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Homework & Practice

Homework & Practice. Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock Classroom Instruction That Works! Facilitator’s Manual By: McREL

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Homework & Practice

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  1. Homework & Practice Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock Classroom Instruction That Works! Facilitator’s Manual By: McREL Classroom Instruction That Works! Participant’s Manual By: McREL Curriculum & Staff Development Center

  2. Training Outcomes • Understand the benefits of homework and practice as a way to effectively extend learning. • Identify recommended practices to get the most out of homework and practice.

  3. Homework & Practice

  4. Homework Extend the learning opportunities for students to practice, review and apply knowledge.

  5. Table Talk Draw a square and divide it into 4 equal boxes. Write one word in each box related to household items. For example,…….

  6. Four Planning Questions for Instruction

  7. Four Planning Questions for Instruction HOMEWORK

  8. Generalizations from Research:Homework • The amount of homework assigned to students should be different from elementary to high school. 2. Parental involvement in homework should bekept to a minimum. • The purpose of homework should be identified and articulated. 4. If homework is assigned, it should be commented on.

  9. Recommendations for Classroom Practice: Homework 1. Establish and communicate a homework policy. 2. Design homework assignments that clearly articulate the purpose and outcome. 3. Vary the approaches to providing feedback.

  10. Recommendation # 1 Establish and Communicate a Homework Policy • Students need to understand purpose, amount and the consequences for not completing the homework assignment.

  11. Recommendation # 2 Design homework assignments that clearly articulate the purpose and outcome. • Teachers need to be explicit so that students can focus on the right work. • Ask students to use homework assignment sheets to keep track of their homework.

  12. Example: Homework assignment

  13. Recommendation # 3 Vary the approaches to providing feedback. • If you assign homework – comment on it! • Review the “Providing Feedback” strategy for varying feedback. • Have students provide some of their own feedback.

  14. Practice Enhance students’ ability to reach the expected level of proficiency for a skill or process.

  15. Table Talk Think about the purpose of practice. Discuss with the person next to you, “Why do you think it might take longer for some students to become proficient in some skills or practices than others?”

  16. Four Planning Questions for Instruction

  17. Four Planning Questions for Instruction Practice

  18. Generalizations from Research on Practice • Mastering a skill or a process requires a fair amount of focused practice. • While practicing, students should adapt and shape what they have learned.

  19. Recommendations for Classroom Practice: Practice 1. Ask students to chart their speed and accuracy. 2. Design practice that focuses on specific elements of a complex skill or process. 3. Plan time for students to increase their conceptual understanding of skills or processes.

  20. Recommendation # 1 Ask students to chart their speed and accuracy.

  21. Example: Chart of Speed and Accuracy

  22. Recommendation # 2 Design practice that focuses on specific elements of a complex skill or process.

  23. Recommendation # 3 Plan time for students to increase their conceptual

  24. Key Points • Mastering a skill or process requires a fair amount of focused practice. • Skill learning in itself does not ensure conceptual understanding. Skill learning without conceptual understanding can result in limited understanding or incorrect use of procedures.

  25. Key Points, cont. • Students must adapt or shape skills as they learn them in order to develop conceptual understanding. • During the shaping phase of learning a new skill or process, it is important for students to work with the skill or process in a limited number of situations and to receive feedback about how well they are performing the skill or process.

  26. Reflection on Learning • What have you learned about practice? • What questions do you have about practice? • What changes might you make in your classroom related to practice? • What support might you need to make these changes?

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