2.  Definition of Independent Practice  Questions to consider  Methods  Opinions  Closure

3.  Definition › Usually the 6 th in writing an effective lesson plan after defining the Objective, Anticipatory Set, Direct Instruction, Guided Practice and Closure. › Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own away from the teacher’s guidance (guided practice).

4.  Based on observations during Guided Practice, what activities will my students be able to complete on their own? › Example: After guided practice, using activities such as flash cards and matching vocabulary word exercises the students will be able to use each word in a sentence correctly through Independent Practice.

5.  How can I provide a new and different context in which the students can practice their new skills? › Example: After learning about shapes in guided practice, students will be able to identify each shape in their everyday lives through Independent Practice.

6.  How can I offer Independent Practice on a repeating schedule so that the learning is not forgotten? › Example: Be sure to differentiate the type of Independent Practice. If on Monday you assign a worksheet, on Tuesday let the students utilize technology with an interactive treasure hunt!

7.  How can I integrate the learning objectives from this particular lesson into the future? › Example: In a previous lesson you taught about civilizations that formed along river valleys. In a later lesson discuss the characteristics and why civilizations formed around them.

8.  Independent Practice can take the form of a homework assignment or worksheet.  It is also important to think of other options such as: › Web Quests › Completing a Venn Diagram › Scavenger Hunt › Completing a Graphic Organizer

9.  Independent Practice should not be a lengthy and tedious activity. It should be a thought out task to measure student’s progress, check for understanding, and see what can be accomplished without the teacher.  The amount of homework should correspond with the grade level. It is a good baseline to start at about 10 minutes of HW per grade. › Example: 7 th Grade students will have roughly 70 minutes of homework for all their courses.

10.  Viewpoints of Parents › “For me, perfect practice makes perfect. I think all grades should have a little homework from a classroom teacher.” –Michelle Reale, 5 th grade parent › “Children already spend 7+ hours at school each day, and then they come home with homework-sometimes several hours worth! It is absurd.”- Nancy Cronin, 6 th & 9 th Grade Parent › “I think it is beneficial for those who truly do it, however kids today either have their parents do it for them or they copy off other students right before class.” – Mark Bianco, 7 th grade parent

11.  Viewpoints of Students › I think, that for kids that take it seriously, it does help in reinforcing what you have learned. It helps you remember easier.” –Bradley Bloomer, 7 th grade student. › “I don’t think homework is good for learning, just for practice.” –Alex Moore, 5 th grade student.

12.  Make sure that the Independent Practice is aligned with the goals, standards, and objectives of your lesson!  Once Independent Practice is done, you should assess the results, see where the learning may have failed, and use the information you gather to inform future teaching.  Parents should be supervisors or facilitators.  The purpose of HW should be explained to students.  Assigned HW should always be followed up with.

13.  Fox News: Homework Debate Fox News: Homework Debate