Meaningful Homework

Objective At the end of this session, participants will be able to: 1. Express the purpose for homework 2. Identify quality homework tasks 3. Draw from a toolbox of assessment strategies

Time to talk & share

Purpose Prelearning (Recall Prior Knowledge) Checking for understanding PRACTICE Processing

Purpose of homework Example of skill or content Example of homework task Pre-learningAccess prior knowledge Complete Alphablocks chart listing everything I know about the topicAlphablocks Checking for understandingcomprehension Create a concept map of the chapter. Easy differentiation, using a Circle Map. Checking for understanding Some hard math concept Explain the steps, do three problems Practice of skillSome algebra concept Do 10 practice problems. Write two word problems for other students. The importance of Recursive Learning (CCS) Practice of rote memoryVocab Write flashcards. Make two piles: words I know & words I need to learn. Processing—analysis and reflection Tea PartyWrite an editorial defending or criticizing the actions of the participants of the Boston Tea Party.

Quality HW tasks Clear academic purpose Customized to promote ownership Instill a sense of competence Aesthetically pleasing

Ownership Allowing for choices Offering students the opportunity to personalize their work Allow students to share information about themselves or their lives Tap emotions, feelings, or opinions about a subject Allow students to create products or presentations

 Grades are not necessary for learning, but feedback is.

During class, short trials to check to understanding: Practice independently comes later, as homework. Intermittent feedback on long projects (Mid-Process assessment) More one-on-one feedback, while other students are working More paired work, help your neighbors, “study-buddies” Grades are temporary; students correct mistakes after feedback – not always, but good on long-term projects

Stamps & stickers Paired grading during Bellwork Completion check mark Project answers during Bellwork and students correct their own HW…and then explain in writing why they got something wrong or right Using message forums – seniors post onto Discussion Board a question about that day’s homework. Exemplars Visual Feedback Color-coding/self-correction Entry Cards (Ex: One Word Summary as HW) Your ideas…

 Academic  Organizational  Motivational  Situational  Personal

How much HW is a typical Avon student assigned each night? Ten minute rule 40-hour work week Assign HW that doesn’t require the book Use HW as Bellwork: Do one more thing with the HW before turning it in. Students who didn’t do HW should remain in classroom – you had better strategies than giving a zero! You’re working too hard; the kids are supposed to go home exhausted, not you

A Word about Vocabulary Instruction

The Concept of “Learning From Failure” (Thank you Brittney & Kyle)

Time to Talk How much HW do you assign? How long do you expect it takes your students to complete? Do you assess for correctness or completion grade only? How much time do YOU spend grading HW?

1.Write one idea you plan to implement in your class as a result of this Homework discussion. 2.Write one question you still have. Mrs. Rodkey will type up the questions & answers and to all participants.