Don't forget to comment on each others' thoughts and reactions :)
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?
11 comments:
1. Practice: For my half day kindergarteners, I currently send home 2-3 reading books at the beginning of the week (appropriate level for each individual) to have them read and re-read each night and return at the end of the week. I also send home occasional letter, name and number handwriting practice. The handwriting practice requires very little parental help. Parents are encouraged to make sure their child is practicing with correct formation. Our math program has homework that is an extension of what we are doing in class. Our district has a policy of 15 minutes, I believe for k-1, each night. In the chapter it suggests 10 minutes times each grade level. According to the book, I am not sure how much they suggest for kindergarten. I don't think our full day kinder teachers start any form of homework until after January. I felt, since I only have these kids a half day, I needed to start early. We started homework in early October. I have not heard any complaints, most parents really appreciate the books being sent home weekly. I have always tried to keep homework simple enough for my students to do on their own. I have a sister who complained about how her sons teacher gives homework and it requires her to sit there for 30-60 minutes a night. She has 2 other children she has to tend to and to make dinner for her family. This doesn't even take into consideration any extra curricular activities that can take place in the evening. I have always kept this in mind when sending homework. It is ridiculous for teachers to do this to parents, especially single mothers. I appreciated reading how it is important that parental involvement should be kept to a minimum.
Practice:
At curriculum night, I try to explain my purpose for the homework. I feel like I could do a better job explaining this or reminding parents throughout the year. Next year for curriculum night, I would like to include several of the main points in the "establishing and communicating homework policy" of this chapter. I have some of them outlined in my curriculum night packet, but there are some I will add. I feel like I do a good job of giving specific and appropriate feedback as homework starts, but as I think about this task and how I am following through now that it is April....I am not doing that great. I think the past month or so I have been slacking in that area. I definitely need to get back at it. I appreciated reading this chapter, as I have had several co-workers talk about the negative research about homework. This chapter states that it is a great way to extend the school day and provides students with opportunities to refine and extend their learning. I think both are great.
Hi Heidi,
Kinders and their parents are usually excited with the school, including homework, but not too much homework. Built-in curriculum homework is useful as long as it extended practice. My granddaughter is a Kinder and she loves playing school with the homework/practice her teacher assigns.
Practice: In Middle School/High School Resource Room, I do not give much homework. Often, there is little family support,and students have general ed homework/projects. Students are given in-class time to complete resource room assignments/goal work. However, resource room students receive homework from general education teachers. In resource room, we assist students with their homework and projects.
When gen-ed homework is sent home, I email parents and inform them their child is bringing general education homework and the date it is due. Most parents, especially parents of high school students, are appreciative of the communication. They want their child to work toward earning a diploma.
I would like to use the strategy, "Mastering a skill requires a fair amount of focused practice." I understand students need to practice a skill about 24 times before they reach 80% competency. In Resource Room, it may take more than 24 timesfor students to reach competency level. Students practice skills every day.
Final Strategy Reflection: Resource Room students practice daily to learn skills. They also work hard on successfully progressing in general education curriculum. Observing resource room students understanding new skills and fluency makes my day! They work diligently in tutoring, homework and daily work.
Weekly, I chart their reading accuracy and speed. During this activity they are encouraged to read at home. Often general education teachers chart their Accelerated Reading Progress throughout the quarter.
The text cites that homework and practice are ways of extending the school day and provides students opportunities to extend their knowledge and refine their skills. I will add this information to students' expectation contract during the first days of school.
C. Practice: Every afternoon at the end of a fifth grade class, students need to fill out their daily planner to show what homework they have in a given subject. This is a helpful reminder of what work or practice they need at home. Band and orchestra students indicate the minutes of practice their teacher has requested, and there are content area assignments as well as a daily reading requirement. I would expand this strategy by adding the purpose of the assignment and what the students have to know or be able to do to complete the task. By including students into the reasoning behind a certain assignment, some of the mystery of homework is taken away. Students may feel more empowered when they understand that their homework and practice has meaning to their success. As a teacher, this practice would improve communication between teachers, students and parents. Students would have more accountability in completing assignments if they write down the purpose and skills needed to do the work. I would also purpose to provide feedback on all homework. As a substitute, I have not had to deal with homework too much, but as a parent I feel that just adding these two components would create a much more positive homework atmosphere.
D. Final Strategy Reflection: Much of the strategies for homework and practice are what I believe, so it was nice to get affirmation for that. I have many friends who could be described as “helicopter moms”, and sometimes I feel like the odd one out for not getting too involved in my own children’s homework issues. I do offer support and encouragement, but I step back and let them do their own work. They have learned how to ask meaningful questions to teachers when they don’t understand an assignment and take responsibility for their own work. My oldest son is a freshman in college and is doing well, he takes pride in his work and has developed good study habits. I wonder about students whose parents try to control every aspect of their kids’ lives under the theme of “caring”. I do believe that teachers can help students understand the reasoning behind homework better at every level so students know the importance of this skill.
Hi Heidi,
As a mom of a kindergarten student, I agree with you about sending homework and being aware of the busy life-style families now have. Even as a teacher, I find the worksheets that my son has to complete more of busy work that we need to remember to do before Friday. Though, I am a firm believer in reading to children every day, so that part is something I am in agreement with.
Hi Linda,
I bet the parents appreciate your communication about student assignments. I think clearly stating the purpose of homework is helpful for families to get on board with supporting their children.
Glad you were both able to find some useful information from this chapter to pass on to your families.
C. Practice: Every afternoon at the end of a fifth grade class, students need to fill out their daily planner to show what homework they have in a given subject. This is a helpful reminder of what work or practice they need at home. Band and orchestra students indicate the minutes of practice their teacher has requested, and there are content area assignments as well as a daily reading requirement. I would expand this strategy by adding the purpose of the assignment and what the students have to know or be able to do to complete the task. By including students into the reasoning behind a certain assignment, some of the mystery of homework is taken away. Students may feel more empowered when they understand that their homework and practice has meaning to their success. As a teacher, this practice would improve communication between teachers, students and parents. Students would have more accountability in completing assignments if they write down the purpose and skills needed to do the work. I would also purpose to provide feedback on all homework. As a substitute, I have not had to deal with homework too much, but as a parent I feel that just adding these two components would create a much more positive homework atmosphere.
D. Final Strategy Reflection: Much of the strategies for homework and practice are what I believe, so it was nice to get affirmation for that. I have many friends who could be described as “helicopter moms”, and sometimes I feel like the odd one out for not getting too involved in my own children’s homework issues. I do offer support and encouragement, but I step back and let them do their own work. They have learned how to ask meaningful questions to teachers when they don’t understand an assignment and take responsibility for their own work. My oldest son is a freshman in college and is doing well; he takes pride in his work and has developed good study habits. I wonder about students whose parents try to control every aspect of their kids’ lives under the theme of “caring”. I do believe that teachers can help students understand the reasoning behind homework better at every level so students know the importance of this skill.
Jennie Greenstein:
C. Practice:
I have just finished a group study reading the book, Rethinking Homework with some staff and parents from my school. The book caused me to be very reflective on my practices and I have changed my thinking in regards to homework.
I’ve read and my school’s current belief is that 1st graders should spend about 10 minutes per night on homework. Monday-Thursday nights students take a “just-right book” home and are supposed to read and practice with the book. We also send a homework folder home on Fridays and they are due back to school on Wednesdays. Inside the folder consists of about 3 pages of spelling (levels of difficulty are differentiated for student needs), a math page (also differentiated for student levels/abilities), and that could be all, or sometimes we may throw in a “theme” sheet.
We hope that students are spending about 10 minutes per night between their reading and their homework folders. Obviously, some students can handle much more and that’s fine if their family wishes to provide more opportunities or if they ask for more. However I try to not encourage families to come to me for “more work” for their child to do. I think this 10-minute per night rule is about right for 1st grade. I want students to do exactly as our book says, “extend the school day and provide students with opportunities to refine and extend their knowledge.” Homework should never be new information, and they should not need to rely on an adult in order to get the work done successfully.
D. Final Strategy Reflection:
I definitely make sure that I have a clear purpose for why I send a sheet or task home, where in the past I may have been guilty of sending “work” home just to be sending something home. I also want to make sure that it’s an extension to something we’re doing in class so it can provide on opportunity to reinforce skills we’re learning.
I also want to make sure it’s appropriate for the child. 1st graders are so young and I want to make sure that we create a positive relationship with homework and students. I want to push and challenge kids, but I don’t want to break them. It shouldn’t be the cause for a huge fight between children and their parents, and it also needs to be meaningful for the child.
If a child’s home life is one where homework doesn’t get done, I cannot penalize the student for that. I need to provide opportunities for students to have that time somewhere in the school day where they can get the support they need in order to feel successful.
C. Since I work at a school with a variety of at home environments, it is difficult to assume the whole class will complete the weekly homework given. In our 5th grade classrooms we give a vocabulary packet, with robust words. Along with the weekly vocabulary, we also do a geography themes worksheet. It is designed to teach students not only about geography, but also how to use an atlas. Many of our past 5th graders have returned, telling us that enhance their knowledge of atlases was very helpful in the middle and high school levels. We also give math homework as it appears throughout our curriculum.
Using a daily planner is an important practice for 5th graders as they prepare for middle school and keeping track of difference class and teacher expectations. This is also a way for my team to communicate with the families on a daily basis who do not have internet access.
Our students also do nightly reading, but I really encourage parents to allow children to just be children as well. I do not want to overload my students and think assigning busy work is a waste of time. Although I do believe it’s important for students to remain polished throughout the year, including the summer months.
D. I believe my team and I strive to have a clear purpose of the homework we send home with our students. We go over the purpose on curriculum night as we discuss each piece of our day, including homework. For those students who do not have the at home support or resources we offer one on one work with volunteers or they can also participate in an after school homework club. I wouldn’t want a student to ever feel like they weren’t able to complete their homework because they don’t have someone to ask questions to, so I make myself readily available for students first thing every morning. As a 5th grade teacher I feel like I am one of the last opportunities to fully prepare students for the gained responsibilities of middle school, high school and post graduate education!
C/D. I loved the strategy described where a student was asked to sit with his/her parents for thirty minutes at the beginning of the school year to go over some specific homework policies. At the beginning of the year I do send home an important letter with similar policies and ask the students to sit with their parents to go over it together. This is a homework assignment that has to be signed by both parent/guardian and student. Every year I do this and throughout the year it becomes apparent that there are many parents/students that never actually read the policies. This is frustrating because this is a simple and important task that benefits all involved when completed properly. On that paper I explain how the students/parents can get help from me, how to access my calendar online, how to find my website, what we are covering this year, the classroom/homework/classwork/sciencelog/latework policies are etc…
I need to do a better job either articulating the purpose of an assignment or having the students articulate it when it is assigned. I think this would greatly improve work completion. I always ask if there are questions, but more often than not the kids just act like they don't have any. Then, when the assignment is due they have questions. This is a great source of frustration for me. I always ask them, "why didn't you ask me about the assignment when I assigned it or even before it was due? Why did you wait until it was due/late?" I do not assign very much homework, which is why I get so frustrated when they do not complete the little work I assign. At our school, the students have planners that have a box for each class each day. I really liked the example in chapter 5 where the students had to write the purpose of the assignment etc… I'd like to see how I could teach them this habit in the Fall. Currently, I post the homework on the board at the bottom of the agenda. I think it might be a good idea to put the purpose of the assignment right next to or below this post (I also post all homework, materials and agendas on my calendar online. The families who use it really appreciate it but many of the families who don't actually read the materials I sent home do not utilize it). I think I'll probably read this chapter a couple more times, I am hoping that it will help me to do a better job with homework because currently it simply isn't working.
I articulated the purpose of my last homework assignment more clearly than usual with both oral and visual instructions. I found that the students' responses were positive.
Hi Barbie,
I absolutely agree with you about parents being too involved in their children’s homework/lives and that teachers can and should do a better job of explaining the reasons behind assignments. For me, it just is a natural process that I want to explain the why and connections to the students. I feel it aids them in their learning.
Hi Jennie,
Having a meaningful purpose for any work we give students, not only for homework, is so important. I agree students shouldn’t have to rely on an adult to get the work done, but often for the youngest students they need the support to remember to do the work AND bring it back to school. I hope primary students aren’t penalized who don’t have supportive home environments. Being available to assist students who need it or finding someone in the building to check in with the student are excellent alternatives for students who need the extra support. Your comment about the home-school relationship is important for everyone to remember. We want to build and nurture our connections with parents and caregivers, not alienate and over-whelm them. Great reminder!
Meagan,
Planners are a great organizational tool that students should learn to use and as you said helps with home-school communication! Hopefully, by fifth grade they’ve become accustomed to using them. I love that you remind parents to let children be children!
Michaela,
I also found the purpose area on the homework assignment sheet very powerful. Good luck with implementing it. Perhaps if you are clearer when you articulate the purpose of the assignment students will be more likely to complete the work.
Glad you had more success after being clearer with your students! Thanks for the follow up.
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