2. Why and How Homework?
Why give it?
How do we design it?
How do we make it something they want to do?
http://goo.gl/vgHsA
3. Typical Beliefs about
Homework
Serves to extend learning beyond classroom
Homework teaches responsibility (or obedience?)
Lots of homework is consistent with rigorous program
Good teachers give HW and good students do it
4. What the Research Says?
Amount of time spent on homework is positively
correlated to achievement
Homework appears to be more effective for older
students (15+)
As more variables are controlled for, + correlation is
diminished
There appears to be an optimum amount of HW at
each grade level – 10min/year
5. Tenets of LearningQuality teaching matters
Skills require practice
Time on task matters (we might need to redefine the tasks )
Quality of task is as important as time
Learning is individual
Children differ in readiness and developmental level
Children differ in learning styles (myth)
Children differ in motivation, persistence, and organizational skills (executive
function)
Frustration is detrimental to motivation and desire to learn
Homework that is not completed does not help learning
6. • Children differ in motivation, persistence, and
organizational skills (executive function)
9. What about Grading?
Once the number is
attached the learning
stops
Grade should reflect
learning not behavior
10.
11. We must
ask:
Why don’t they do their
homework?
What is the effect on future
learning?
How do I meet the needs of
individual learners?
THERE AREN’T EASY
ANSWERS!
12. Value Added
HW
Needs to be done to be
successful
Doesn’t cause frustration
Enhances the classroom
experience
Meets each student where they
are
Has a student Hook
No Option to Take a Zero –
Must Be Done
14. Consider HW as Formative Assessment
Feedback over Grading
Formative
•‘… often means no more than that the
assessment is carried out frequently
and is planned at the same time as
teaching.’ (Black and Wiliam, 1999)
•‘… provides feedback which leads to
students recognizing the (learning)
gap and closing it … it is forward
looking …’ (Harlen, 1998)
•‘ … includes both feedback and self-
monitoring.’ (Sadler, 1989)
•‘… is used essentially to feed back
into the teaching and learning
process.’ (Tunstall and Gipps, 1996)
Summative
•‘…assessment (that) has increasingly
been used to sum up learning…’(Black
and Wiliam, 1999)
•‘… looks at past achievements … adds
procedures or tests to existing work ...
involves only marking and feedback
grades to student … is separated from
teaching … is carried out at intervals
when achievement has to be
summarized and reported.’ (Harlen,
1998)
15.
16. Black and Wiliam
•Frequent short tests are better than infrequent long
ones.
•New learning should be tested within about a week of
first exposure.
•Be mindful of the quality of test items and work with
other teachers and outside sources to collect good ones.
•Comments alone have more impact on student
achievement than comments and grades or grades
only.
For more: http://bit.ly/dmYUHW
38. Attributes
• Provide content delivery- lectures,
notes, things students usually sit and
get- for homework
• Use class time for collaborative work
and challenge problems
• Teacher centered at home Student
centered at school
39. History
• Jonathan Bergmann and Aaron Smith
– Pre-vodcasting
– Flipped Classroom
• Karl Fisch and Daniel Pink
45. Differentiating HW
Homework tasks that
are too difficult are a
major demotivator
(Tomlinson 2003,
Vatterott 2003)
Diigo
Graphic Organizers-I
Language- YouTube
Editor
LAMS
Note:Boring is bad too-
46. A move to metacognition
Self Assessment
•Portfolios
•Online Journals/Learning Blogs
•Google Forms – Daily Update
•Key Idea
•What you struggled with
•Question you still have or skill
you need to work on
Notas do Editor
Formative Assessment means you will modify your instruction so seeing it early is helpful
