • Turn any lesson into a problem solving • Open response • Argument graphic organizer

40. Overview | How can real problems be approached and analyzed in ways that lead to practical solutions? What distinguishes effective solutions from ineffective ones? In this lesson, students consider how to work through a practical problem. They identify problems in their school that need fixing, then devise viable solutions to one of those problems, using problem-solving models and drawing on strategies like the social science of behavioral change. They then test some of their proposed solutions in the field and propose them to the school. flow chart Tell students they will now consider a problem they recently confronted and make flow charts showing all the possible solutions they considered, including the final “fix.” You might explain that this exercise allows them to examine the critical thinking skills that they already use when looking for solutions to everyday problems.

41. Other ideas to explore • Annotate a map after reading an article about recent Anti-American protests in the Muslim world …choose a city or county on the map and make and annotate the map with how the events unfolded

42. On this day in history Give students an on this day in history sheet…have them record their reaction, reflections or connections to today Why do you think that this event was selected as a very significant event in history? How do you think this event impacted history?

43. Political cartoons/primary source documents

44. What role does GRADING and CHECKING play in homework? When to check? – How to check? Is it meaningful? Is there feedback? How can the colors help you? Yellow card – share Red card – teacher check Green card - share

45. Linking formative assessments to homework

46. Recording