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Homework

Homework. Session 3: pg. 119. Objective. The teacher will be able to compare and contrast present current homework practices with the Marzano recommendations to create a method for explicit implementation. (TE.12 and 40). The Stats. Homework and practice (Yields a 28 percentile gain).

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Homework

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  1. Homework Session 3: pg. 119

  2. Objective The teacher will be able to compare and contrast present current homework practices with the Marzano recommendations to create a method for explicit implementation. (TE.12 and 40)

  3. The Stats Homework and practice (Yields a 28 percentile gain)

  4. “By the time students reach middle grades, homework has become a part of their lives” “…homework extends learning opportunities beyond the confines of the school day.” “Although homework is a great asset, it can be a liability, depending on how we approach it”

  5. Recommendation for Classroom Practice • Establish and communicate a homework policy • Clarify the purpose of homework • Ask students to use homework assignment sheets • Comment on homework *feedback

  6. Establish and Communicate a Homework Policy • Students and parents need to understand the expectations. “What is the purpose of homework? How much homework will be assigned? What are the consequences for missing or late homework assignments? How should parents be involved in their child’s homework?”

  7. Establish and Communicate a Homework Policy >Parent involvement “Research indicates that when parents help their children with homework, they can interfere with student’s learning” *To the extent of the parent solving the problem for them.

  8. Sample Homework Policy • A place to do homework • A schedule for completing homework • Encouragement, motivation and prompting • Understanding the knowledge • Reasonable time expectations • A bedtime • Grading ___________________Signature Sample homework policy pg. 121

  9. Clarify the Purpose of Homework “ Are they focusing on speed? Assessing prior knowledge for tomorrow’s introduction to the general theory or relativity? Are they extending what they have learned?” When students don’t know the purpose it is perceived as “busy work”. (1) Opportunity to practice skills (2) Prepare for a new topic (3) elaborate on introduced material

  10. Ask Students to Use Homework Assignment Sheets Sample Subject: Date Due: Homework assignment Purpose of the assignment Information that I need to know or skills I need to be able to do so I can complete the assignment

  11. Comment on Homework “If you assign homework, comment on it. Timely and specific feedback on homework can improve student achievement”

  12. Reflection • Assess the students’ homework Rubric pg. 126 • Assess yourself as the facilitator Rubric pg. 128 Thoughts: Thoroughly examine your purpose. Consider it’s alignment with your objectives and standards. Consider how you will hold students’ accountable. Be prepared to enforce your policy to the fullest extent. Be consistent. Collaborate with your school or team on current polices.

  13. Practice Session 3: pg. 130

  14. “Practice makes perfect”….John Hunt “Perfect practice makes perfect” “Practice may not always be perfect, but it is certain that without practice, little learning occurs.” “Students probably need at least 20 practice sessions before you can be reasonably sure they grasp the new skill enough to use it effectively on their own.”

  15. Recommendations for Classroom Practice • Determine which skills are worth practicing • Scheduling massed and distributed practice • Ask students to chart speed and accuracy • Help students shape a skill or process

  16. Determine Which Skills are Worth Practicing “If students do not have the time to master everything, then you must distinguish between content they will practice in depth and the content they will simply be introducing.” *alternative is 80/20 inversed

  17. Schedule Massed Practice and Distributed Practice “practice sessions close together – massed practice” “….space them apart – distributed practice” “Instead of practicing every day, students should practice every other day, then every third day, and so on.”

  18. Ask Students to Chart Speed and Accuracy “When developing some skills, the emphasis is on accuracy; with others, it’s on accuracy and speed” “If accuracy suffers when speed increases, they can decide if they should slow down again to achieve accuracy.” Fig 10.4

  19. Help Students Shape a Skill or Process • Point out errors and pitfalls to students • Show variations of how the problem can be presented • Ask “what would happen questions?” “What would happen if the 4 were a 7? How many ones and how many tens would I have?

  20. Assess the Impact • Rubric pg.136 • Planning pg. 137 • Assessing pg. 138 • Reflection pg. 139

  21. Our Teacher Toolbox • Proper use of cooperative learning groups • Performance written objectives with standard references • Activities/Homework aligned with the objectives • Good use of feedback for the teacher and to the student • Homework with purpose • Effective use of skill practice techniques

  22. Peer Share

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