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?
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2 comments:
Week 5: Homework and Practice
By Ryan King
C. Often in Algebra 2 complex concepts are combined to create a process which is used to find a solution. One of the drawbacks of the textbook that I use is that it will try and teach the entire process to a student in one lesson. Recently, we were learning how to solve equations that used matrix multiplication. This process involves four complex concepts, which when presented together in one period can be overwhelming. I chose to split the concepts into two sections: calculating and application. During the calculation section, I taught the student how to find the determinant and to use that determinant to find the inverse of matrix. The next day, I taught students how to apply this new skill to solve equations that involved matrix multiplication. In the past many students have claimed to be lost when they try and apply the process, but their confusion would actually be related to calculating the inverse. By breaking it up, students are able to master the calculation the first day, and focus on application the second day. As a result, far fewer students claimed to be lost while practicing on their assignment.
D. This assignment really reinforced my beliefs as a classroom teacher. Among math teachers there are generally two types of attitudes: cover all material so that students have seen everything, or cover less material in depth so that students understand everything you’ve taught. I have always preferred to cover less material, because I feel like students are able to understand more when learning less. They may miss out on some advanced content, but they will be successful at the content that we’ve covered. By taking this approach, I am able to split large concepts into smaller parts that are easier for students to digest. I have always been a big believer in the value of homework to provide students the practice necessary to acquire mastery. In the future, I will continue to do things like communicate the importance of homework to parents in my syllabus, chart growth in timed tests among my Pre-Algebra students, and break assignments down so that students can better grasp the content. As a math teacher, I recognize that homework provides a large opportunity for students to be successful in math.
WOW! This math is just a little over my head …but I like the way you broke the lesson into smaller concepts important for being able to solve equations using matrix multiplication. I agree with your philosophy on homework…and think that it goes hand in hand with your previous post…giving your students some extra time with that “targeted practice”.
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