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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7 comments:
Homework and Practice
C. Practice:
I loved this chapter! I am always second guessing the type of homework I give and how much I give. Typically, it is practice work, or it is work left over from the day that didn’t get done.
I was really interested when the authors said that having homework in the younger grades didn’t necessarily raise test scores. However, I was happy to hear that later in the section they stated that even though homework didn’t have an effect on test scores, it is important and essential when teaching study skills. If we don’t give homework in Elementary School, the kids won’t know what to do with it in Middle School. I have always said that Elementary School is the time to learn life skills and study skills. We teach academics, of course! But….our most important job is to teach how to “do school!”
I loved the last section about communication with the parents! It gave information that we, as teachers, always assume parents know. I will definitely do that earlier next year. We ended up doing this type of communication at conferences in October. However, it would be much better to do it at the beginning of the year and include the ideas in this sample letter.
D. Final Strategy Reflection:
• How might I change how use both homework and practice in my classroom?
I have always let my students know the WHY of what we are doing. However, I have never given them the WHY with homework. I love that! They seem so much more willing and able when they understand this piece. I will make sure to add that piece into my homework process from now on.
• What is something you now understand better about homework or practice?
Homework is essential in the Elementary level to teach study and life skills. Students need to get used to taking something home, getting it done efficiently, bringing it back to school, and getting it turned in on time. Not only do students need to get into this habit, but so do parents!
Marisa H.
Part C. Practice
As a Kindergarten teacher I have always wanted to know what was appropriate when assigning five year olds homework. I believe that homework in Kindergarten should not be about doing the problems or the activity correctly, or overwhelming students, but rather helping students to learn the importance of being independent, being responsible, and working towards a goal. I use homework currently in my classroom to teach students that it is important to continue practicing skills learned in the classroom at home, and not just during school hours. This chapter reaffirmed beliefs that I have previously held about homework in early elementary school, and this chapter also opened my eyes to the theory and research behind those beliefs. Currently I assign homework that students are familiar with, and that enhance the skills that we are learning in our classroom each week. I assign no more than 20 min of homework a week, and emphasize the importance of participating in the assignment, and not so much whether or not each activity is correctly completed. I also like to send home family projects. These are themed projects that students can work with their entire family on. For example, in December, students and their families created their very own gingerbread man and we displayed these creative characters in the hallway before Winter Break. I enjoy assigning these types of projects because they are fun for students and each student’s family gets involved in their school projects. These activities give students, and parents, a chance to interact, working together, to create something memorable for years to come.
Part D. Reflection
While reading this chapter a few ideas flew into my head about setting up my homework program in future school years. I really think that it’s important for parents and students to follow some guidelines when completing assigned homework. Each year, I have let parents know of my homework policy, but it has been more about what I expect, and not tips for parents or students on completing homework. For example, in the future I would like to provide parents with the theory behind home work because when asked to do a task, it’s so important to provide parents and students with why that task has been assigned. I also feel that parents need to remember that homework should be something that a student can do on their own. Especially teaching Kindergarteners, parents often times will try to complete assignments themselves or give too much help to their Kidnergartner. My belief is that five and six year olds are perfectly capable of completing assignments or projects on their own, with minimal help provided by parents or care givers. I also learned from this chapter that it is perfectly appropriate to assign homework in Kindergarten, just be aware of what is being assigned and how much homework is required to be completed each night. I really found this chapter to be helpful, and I will use the strategies I have learned from this chapter this year, and in future years as a teacher.
C. I was aware of a very small amount of the information in this chapter, such as the appropriate number of minutes of homework each grade level should be doing, but the rest of it was interesting and new. As a third grade grade-level team, we coordinate our homework. It is given weekly, in a packet. When I first started teaching, I thought this was a terrible way to assign homework, and while I still don't think it is the best way, I'm more comfortable with it now. Along with the weekly packet, students need to read 20 minutes per night and bring in a daily reading log. I'm wondering now if nightly reading and homework should be treated as separate things, or both as homework.
Our homework is made up of test prep exercises, not practicing what we have learned in class, or preparation for what we will learn. We have found it extremely difficult to get the majority of students to do homework and reading logs, so we rely in class time for extra practice of skills. We take a great deal of our fall conference time to discuss the homework process with parents. Most of our students have very little academic support at home, and it is hard to navigate homework around that fact.
D. I am at a loss as to how to improve our homework for next year. I feel that the chapter did not address the problem of students refusing to do it. We have consequences, and we throroughly go over the assignment before giving it. The homework is corrected and commented on, either in person, or written comments. At some point, it is necessary to weigh the benefits of a certain assignment of homework that few will do, versus doing it in class.
The main thing I've taken away from this chapter is that at the very least, we are helping some students foster good study skills for the future, and that is better than not doing anything at all. Homework does remain a source of frustration.
C. Practice
A classroom practice strategy I’d focus on is that of establishing and communicating the homework policy. Homework is a plural process, meaning a multiple person process – student, parent/guardian, and teacher. All parties are hopefully on the same page so that homework is a fruitful process of practice, skill building, communication, and interaction. At the first parent night and/or school open house and again at fall conferences, I would discuss homework policies and procedures with parents. I would have a handout formulated with tips for homework success at home: space, place, time, purpose, etc. Here’s an idea: Give the parent/guardian a homework assignment (that will actually be given to students) and have them complete it in their home. Have them report back/reflect on their experience of how, where, and when they completed the assignment. Were any of their space, place, time, and purpose issues similar to what the student may face at home? Use this information to improve the processes of homework.
I was very involved with PTA years ago and that organization had wonderful materials on communicating with parents about homework. Another idea: I think it would be useful, and fun, for students to help create a video about doing homework in their home environments. Create several scenarios and have students act out the child, parent, and sibling roles. Then show the video to parents, have it available on the school’s web site, have copies available for check-out. Get feedback. Discuss the scenarios. Again, use the information and reflections to improve the processes of homework.
Something else I’d like to try in the classroom is a homework experiment, say in math. I would not tell students about the experiment before hand. Students would work on a math skill at school only and then be tested. Scores would be charted. Then, the next skill would be taught at school and students receive homework for practicing speed and accuracy of that skill. Another round of testing and charting. Was there a difference? Did homework help? Discuss, review the charts, and talk about students’ homework environment at home. Review homework policy and procedure handout that was sent home with parent/guardian.
D. Reflection
Homework is a tricky one. There are many factors in the mix that can affect the success of the process. Three big ones I’ve come across are home environment, parent involvement/support, and time – family schedules. I’ll dwell here for a bit on family schedules. Situation: 3rd grade. I give a homework assignment. Student A. goes straight home from school, has adult supervision at home, dinner is around 6:00PM, and there’s space-place-time for homework before a reasonable bedtime. Student B. goes to a very busy childcare program, gets home after 6:30PM, dinner is after 7:30PM, there’s no space-place-time for homework, and bedtime fluctuates between 10 and 11 PM. How do I level the homework playing field for these students? I would have liked for this chapter to discuss strategies for these types of situations. But yes, I did glean some helpful information. I can help students see that the homework process is a life skill, one that supports the practice of doing a process, supports persistence (learning for to apply oneself), teaches goal setting, helps the student to see oneself as successful, that they can work through mistakes, and homework can demonstrate scaffolding to other parts/stages of a process.
I also appreciated the discussion on the shaping phase of learning a new skill or process. So often I see students become overwhelmed with all of the problems listed within the Practice section of a workbook page. This chapter helped me realize the importance of being familiar with the skills being taught within a lesson so that I can then purposefully select examples that teach the depth of understanding that students need.
Thanks for sharing: Kim, Christine, Nancy, and Marissa. Nancy - I do agree that the foundation of study skills is definitely set in elementary school….sometimes I worry that there are several teachers who abuse homework time as “teaching” time for things that don’t get done during the day…and its purpose is not just for additional practice. We have some 5th grade teachers in our district who send home 1 ½ - 2 hours of homework a night. I think that’s ludicrous….especially in a district where most families are dual income. Giving parents all of the information they need about homework policies on a “back to school night” is a great idea! Marisa – I think the most appropriate thing for Kindergarteners to do for homework is READ. Reread a book read during guided reading at school, read picture books with family members……As you suggested, there are a lot of fun learning projects to work on with their families also. Christy – I guess it’s better to allow them to work on some of the “test prep – kill and drill” at home for homework..That way it doesn’t consume the day. What we have to remember is that if we can teach the children to build reading and writing stamina and to comprehend text…they should perform well on any state test. It’s a leap faith….but in our building; even during test prep…we ensure that kids are continuing to read and think in their “just right” books. Homework is a very frustrating topic, especially because many people have different views…and get very heated in supporting those views:) Kim – I loved the idea of having parents/guardians “do” the homework and then have to report back/reflect on the assignment and process. What a great way to build communication about homework between the school and home environment. I agree with your frustrations…and trying to create that level playing ground.
Bottom line – I’m not a huge proponent of heavy homework loads. I think every grade level should be reading and maybe some time spent on math practice…(can you tell I’m a reading coach?). Over the year…there may be some larger projects that the students need to work on some pieces at home AFTER receiving support in school…….But these are my views :)
C: Practice
From this chapter, I really liked the idea of setting up a forum for explaining why a particular homework assignment or lesson is important. As sixth graders, our students are preparing for middle school and so a few years back we got together with our middle school colleagues and discussed what we could do to help our students be more prepared as they go on to middle school. One thing they said was how frustrating it was that students did not complete their assignments. We have put several programs into place that have helped them to more successful, but I think I will find a way to incorporate the graph for the students to understand the “why” to their assignments. I also thought about making a graph incorporating last chapter’s ideas about reinforcement and effort with this chapters graph on the purpose of the assignment and what they already know about the assignment.
D: Reflection
Overall, this chapter seemed to contradict itself often. However, I can see the argument both for and against homework. Being that our students are in 6th grade and preparing for middle school, we hold them to a higher expectation than in the years past. This is often times a difficult task because they have been able to continue through their grades without having to complete day to day tasks or sometimes even major tasks. I do agree that it is not the priority of the parents to help or complete homework with or for their child, but to set up a supportive, quite, consistent environment for them to be successful. I do believe homework has some validity in setting up good study habits and work ethic for their future, however, I do not think it should be end all be of their grades.
C. Practice
I read this chapter last year when I was feeling frustrated about giving homework. I've always hated homework - that kids have to do it and that I have to correct it. I've always felt that there were so many better things they and I could be doing with our time. As I read this chapter again I really responded to the section regarding the purpose of homework.
I've been using Rocket Facts with my students in order to help them improve their fluency with multiplication and division facts. Each day they practice a set of facts for about three mintues and then take a one minute test. The program has them chart their daily progress on one minute drills and on two minute drills every two weeks. This seemed to fit what the chapter was saying about how mastering a skill takes time and how important it is to chart accuracy and speed. My students really seem to like the shortness of the tasks and rush to see if they have moved to the next level.
Reflection
We use assignment books in my school for our fourth and fifth graders, but they never seem to really understand the purpose of them. I think I'm going to try making up my own assignment book so that along with getting in the habit of writing down assignments they also have to fill in the purpose for the assignment. Perhaps this will help them use the books and understand why assignment books are helpful and important. I really like the idea of establishing a homework policy and going over it with students and parents. I think this chapter really helped me to see the importance and purpose of homework. It never felt right to be giving homework just because the middle school gives so much. Now I have a much better sense of how much is appropriate and what types of homework will help. I also really like the idea of focused homework. When I read this section it seemed so logical, and yet I haven't really done it. I'm really looking forward to trying these ideas next year.
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