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Homework:

Homework: . Essential Questions. TEC In-Service Session Aug. 10, 2011. Homework: The Questions. Who? What? Where? When? How? WHY?. Who?. Who should be completing homework?. Which students – what assignments? Parents?. What?. What constitutes a homework assignment?. Where?.

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Homework:

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  1. Homework: Essential Questions TEC In-Service Session Aug. 10, 2011

  2. Homework: The Questions • Who? • What? • Where? • When? • How? • WHY?

  3. Who? • Who should be completing homework? Which students – what assignments? Parents?

  4. What? • What constitutes a homework assignment?

  5. Where? • Where should homework be completed? Should / Could SCA offer an after school homework program?

  6. When? • At what time of the day should homework be completed? • Should homework not exceed a certain amount of time per day?

  7. How? • How (what is needed) in order to complete homework?

  8. Why? • Why assign homework? What is the goal? • Should students be made away of the goal?

  9. From a students perspective… • How would your students answer these same set of questions? Is their perspective important to our considerations?

  10. Common (Mis)Beliefs • Homework teaches responsibility. • Responsibility or Obedience? • Lots of homework is a sign of rigorous curriculum. • Does quantity equal quality? • Good teachers give homework; good students do their homework. • Should we pass moral judgments based on homework behaviors?

  11. Homework: Some Suggestions

  12. Practicing Skills (pg. 76-77) • Insure students are practicing the skill correctly • Students must have time to practice skill in order to internalize it correctly • Practice of skill should be distributed over a number of days (repetitive practice)

  13. Task is as Important as Time (pg. 79) • Quality Tasks are • clearly related to classroom learning • simple enough that students can complete them without help • relevant to real life • Quality Tasks should have / be (pp.99-100) • a clear academic purpose • a positive effect on student’s sense of competence • personally relevant • aesthetically pleasing (see pg. 105)

  14. Academic Component

  15. Ownership Component (pg. 104) • Quality tasks promote ownership when they • allow for choices • offer students an opportunity to personalize their work • allow students to share information about themselves or their lives • tap emotions, feelings, or opinions about a subject • allow students to create products or presentations • see pg. 104 for examples

  16. Learning is Individual • How can HW assignments fit the differentiated needs of students in a particular class? • by difficulty or amount of work • by the amount of structure or scaffolding provided • by learning style or interest

  17. HW as Feedback Tool • Check for Understanding • Opportunity to give feedback on both content and concepts/skills • Formative Assessment – a gauge for where a student is on the continuum toward mastery • Teach students self-assessment skills – how well do they feel they know the material?

  18. To be or not to be: Grading Homework “Almost 70% of U.S. teachers use homework to calculate student grades, compared with 28% in Canada and 14 % in Japan (Baker & LeTendre, 2005).” (pg. 119)

  19. Why didn’t you do your homework? (pg. 126) • Academic – task too hard or too lengthy for the student’s working speed • Organizational- getting it home, getting it home, getting it back • Motivational – burnout, overload, too much failure, frustration with tasks • Situational –unable to work at home, too many other activities, no materials available at home for the assignment • Personal – depression, anxiety, family problems, or other personal issue

  20. Summary • SCA needs to have a shared community vision of the nature and necessity of HW • By creating Quality Tasks teachers and students will be gaining valuable feedback from one another that will enhance the classroom experience and student performance / retention of material • If a student regularly fails to complete homework assignments, intervention and remediation become a priority for teacher and student Resource for this PPT: Vatterott, Cathy. Rethinking Homework: Best Practices that Support Diverse Needs. ASCD: Alexandria, VA, 2009

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