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Homework! Motivating Low-Achieving Students

Homework! Motivating Low-Achieving Students. Miss Jill Fuhrman November 20, 2009. To know is far more important than achievement and/or performance measures. Caine & Caine. True, but often in school it is not good enough just to know. Knowledge must be demonstrated and documented.

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Homework! Motivating Low-Achieving Students

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  1. Homework! Motivating Low-Achieving Students Miss Jill Fuhrman November 20, 2009

  2. To know is far more important than achievement and/or performance measures. Caine & Caine • True, but often in school it is not good enough just to know. Knowledge must be demonstrated and documented. • As educators our goal is to create assessments that will best represent and showcase students’ knowledge. • Ultimately, there is paperwork that shows a student’s achievement and performance.

  3. How many of your are observing or teaching in a classroom? Students are required to complete work Students are required to complete homework Every class has both high achievers and low achievers Every student is motivated differently

  4. Initial Observations I knew I wanted to work with one student. • Gifted and Talented • Loves to read • Follow rules very closely • Only answers questions aloud • Very knowledgeable • Little to no homework turned in • E’s in each of his classes • A very disorganized pile of papers • Socially awkward • Needy

  5. Research Question • How do I motivate an intelligent, low-achieving student to complete work and homework?

  6. Pretend you are me… • I know my question • I know my little about my student • Where can I find some resources within or around my school to help me help this student?

  7. Interventions Hawthorne Educational Services (2005) • Chart Homework • Speak to student and explain what the student is doing “wrong” (e.g. not turning in homework assignments) and what should the students be doing (i.e., completing homework assignments and return them to school). • Reinforce the student for completing homework assignments and returning them to school: i. Give the student a tangible reward (room privileges, five minutes free time, etc.) ii. Give the student an intangible reward (praise, handshake, smile, etc.)

  8. Analysis of Data

  9. Since Action Research • Gained confidence • Classroom- work loud, quality • Outside of the classroom- friendships gained • Less Dependence on the teacher

  10. References • Corno, L. (1992). Encouraging students to take responsibility for learning and performance. The Elementary School Journal, 93(1), pp. 69-83. • Fuchs, L. S., et al. (1997). Effects of task-focused goals on low-achieving students with and without learning disabilities. American Education Research Journal, 34(3), pp. 513-543. • House, S. (2002). Behavior intervention manual: Goals, objectives, and intervention strategies. Columbian, MO: Hawthorne Educational Services Inc. • Siegle, D., & McCoach, B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), pp. 22-27. • Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Publishing Inc.

  11. Any Questions Thank you for coming this evening! I hope you will be able to take something from this presentation to use in your future classrooms..

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