PRINCIPLE OF TEACHING - HOMEWORK
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Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
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► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
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- 1. HOMEWORK
- 2. “Homework is an extension of the classroom”
- 3. INTRODUCTION Research has proven that every 30 minutes of additional home work a student does per night, his or her overall grade point average (GPA) increases about half a point. This means that if a student with a GPA of 2.00 Increases the amount of homework she does by 30 minutes per night, her GPA will rise to 2.50 (Keith T.Z. (1982) Students, for one reason or another, are not always happy with homework. But when done properly, homework leads to mastery of learning..
- 4. FUNCTION HOMEWORK The homework is the last but not the least part of a lesson plan. What are the functions of homework ? Vatterott, author of ASCD member book “Rethinking Homework” (2009) cites four, as follows:
- 6. – The homework is a preparation for an in- depth discussion of the next lesson by getting an introduction or a background. It is also a way of finding out what students already knows about a topic or what they are interested to learn more about the topic by asking the students to write down questions about what they were assigned to read.
- 8. By way of homework, teachers gain insight into student learning. Asking students to identify literary devices in a short story shows whether students understood the lesson on literary devices.
- 9. 3.PRACTICE
- 10. Homework is an opportunity for practice of rote skills such as multiplication tables, spelling words, or facts that need to be memorized for internalization and mastery. For homework to yield positive results, practice must be correct and must be distributed.
- 11. 4. PROCESSING
- 12. Homework is used when teachers want students to reflect on concepts discussed in class, integrate and apply learned concepts and skills in real life, and think of new questions.
- 13. Guiding Principles in the use of Homework For the learners to get the most from homework, the following guiding principles may be of help: 1. The purpose of homework and outcome of homework should be identified and articulated.
- 14. 2. Homework tasks should be differentiated by: a.) difficulty or amount of work b.) by the amount of scaffolding provided and c.) learners’ learning style or interest. 3. Parent involvement in homework should be kept to a minimum. The role of parents in doing homework should only be facilitative.
- 15. 4. If homework is assigned, it should be commented on. Of what use is homework if it is not read, evaluated and returned? 5. Move from grading to checking. Focus on feedback (Vatterott, 2009). Should homework be graded? No! with Guskey”s (2003) observation: “Grades on homework often get in the way of learning ,demotative students, and create power struggles between students and teachers and between students and parents.”
- 16. 6. Established and communicate a homework policy. 7. Established a homework support programs. During PTCA meetings share tips on how to make homework time successful such as the following: Designate a well-lit space for homework’ Establish time to do the work use the calendar to plan when the work can be done if schedules vary.
- 17. Ask students specifics about the school day and what needs to be done each night. Tell them the numerous benefits of homework and provide statement that parents can use with their child. Assure parents that you want to hear if the student needs a lot of coaching from parents.
- 18. Prepared by : Irynn Rhea D. Sepina BSED 211 - Mapeh