I look forward to the ongoing discussion we will have on this blog. As you begin to read Section 1, here are a few guiding questions to help move the discussion forward.
- What are the policies or practices in your school/district around assigning homework?
- Why do you or don't you assign homework? Is there anything that you have read so far that supports or refutes your reasoning?
I teach 7-12th graders at Northland Pines Middle and High School in Eagle River. While our school does not have an explicit homework policy, there are homework practices that we are encouraged to utilize. The most important of these is to make homework assignments meaningful and not just rote practice. Additionally, homework, or any formative practice, may not exceed 15% of the overall grade in the course, although this number has fluctuated somewhat over the past few years. Still, the idea is that homework takes up only the time necessary for a meaningful task to be accomplished. The word 'meaningful' is why I am interested in this book study. What criteria meet the 'meaningful' standard? What does 'meaningful' look like in my classroom? How does 'meaningful' homework in my room compare to that in my colleagues' classrooms?
ReplyDeleteBecause I have struggled to define 'meaningful', I have tried different approaches to assigning homework over my years of teaching. I teach German. There are many things that students could and should be doing with the language outside of my classroom. Yet, they need speaking, reading, writing and listening skills blended with knowledge and appreciation of German cultural practices in order to practice outside of the classroom, right? Sure, unless I assign homework that is designed to focus on one proficiency target and not all of them all at once. Assigning them reading with comprehension questions has been one of the homework tasks I've given students. Practicing their vocabulary in Quizlet has been another. I find myself at times questioning the purpose of these assignments. I believe that if students did them, that they would become more proficient, but are they tasks that should be completed in the school day? Do they have a purpose beyond simple practice? In our reading, Kathy Collins discusses the different purposes of homework. (Pages 7-9) I can relate to several of them! Yet, I do not assign ‘a ton of homework’, as my students would say.
Many of the assignments I give come with the risk of translators doing the communicating for the student. So, I have questioned the value of homework overall if I cannot ensure that it is worth their time and mine. This idea is supported by Kathy Collins when she writes about the life cycle of homework and the amount of time that homework consumes in the teacher’s and students’ daily lives (page 7).
This leads me to my last point about the homework I assign. I don’t know where to find the time in my day, week, school year to provide meaningful feedback on every students’ assignment. There’s that word meaningful again! I agree with Kathy Collins when she says that not providing feedback is a lost learning opportunity (page 19). Yet, I simply do not have the time to do that on a regular basis. If I can’t find the time to give feedback, do my students even have the time to complete it? I am hoping the answer to both lies in changing the type of homework I assign. But how? I’m looking forward to trying to answer that!
Christina, I enjoyed reading your closing, "If I can’t find the time to give feedback, do my students even have the time to complete it? I am hoping the answer to both lies in changing the type of homework I assign. But how?", because I struggle with the same thought!
DeleteI teach English at Edgar High School. As far as I am aware, my school does not have any specific homework policies. It is up to the individual teacher to determine how much homework to give to their students.
ReplyDeleteI generally assign some homework. However, I almost always give students a chance to start their assignments in class and then whatever they don’t finish in the time allotted would be homework. We have 85 minute periods at my school so it works well that I can usually give them some work time whenever I give an assignment. One thing that struck me while reading is that one reason why teachers assign homework is because teachers have always been assigning homework. That made me question my own teaching and if I was assigning meaningful work or just giving out assignments because I felt I had to. I also struggle with providing meaningful feedback to all the homework I assign and I have found myself cutting back on the amount of work I have had students do at home because I just didn’t have enough time to provide feedback like I would like to.
Maggie, I also had that thought while reading. Do we assign "homework" or feel guilty if we don't simply because that's what we are "supposed to be doing" as teachers?
DeleteI teach 5th grade at St. Paul Lutheran School in Stevens Point. My school does not have a homework policy, but the one I use in my classroom is that an assignment turned in 1 day late is 10% off, and after that it's a 0. I very rarely ever have kids turn in anything for a 0 because I contact parents after the first day letting them know that their child had a late assignment.
ReplyDeleteI don't like to assign homework, but when kids aren't using their class time wisely or if they naturally just take longer to finish things, they're the ones that have homework. If kids never have homework, do you just move on to the next thing and these kids never complete something they started?
As far as feedback on assignments, I spend a lot of time grading and leaving feedback, but I feel like my kids never read what I write. One suggestion I learned at a conference is to never put a letter grade on assignments or tests because when you hand them back, that's the only thing they're focused on, instead of you going over the answers.
Lindsey, I can relate to your statement: "when kids aren't using their class time wisely or if they naturally just take longer to finish things, they're the ones that have homework." Then they are the ones who don't bring the assignment back completed either! I used to ask them to sit in the hall and complete it while we went over it in class. Then, I had a talk with my curriculum director who said that they should be in the classroom because they are missing out on that instruction. ??? I get it, but what is the consequence for not completing the work??
DeleteI am a special education teacher in Stratford. I have students with a variety of needs on my caseloads and most of them range from 8th to 12th grade. I am also the mom of 3 elementary age children in the Stratford District.
ReplyDeleteOur school district has no formal homework policy. It is a general guideline in the high school that about 50% or more of the grade should be based on summative and that 50% or less of the grade should be based on formative assessments. The formative assessments often include homework, participation, exit questions, etc.
Recently many of the middle and high school teachers have been utilizing google forms and quizlet as an assessment tool for summative and formative assessments. On one hand it provides fast feedback, however, I don't know how often teachers dig into the data beyond the overall percent.
My elementary age children have spelling and reading every night. Occasionally they have other assignments. I strongly believe that it is important for kids read but I also get tired of them fighting with me about "How many more minutes do I have read?!" I don't know if that fosters the love for reading that we hope our children have.
Kathy, I share your strong beliefs about the importance of reading each night. I have a Masters in Reading Education and am passionate about building my students' love of reading along with their stamina. We read for 25 minutes each day in our 80 minute block. The one standing homework assignment that I have on the white board daily is to read for 20 minutes outside of class. I have found t!hat the key to getting them to read is allowing "choice". My students love to read in school, in my class, their learning lab, and in other classes! However, while some do read at home, the ones who need to don't! So, while I "assign" it, there is no penalty if they don't read at home, other than just falling behind.
DeleteI teach middle school ELA at Lac du Flambeau. We do not have a homework policy. In our block schedule, the students have ample time to complete assignments. If they do not finish the assignment "in class", then they have time in their daily learning lab (study hall) to complete it. During the spring semester, I assign more rigorous assignments that definitely require good "time management" in order to complete them as we prepare for the high school "work" load.
ReplyDeleteThe main reason that we don't mandate homework, and our principal is supportive, is that rarely does it return completed or even "started". Many of our students have a challenging home life that does not lend itself to a quiet environment in which to get anything of substance accomplished. Our students often have to care for their younger siblings or extended family members. One of my students told me that his house is like a place with a "revolving door" with so many people coming and going.
Some parents, however, express their concern at conferences about "homework" and it's role in preparation for a successful high school transition. I support this concern as it correlates to Kathy Collins' section "Purposes for Homework", pg. 9. Collins describes homework as a "scaffold" that supports the development of time management and organizational skills. As a former high school freshman english/reading teacher, time management and organizational skills are critical keys to determining student success!
While using homework as a pivotal method for honing the skills of time management and organization, homework can be a frustrating source of tension for all involved. For me as a teacher, I agree with Collins that there needs to be "meaningful" feedback, but finding the time to provide that often leaves me feeling "guilty."
I often go over assignments with the whole class using the Smart Board to project the assignment as well as utilizing small group to go over the assignment one more time with those students who were confused in the whole group review.
I teach 7th grade ELA in Tomahawk. I just finished my second year of teaching. This homework dilemma is a constant battle in myself. I have used the sitting in the hall to finish, points off for late work, emailing/calling parents, etc. There are just some that will not complete and work. I am here to listen to other ideas and practices.
ReplyDeleteKatie, I also teach middle school and it is a challenging, but rewarding, age to teach on many fronts. Those who are more mature, concerned about their grade and have family support are the students that will most often complete a homework assignment or make an "attempt". Most students at this age walk out of the classroom, many times leaving their planner and Chromebook behind, and forget about the class until they walk through the door the next day. I ,too, used to sit them in the hall to finish, but now, after discussions with my Curriculum Director, I allow them to sit in class as we go over the assignment. They need to participate and complete it to get participation points. This way they don't miss out on valuable class discussion and direct instruction. (It still bothers me though! :( )
DeleteI am guilty of this as well, having students go in the hallway when they haven't finished an assignment. I'm curious though if you would still have them complete the assignment even though they will have just been given all of the answers.
DeleteI agree though that they should not be removed from the classroom when there's going to be discussion going on in the classroom. Anyone have suggestions for this conundrum?
I am guilty of this as well, having students go in the hallway when they haven't finished an assignment. I'm curious though if you would still have them complete the assignment even though they will have just been given all of the answers.
DeleteI agree though that they should not be removed from the classroom when there's going to be discussion going on in the classroom. Anyone have suggestions for this conundrum?
Thanks again everyone for attending yesterday's webinar; we had some really great conversations. When wrestling with the idea of when/how often to give feedback to students, this video highlights a different approach to grading tests. It provides an opportunity to give feedback and reinforce a growth mindset to making mistakes. I hope you enjoy! https://www.youtube.com/watch?time_continue=6&v=BO2gndc4d9I
ReplyDeleteI decided to offer a late comment on section one. I enjoyed the webinar and meeting some of you last Wednesday. For those who weren't on the webinar I am a Family Engagement Coordinator at CESA 9. One of the things I do is facilitate communication between home and school often by accompanying a parent to an IEP meeting. Homework is often part of the conversation when I work with families. As Kathy Collins pointed out on page 10 parents run the gamut in their feelings about home work and their ability to support their students in completing it. As I have read the comments here and participated in the conversation last week, having homework engage the students and provide some tangible benefit seems to be a priority for teachers. I believe it is for most families too.
ReplyDeleteI have an idea about a possible way to do that which might work for some subjects. For classes that utilize testing to evaluate the student's proficiency permit students to use their notes for the tests. The homework would be taking notes about what they read in the text, hear in a lecture or watch in a video. For younger students it could be a worksheet with questions they look up the answers to. For some difficult to motivate students knowing they can use their work when it's test time might help if they care about their grades.
Evelyn, I enjoyed meeting you and the view you bring to the subject of homework. The ideas you shared above seem to answer the egocentric question of "What's in it for me?" Many students would participate in working on the homework assignment If they knew that the assignment would be beneficial on the day of the test. I'm going to try this at the start of the year. I feel it's important to build a homework routine with something that is manageable for them.
DeleteAs we enter into the reading of Section 2, we are given information regarding research that connects homework completion to achievement. Although it is evident that further research is needed in linking these to factors, there is much to think about in terms of assigning homework that is relevant and perhaps builds students' habits such as goal setting, perseverance, self-regulation, reflection, etc. What types of homework have you assigned that afforded these opportunities for students?
ReplyDeleteAt the beginning of the school year, the first assignment that my students get is a journal reflection in their online learning management system. They are asked to respond to the following questions.
Delete1. Why do you want to learn German?
2. What do you want to be able to do with the German language skills you learn in this class?
3. What ideas about learning German or how I teach this class do you already have?
4. What do you want me to know about how you like to learn? What are your strengths in learning? In what ways would you like to improve how you learn?
5. What would you most like to see from me as your teacher this year that would help you be successful in this class?
I give them three to five days to complete this assignment. If they do not complete this assignment, I send home an email to the student and parents with a copy of the questions and a request to finish the reflections so I can address their learning needs. Some parents really like this assignment. I like it, because I get insight right away into the mindset of my students as they start the school year. It also lets them and their parents know (parents have access to the LMS, too) that I am focused on each student as individuals. I have found that their responses stick with me as I teach throughout the school year and inform my instruction. The journal response prepares them for more online journaling about topics we learn throughout the school year. Then, at then end of the school year, the last assignment is to reflect on their learning and how they have changed in their learning approach as the school year progressed. It is very interseting! This assignment, combined with the Educator Effectiveness surveys, gives me a lot of insight into my students' learning.
To be very transparent and honest, I don't make a point of assigning homework for the class as a whole. As I stated in my first blog post, we work rigorously during our class period on an assignment sheet for the week. The students are all working at their own pace during class and utilizing their "Learning Lab" time to complete the assignments for the week. Most students thrive in this classroom environment and learn the skills of time management and perseverance. I work individually with those who don't "keep up the pace" and differentiate what it would take for them to be successful. I often remind the students that time "wasted" in class is time that will be "accounted for" at lunch in my room getting caught up! If I didn't do this, nothing would get done.
DeleteChristina, I really like your on-line journal reflection assignment! I have students reflect on paper throughout the year responding to a variety of issues, but an assignment similar to yours introduces all aspects of the concept of homework mentioned in Section 2 to the students and is a great marketing tool to get the parents involved! My wheels are spinning..... :)
DeleteSection 2 intrigued me because I was at a conference earlier this year, and their big focus was on all this research that had been done, showing that homework in the elementary level showed no correlation to academic achievement, but that by middle and high school there was a correlation. Next year in my 5th grade classroom I was planning on making the switch of not assigning any homework, until I read this book. Yes, the relationship between homework and academic achievement in elementary grades is weak, but the potential to have a long-term effect in high school and beyond should really be the focus. Students are really learning effective study skills and self-regulatory strategies.
DeleteIn my classroom, I try to give my students an opportunity to start homework in class so I can answer questions as needed and then what they don’t finish would be what they need to do at home. One example is their grammar practice. They start a new set of grammar every Tuesday for bell work using noredink.com and it is due every Friday. Most students get a really good start during class and I am able to float around the room and assist. I found this year that the consistency in that assignment has improved completion rates and since they had a few days to do it, it was also helpful that if they finished a different assignment early throughout the week then they had that to work on. Since I teach high school English, another big component of my homework is writing papers and if students want to write a high quality paper they almost always will need to put in some work outside of class. Like most other teachers though, I struggle with getting my students to see the importance of homework and one of my goals this year is to make my assignments and projects more engaging and purposeful which will hopefully improve their outlook.
DeleteI enjoyed the emphasis that Section 2 placed on "Autonomy", stating that "Homework should foster a sense of ownership...Students are more likely to feel engaged when reading and read for longer periods when they are given the choice of what to read." (page 42) Amen to that!! I offer students choice in the books they read after attending a WSRA summer workshop years ago and hearing Gay Ivey speak on the importance of "choice" in getting students engaged in their reading. It has made such a difference in my classroom where we do read 25 minutes each day. Once the students are interested and engaged in their book, they carry it everywhere, reading when they can! Some of the most unlikely students actually read at home (20 minutes of reading outside of class is assigned daily) and can't to tell me what is going on the next day!
DeleteFor those of you that teach math, check out McKellarMath.com. Danica McKellar, author, actress (You will recognize her if you are a Hallmark movie fan!) and mathematician, has an array of engaging math books from birth through adult that present an often challenging subject in an engaging, relevant way.
DeleteBrenda, thanks for sharing this great resource! Always a pursuit to find books that speak to all interest areas.
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ReplyDeleteSection 3 is finally here! I hope this section brings all of your questions and wonderings to ideas for possibilities and solutions. The start of section 3 (page 48-49) has some homework characteristics that could serve as review criteria when considering homework assignments.
ReplyDeleteStudent motivation & engagement
Student agency to initiate, strategize, & problem-solve
Tasks are challenging & students excited about the difficulty
Tasks offer real-life authentic transfer of schoolwork
Tasks are differentiated
Feedback is immediate, task-based, & improve student learning
Adults were engaged and supportive
Looking forward to our discussion on Thrusday of this week. This is a reminder that our discussion will be time for all of you to share your learning regarding "what homework is" vs. "what homework is not."
See you all Thursday, via zoom, from 9:00-10:00
Jacquelyn, I too enjoyed the important point on page 56 that discusses why students don't do their homework. I agree with the authors that it sometimes is out of the students' control altogether. "For example, children's families may be under economic or emotional duress, the stress of which may impact caregivers' abilities and availability to provide supports for their children's homework." This quote spoke to me as it is applicable to my student population. To start, I realize that I need to offer meaningful homework that doesn't require adult assistance.
DeleteJacquelyn, I also think that it is important to find out why students are not doing homework. Sports and activities is usually what I hear at the high school level, but I also know that a number of my students work after school, sometimes quite late. We have a growing poverty problem in our area, which already had a high poverty rate. Sometimes, students are babysitting while parents work or work themselves. It is just so hard for so many of our students to produce anything meaningful under those conditions. That is why choice is so important!
DeleteI loved the idea in section 3 about having kids teach their parents something they learned from the day. It reminds me of the statistics that we've all learned about, that we remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we discuss with others, 80% of what we personally experience, and 95% of what we teach others. I was thinking of ways that I could accomplish this with my 5th graders. In math I could have them go home and teach a concept to a parent, or in history or science, tell a parent about something specific we're learning about in class.
ReplyDeleteSection 3 definitely brought it all together! I enjoyed several specific aspects of the chapter, such as referring to student "choice" to include not only what to read or study, but "when" to study. This emphasizes the important role that assigned homework plays in honing time management skills. I also enjoyed the sample of the "homework grid" on page 52. I plan to create something similar for my middle school ELA students as it aligns well with our weekly in-class assignment sheet. In addition, "Genius Hour" and the concept of "bringing home to school" are other ideas that I am excited to explore and implement!
ReplyDeleteI took a lot of great ideas away from Section 3. I like the choice grid idea. I already do this for my sub plans, however, the differentiation that I saw in the homework grid on page 52 gave me some ideas on how to reinvent my sub plan choice grid for homework. I also liked the Monday progressive assignment about what students did over the weekend. Since I ask students to use German to express what they can on numerous topics, this homework assignment allows the students to reinforce vocabulary and connect it to what they do at home. I am also excited to change the somewhat boring family tree assignment that I do in my level 1 family unit to a family character sketch like the one described on page 62. This would allow for more personalization and could be used to differentiate the family unit assignments. I really like the idea of bring the home into school. With that focus, I could find more relatable assignments that are meaningful to my students. Meaningful! There it is! Bringing the home into school. I started this book study with the hope of discovering what meaningful homework could look like in my German classroom, and I believe that home is the answer!
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ReplyDeleteI also enjoyed reading Section 3 because it brought everything together for me. I loved the idea of having student choice in assignments and making homework engaging and relevant for students. Thank you Casey for putting together this book study! I have so many new ideas and a different perspective on homework that I am hoping to incorporate into my classroom next year.
ReplyDeleteOn a side note, if any of you teach reading, I just finished reading the BEST professional development book. It's called The Book Whisperer by Donalyn Miller.
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