Just a Reminder: Please don't forget to read each others' comments and respond!!!! :)
Assignment #5: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 5 – Homework and Practice.
Remember: Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part C and D. We’re trying to make the blog easier to read and more user- friendly. Thanks!
A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of Homework and Practice in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. After completing your self assessment please post a thought or two as a comment (click on comment link below) to this posting labeled Week Five: Homework and Practice.
• Think about the kinds of homework you assign to your students and what some of the purposes of those assignments might be.
• Do you have questions about using homework?
• How do you decide which skills students need to practice a great deal and which skills they can just have a basic proficiency in?
• What makes skill practice effective?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 5 and reflect briefly on your thinking after reading the “Research and Theory” section for both homework and practice. You may want to think and respond to one of the bulleted thoughts below. After completing your chapter reflection, please post it as a comment (click on comment link below) in the posting labeled Week Five: Homework and Practice.
• Reviewing the research on homework emphasizes the importance of commenting on students' homework assignments. What strategies would your recommend to a teacher who wants to assign homework but claims that it is logistically impossible to comment on students' work?
• The research described in this chapter suggests that, especially for older students, homework seems to be positively correlated with student achievement. Even when some parents who are opposed to homework become aware of this research, they express strong negative feelings about homework. What do you think are some of the reasons for these feelings?
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may share how you would use this strategy in your classroom). Please post a brief reflection of how this went to the posting labeled Week Five: Homework and Practice. Click on the “comment” link below..
D. Final Strategy Reflection: Use the following sequence of questions/promps to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Five: Homework and Practice by clicking on the “comment” link below.
How has the information you read in this chapter on homework and practice effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• How might I change how use both homework and practice in my classroom?
• What is something you now understand better about homework or practice?
Subscribe to:
Post Comments (Atom)
11 comments:
C. I love, love, love all the information on page 65. I will definitely write a homework policy (that will match the school policy, of course, but will be more specific to my classroom) and the first assignment will be read it together and sign it. I will lay out specific student responsibilities/expectations and parent responsibilities/expectations. As a Core Planning Team, we are currently coming up with our school's homework policy and I can see this page being really beneficial for us! This past fall I created a student survey to see if the student had a quiet place to work, if they had all the resources they would need available, if they had a homework routine, etc. My hope was that if they didn't have those things, they would after the survey. I followed up with them if they didn't.
I will most definitely include the part that emphasizes that homework should be able to be done independently by the child and if they consistently need help, please contact me. A lot of elementary parents feel the need to "help" (ie: do it for them) their kids with homework and home projects. If I state up front (open house and in homework policy) that it should be independent work, that might help. Of course, they can help their child and be available, but they don't need to sit with their child. I will also reinforce that homework is review and will not be something new to the kids. I also will definitely include "when it's bedtime, stop your child even if they are not done."
The other thing I found on page 65 that I really want to do is the purpose/outcome part of the assignment. Ask the kids what the purpose of the assignment is and what they have to already know in order to complete it. This gives them a purpose so they realize it's not just busy work, and makes them think about what skills they already know that they'll need. I can see making a sheet with this written many times and for each homework assignment they do, have them fill it out. Great idea!!
D. For third graders, the responsibility aspect of homework is HUGE. Learning how to manage time (they're given a few pages to do within three days), find a quiet place to work, turn it in on time, etc...are life skills that kids need to learn. I also stress to the parents that homework is the student's responsibility, not theirs. Of course, they can remind them, and may need to offer support and help, but I don't give them anything they can't complete ALL BY THEMSELVES! I know kids pull the, "But I don't know how to do this" thing with their parents and they often buy into that! :) Maybe having a set homework expectations/policy sheet would be really helpful so they could tell their child that they know the teacher isn't assigning something they aren't already proficient at. I use homework more as practice than elaboration.
I know I have never spent much time telling the kids the reason for homework -- but I definitely realize I need to. I go over it, assign it, remind about it and correct it, but I am pretty sure my students think the reason is to get to go to Fun Friday! I definitely need to work on explaining the reason for homework in general, but also the reason/outcome/purpose of each week's assignments. Who knows, maybe they'll be more motivated if they know there's a reason!
C) Practice
This year, I would really like to establish a more formal homework policy that is actually communicated/presented to both students and parents. In the past, my homework policy was communicated to students at the beginning of the year, but never formally outlined for parents. During our open house, which happens very early in the year, parents and students read and sign a "compact form" created by our school, which amongst other things, states that parents will support and motivate their child to do homework. I would like to elaborate on this and be more specific as to how often they can expect homework to be given, the amount of time students will be expected to work on homework, consequences for not completing homework, and how parents can support their child appropriately. I think these details would give both parents and students a better sense as to what the expectations are, and help ensure that homework is serving a purpose--that is, to improve achievement and teach responsibility. In fact, after having read this particular chapter, I am tempted to begin drafting a new "homework policy" now!
D) In my own classroom, I prefer to give homework on a daily basis as opposed to weekly "packets", which many teachers prefer. This allows me to, at the beginning of the week and as the week progresses, choose and modify assignments so that they are meaningful and relevant. I am curious as to how often others give homework (weekly, or daily), as well as what formats seem to work better than others.
One thing I would like to change about the way I use homework in my classroom is that I would like to provide more feedback on assignments that students are expected to do at home. Figure 5.3 on page 64 reported the effect of teacher feedback on assignments, and as I read through this particular section, I found myself thinking that feedback on homework is just as valuable to students as are comments on class work. I would also like to begin including homework samples in student portfolios. This collection of evidence would be shared with parents during conferences and again, help validate to students that the homework is purposeful and relevant. In my own classroom, I believe that both this and providing consistent feedback on homework, would help motivate students to turn it in consistently.
What I understand better about homework in general is that it has to be meaningful and both students/parents need to be aware of homework expectations. In addition, even at 3rd grade, it is important that students understand the outcome/reason for the assignment. Finally, as indicated in the tennis example at the end of the chapter, students must first understand a skill well before being given time for independent practice. As mentioned in the text, if the student is consistently unable to express what he/she is doing in an assignment or has difficulty completing the assignment, the parent should notify the teacher.
C. There were several things that stood out to me as applicable in my classroom next year. I love the idea of a clearly presented homework policy that includes the purpose of the work, the amount to expect and the consequences for incomplete work (which is the only part that I have done explicitly in the past). As Marzano points out, homework is something that creates a lot of stress between students and their families. By providing families with the clear policy I can hopefully reduce that conflict at home. The other piece of this is describing how parents/guardians can “facilitate” their student’s work on homework assignments. It had not really occurred to me before that parents might welcome or need that type of information, and I appreciated the distinction between “helping” and “facilitating”. I’ll use this wording (and probably the example from chapter 5) to describe to families how they can best be involved in the homework process. By including the pre-printed ‘check sheet’ that identifies the purpose (practice or preparation & elaboration) on each homework assignment I can maintain communication about the expectations throughout the year.
Additionally, since my entire team has a common homework policy I will be able to share this with them and hopefully we will all be able to send the same message to families.
D. The biggest thing that I learned in this chapter is that I have not done a very good job communicating my expectations for homework completion to students and their families! When I think about the frustration that has existed for all of us I feel a little silly that I didn’t think of this before. My homework policy has always included the “late work expectations” with consequences and a grade sheet that shows how students earn credit, but I did not do a very good job giving families the tools to participate in the homework process. It could have been very simple! This chapter was very eye opening for me. I’m looking forward to talking with my team about changes that we can make to our common policy that will incorporate the information from this chapter.
Lindsay,
Good point…if we identify the purpose of the homework students won’t see it as busy work. I also think it will hold us accountable for not assigning busy work! If we have to discuss the purpose with students we are likely to be more thoughtful about the work we assign.
Interesting comments! Several of you expressed the point that we should not send any homework home unless it is something that the students can do for themselves...this would most likely mean that homework needs to be differentiated (like Sarah suggested) depending on the needs of the classroom, but I agree that it is so very important! In addition, you all noted how important it is to have clear H.W. expectations for both students and parents.
Sarah,
I do a packet - it goes home Monday and comes back Thursday and has spelling, math and reading. A light load, really. Reading every day, then one of the other pages. I also put "extra credit" in there for the over-achievers! I do like your idea about daily homework so you could modify assignments. I guess it all depends on what the homework is being used for. For me, it's mostly about responsibility. The home Monday-back Thursday works really well to teach responsibility.
Kelly,
like you, I definitely haven't done a good job communicating homework expectations. I also really like your idea of giving parents some key things they can do to "facilitate" is a great idea - that way they know what is too much or what is going too far. Great idea! I too, need to do a better job of commenting on homework, not just correcting it.
C: The class that I will be teaching, in the past, has primarily depended on work being done during class time with little homework given to students. So the first classroom practice I will be using is assign homework! Reading this chapter really confirmed for me the value of homework and the importance of using it correctly. So I will establish and communicate a homework policy, then backing it up with assignments!
D: I will use so much of this information to establish a constructive use of homework and practice. I like the information on charting accuracy and speed, but I will need to see how I can apply this to my curriculum. I can see using the focused practice when assigning research project within my class.
Now I just understand better homework and practice overall, because I honestly had not given it a lot of thought in the past with the type of teaching I have done, and because the classroom I was given did not use it! I has given me great inspiration and information to establish new expectations for the students.
I first wanted to comment on Lindsey and Sarah's posts. It is great to hear how another primary teacher handles homework. Even thought they are 3rd grade teachers I think I can take ideas from them when creating my homework for my first graders this year.
C.I had never thought of a homework policy. We explain homework with written instructions and at back to school night, but clear expectations for both the students and the parents would improve the success of students completing homework. I think it is important to explain to the students why they are doing the homework and how their parents can help them without doing it for them. I think my focus will be the responsibility aspect as well. I want students to begin practicing the responsibility of bringing home homework and bringing it back to school. In addition to that I need to be better about providing feedback. I tend to review and comment orally on homework, but I think students and parents should see written feedback.
D. I have learned that homework is effective if done correctly. I still struggle with what and how much to send home with my first graders. I think very simple homework (reading practice) is sufficient if it accompanied by a homework policy and the responsibilty of homework is being taught to the students. I still struggle on what format and what practice to send home with my first graders. I am always worried that I am creating busy work for my students. Any ideas from the other teachers?
I want to definately come up with a homework policy not only to help my students and their families, but to help myself and make sure that I have clear expectations for homework and that I am able to justify sending home the homework I am sending and to explain why I am doing it.
I definately understand the need for specific feedback on homework. I honestly admit that I become lazy about putting a comment on each paper, but I realize that it can be done in a better way and that it will in the long run make the homework given more effective.
Thanks,
Kimberly Lewis
Homework and Practice
C. I agree with Lindsay in that page 65 really helped me identify ways in which I can improve my homework policy. In the past, I have gone over the homework policy (when it’s due, how much time it should take, how parents can help, etc.) at the beginning of the school year, and then again at back to school night. This chapter really made me think about why some of my students may not have been succeeding in their homework, and I now realize it was largely due to the fact that I hadn’t done a good job explaining the reason I assign homework. I also thought about the real reason I do assign homework, and unfortunately, many times I feel like it has been busy work, or that there was an expectation for me to give homework every night. This year I will be using a different approach to assigning homework. I want my students to understand why they are doing each assignment and what skills they will be using. I will also be providing a clearer explanation of assignments, and I hope to revisit the policy throughout the year. In doing this, I hope to find that my students will be more motivated to complete assignments on time. I have the handbook that goes along with this book, and think that using the templates they provide and tweaking them to fit my classroom expectations will be very helpful. Every year I send out a “helpful homework hints” flyer that suggests ways to help students get their work done in a timely and effective manner, but this year I will also be handing out a homework policy flyer as well.
D. This chapter really made me reflect on my homework policy, and why I give the assignments that I do. I realized that I need to be more aware of when students need more practice, and when it is just busy work. I also want to look at differentiating homework assignments by providing students with a 5 problem “get out of jail free” assignment. If they can complete 5 of the homework problems accurately, they don’t have to do the homework for the night. It really makes me wonder about homework policies, and how much teachers give out meaningful homework vs. busy work. This will be something that I actively think about and try to avoid.
Lindsay- I completely agree with what Kelly said. If we thin about the actual reasons we’re assigning work, we probably wouldn’t assign as much homework and it would all be a lot more meaningful – and as Jackie and Mary said, it would probably make the work we assign differentiated so that every student can do it on their own instead of relying on parent help.
Hi everyone,
I met with my teaching partner earlier this week and we were talking about our 'policy sheets' that go out at the beginning of the year. I told her about this chapter on homework and how I would like to modify my policies based on what I learned. That led us to a discussion about how we could model for parents the ways that they can help their students with homework.
We have decided that at 'back to school night' we are going to have the group of parents who attend "study" for the type of quiz that their students study for during the year. (They are little map checks every 2-3 weeks.)
By showing them the strategies that we encourage students to use to study we are hoping that they will feel more prepared to help their student.
Thought I would share in the event that it could help someone with some aspect of their school year!
:)
Great ideas Lindsay- thanks for sharing them! Bonnie, Kim and Katie , it definitely seems as though you all came away from this chapter with some great ideas on how get your homework policies to work more effectively. Kelly – I loved your idea for back to school night – it’s a great way for parents to get involved and maybe be more accountable .
Post a Comment