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)
“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”
Recommendation for Classroom
Practice
1. Establish and communicate a homework policy
2. Clarify the purpose of homework
3. Ask students to use homework assignment
sheets
4. Comment on homework *feedback
Establish and Communicate a
Homework Policy
1. 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?”
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.
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
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
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
Comment on Homework
“If you assign homework, comment on it. Timely
and specific feedback on homework can improve
student achievement”
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.
Practice
Session 3: pg. 130
“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.”
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
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
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.”
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
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?
Assess the Impact
•
•
•
•
Rubric pg.136
Planning pg. 137
Assessing pg. 138
Reflection pg. 139
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
Peer Share