Rethinking Homework (Lausanne)


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  • Converse also tru- boring is bad too-
  • Rethinking Homework (Lausanne)

    1. 1. Rethinking Homework<br />in light of technology<br />
    2. 2. Why and How Homework?<br />Why give it?<br />How do we design it?<br />How do we make it something they want to do?<br /><br />
    3. 3. Typical Beliefs about Homework<br />Serves to extend learning beyond classroom<br />Intellectual ability is intrinsically more valuable than nonintellectual<br />Homework teaches responsibility (or obedience?) <br />Lots of homework is consistent with rigorous program<br />Good teachers give HW and good students do it<br />
    4. 4. What the Research Says?<br />Amount of time spent on homework is positively correlated to achievement<br />Homework appears to be more effective for older students (15+)<br />As more variables are controlled for, + correlation is diminished<br />There appears to be an optimum amount of HW at each grade level<br />
    5. 5. Tenets of Learning<br />Quality teaching matters<br />Skills require practice<br />Time on task matters (we might need to redefine the tasks )<br />Quality of task is as important as time<br />Learning is individual<br />Children differ in readiness and developmental level<br />Children differ in learning styles<br />Children differ in motivation, persistence, and organizational skills (executive function)<br />Frustration is detrimental to motivation and desire to learn<br />Homework that is not completed does not help learning<br />
    6. 6. What about Grading?<br />Once the number is attached the learning stops<br />Grade should reflect learning not behavior<br />
    7. 7. We must ask:<br />Why don’t they do their homework?<br />What is the effect on future learning?<br />How do I meet the needs of individual learners?<br />THERE AREN’T EASY ANSWERS!<br />
    8. 8. Value Added HW<br />Needs to be done to be successful<br />Doesn’t cause frustration<br />Enhances the classroom experience<br />Meets each student where they are<br />Has a student Hook<br />No Option to Take a Zero – Must Be Done<br />
    9. 9. Homework Helpers<br />Technology Enhanced Homework<br />
    10. 10. Consider HW as Formative Assessment<br />Feedback over Grading<br />Use to determine lesson plan as much as to assess students<br />Google Forms<br />Moodle Forums<br />
    11. 11. Drill and Practice<br />Electronically Provided Feedback<br />Quia<br />WebAssign<br />Moodle<br />Schoology<br />WolframAlpha<br />
    12. 12. Differentiating HW<br />Homework tasks that are too difficult are a major demotivator (Tomlinson 2003, Vatterott 2003)<br />Diigo<br />Graphic Organizers-MyWebspiration<br />Note:Boring is bad too- <br />
    13. 13. Tiered Learning Objects<br />LAMS<br />Udutu<br />Raptivity<br />
    14. 14. Online Discussions <br />Ning Alternatives <br />Edmodo<br />Moodle<br />Schoology<br />Diigo Groups<br />
    15. 15. Peer Review<br />Mahara<br />Shared Copy Grading<br />Expertiza<br />Review Basics <br />
    16. 16. A move to metacognition<br />Self Assessment<br /><ul><li>Portfolios
    17. 17. Online Journals/Learning Blogs
    18. 18. Google Forms – Daily Update
    19. 19. Key Idea
    20. 20. What you struggled with
    21. 21. Question you still have or skill you need to work on </li></li></ul><li>A Radical Change<br />Move the Lecture and Tutorial to HW<br />Podcasting (2)<br />Screencasting<br />Tegrity Lite<br />iTunes U<br />Open Source Courses <br />
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