Homework and Practice

Norwalk High School – Thursday, 11/4/2010 Modules created by: Craig Creller, K-12 Instructional Specialist (Math) – Norwalk PS Julie Giaccone, CREC Consultant

   Participants will: Understand the purpose and importance of homework and practice ◦ Identify ways to implement effective homework and practice activities Identify ways to differentiate practice opportunities homework and Review examples of homework and practice activities

Rationale

 Why homework?

- Students are in school a short time - Homework extends learning beyond the school day  Asset or Liability?

- It depends on how it is used

Generalization #1: The amount of homework assigned to students should be different from elementary to middle school to high school.

Grades 10 - 12 Grades 7 - 9 Grades 4 - 6 0 10 20 30 Percetile point gain (Cooper, 1989)

Generalization #2: • Parent Involvement in homework should be kept to a minimum.

Facilitation, not “enable-ization” Generalization #3: • • The purpose of homework should be identified and articulated.

Practice Preparation or Elaboration

• Generalization #4: If homework is assigned, it should be commented on.

The effects of homework VARY greatly depending on the TEACHER FEEDBACK provided Percentile Point Gain 15 10 5 0 35 30 25 20 Percentile Point Gain no feed back graded homework Teacher comments as feedback

 Take 3-4 minutes to answer these questions on the handout provided.

◦ What are the purposes of homework?

◦ What kind of homework do you assign your students?

◦ ◦ What makes homework effective, and how do you know it has been?

What questions do you have about using homework?

  Should be in the form of Parent / School Connections ◦ ◦ ◦ ◦ ◦ Homework Contracts should include Clear purpose and design Consistent organized place Consistent organized schedule Feedback will always be provided Parents understanding of THEIR ROLE in the process      Encourage Motivate Prompt Conversation: What steps were easy, hard At bedtime, homework STOPS

Research Both homework and practice give students opportunities to deepen their understanding and proficiency with content they are learning.

Considerations/Recommendations Amount 10 X the # of the grade as a guideline -Parent involvement Parents as facilitators -Homework policy Feasible & defensible expectations -Purpose Without one, it’s “busy work” -Assignment sheets Clarify what they are doing and why -Feedback (be specific) Can improve student achievement

  Research Students need to practice skills and processes before they can use them effectively.

Goal is for learning a skill, not learning information.

# of practice opportunities Speed and accuracy

 ◦ ◦ learners attend to their conceptual understanding of skills Deal with only a few examples during SHAPING phase Do not press for speed with skill

“Whereas American 2 nd graders may spend thirty minutes on 2 or 3 pages of addition and subtraction equations, the Japanese are reported to be more likely at this level to use the same amount of time in examining 2 or 3 problems in depth, focusing on the reasoning process necessary to solve the problem” (Healy, 1990)

 Students keep track of their own speed and accuracy by charting  Learner engages in overall skill or process but targets one aspect or step

   Recommendations For Classroom Practice Determine which skills are worth practicing.

Schedule

massed

and

distributed

practice.

Help students shape a skill or process (explicit instruction and modeling)

Conga Line

Find your article group #1, #2, #3, #4

 Find your group based on your article. (#1-4)  Read silently for 10 minutes.

 Line up in two rows facing each other.

 Share one (1) important fact, then shift left at the bell/buzzer until you have shared with the whole team.

Jigsaw

 Sit back with your same article group  “Prioritize” 3 to 5 (max.) facts (5 min.) – Post on chart paper.

 Present/share out with the larger group

 Line up against a different article group.

 Share one (1) fact.

  *** Does not have to be done the same day.

Excellent follow-up/reinforcement.

 Take a walk around the room observing the other group summaries.

 Possible activities: - Write down at least one fact from each.

- Think-Pair-Share with a member (of that group or your own to discuss).

   *** Does not have to be done the same day.

Excellent follow-up/reinforcement. Leave the Summaries up for display.

What have you learned about Homework & Practice?

Or

Differentiation?

   http://www.enchantedlearning.com/graphico rganizers/

The Case against Zero

2004, (see handouts) , Journal article by Douglas B. Reeves; Phi Delta Kappan, Vol. 86,

Classroom Instruction that Works,

Marzano et al, 2001, ASCD, ISBN # 0-87120-504-1.



The Art and Science of Teaching

, Marzano, 2007, ASCD, ISBN #978-1-4166-0571 -------------------------------------  * [email protected]

(203)-854-4111