Effective Homework Help

1. A M I Academics Inspiring Minds Effective Homework Help October 18th, 2010

2. A M I Academics Inspiring Minds • For all children • Intentional • An active process • Age-level appropriate • Supported by well trained staff • Informed by ongoing needs and progress Principles of Quality Homework Help

3. A M I Academics Inspiring Minds • The best afterschool programs do two things: they engage students in fun activities that create a desire to learn, and they build on what students are learning during the school day to extend the knowledge they already have.- SEDL Successful After-school Programs

4. A M I Academics Inspiring Minds EXPECTATIONS Asking questions Observing Teaching Re-teaching Suggesting Reviewing finished homework Homework help needs to be ACTIVE!!!

5. A M I Academics Inspiring Minds • Students spend 10 minutes on homework for each grade level. • Fourth graders spend no more than 40 minutes on homework • Key is consistent schedule Research recommends

6. A M I Academics Inspiring Minds Think about how you will group students and structure your homework area • Area for individual study • Area for group study • Area for research and information • Area for students who have completed their homework Providing Structure

7. A M I Academics Inspiring Minds • Clarifying Assignments • Maintaining focus or re-focus • Problem Solving skills • Reading Skills • Writing Skills • Other What kind of help do they need?

8. Ask student to explain assignment in own words Have student write problem in different way Encourage student to guess or estimate Suggest working backwards Enlist peer support Break problems into smaller parts and steps Model problem using different example Teach process of elimination Ask student what they don’t understand and help them with that aspect Suggest or ask students where they can get help A M I Academics Inspiring Minds Active Homework Help

9. A M I Academics Inspiring Minds • I do, you watch • I do, you help • You do, I help • You do, I watch You can’t do things the same way each day

10. A M I Academics Inspiring Minds • Have you developed a more positive attitude about potential of diverse students? • Are you convinced that you can enhance the confidence of children who have a slow start? • Is the achievement of all your students your main priority? • Can you teach students to speak and write English while accepting their cultural dialect as another legitimate form of expression • Can you look past physical attributes, gender, and race to find the untapped potential in your students? • Can you help your colleagues in your school respond to diversity and student differences in a more positive manner? Promoting Lifelong Success

11. A M I Academics Inspiring Minds • Failure to compete work • Hostility, disruptive behavior, defiant speech in class • Daydreaming, poor attention span • Little or no eye contact • Frequent use of excuses • Fear of failure and of trying • Repeated tardiness, and absences • Lack of participation • Tendency to be withdrawn and isolated • Dislike for school and or the teacher • Facial expressions and body movement showing visible pain, frustration, and anxiety Low Academic Self-Image

12. A M I Academics Inspiring Minds • Confidence in performing before others • Unique ability in social skills such as sports, dancing,etc • Mutually supportive system with peers • Keen interest in performing social activities such as listening to music, dancing, sports, art, cards etc • Non-verbal communication and eye contact with others. Self assuredness in being able to communicate to friends without saying a word • Desire to succeed in formal functions and being noticed by others • Friendly sincere behavior • Facial expressions and body movements that reflect enjoyment High Social Self Image

13. A M I Academics Inspiring Minds • As educators augment their understanding of systems of low academic self- image, they can take requisite steps to provide students with other opportunities for school success. • AIM can be key in this process! Changing students self image

14. A M I Academics Inspiring Minds Asignacion Contesta estas preguntas • Escribir un parafo de algo acerca de su familia • 4 oraciones completas • De donde es su familia? • Que es una cosa que le gusta hacer con su familia? • Cuantos hermanos y hermanas tiene or hijos/hijas? Estudiantes de Espanol

15. A M I Academics Inspiring Minds • In general, they spend much more lesson time listening than they do speaking, reading or writing. • Listening is the basis of most classroom activities. Students cannot perform these activities correctly unless they have heard and understood the relevant instructions or information. Helping ELL students understand what you say

16. A M I Academics Inspiring Minds • Listening is NOT a passive process; it is an active skill of interpreting the verbal and non-verbal output of the speaker in order to understand the message Helping ELL students understand what you say

17. A M I Academics Inspiring Minds If students need to listen for a long time. • Activate their existing knowledge of the topic • Ask questions • Make connections with existing knowledge • Discuss opinions • Making predictions • Pre-teaching key words • Students should be told what they will have to do after they have finished listening. Helping ELL students understand what you say

18. Beginning learners need speech that is clearly enunciated and relatively slow. Typical "swallowing" of sounds in English often results in spoken text that is problematic to new ESL students. So, not Dja do your homework? Djoo come to school by bus? Did you do your homework? Do you come to school by bus? Helping ELL students understand what you say

19. A M I Academics Inspiring Minds Listening comprehension is easier if supported by visual material. As well as the obvious advantages of students being able to see pictures or diagrams of what is being talked about, it is often helpful for them to have key words written on the board. Helping ELL students understand what you say

20. A M I Academics Inspiring Minds It is unrealistic to expect close attention by students to material which is boring or presented in a boring way. Teachers can help students develop listening competence by setting tasks that can only be carried out if effective listening has taken place. Cooperative activities are an excellent way of requiring careful listening. Helping ELL students understand what you say

21. Increasing wait time • This will give students a chance to process what they have heard and formulate answers in their mind. • Repeat or rephrase questions that are in complex syntax or require more than simple answers. • Wait for 2 students to answer questions before providing feedback • Add to the amount of time available for the ESL student to formulate a response • Sometimes responses are mental ones not yet expressed aloud. Helping ELL Students Understand what you say

22. ESL students learn from being exposed to language which is comprehensible to them. • Idioms • Euphemisms • Jargon • Slang Helping ELL students Understand what you say

23. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." Krashen- Comprehensible input

24. Ask student to explain assignment in own words Have student write problem in different way Encourage student to guess or estimate Suggest working backwards Enlist peer support Break problems into smaller parts and steps Model problem using different example Teach process of elimination Ask student what they don’t understand and help them with that aspect Suggest or ask students where they can get help A M I Academics Inspiring Minds Active Homework Help