This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.

1. Pathworks: la tarea escolar como
estrategia educativa
Resolución
Dictamen
Puntaje
20 hs reloj
Proyecto Proyecto 011/16 NC.
Destinatarios : Docentes de Inglés de EP, ES y Adultos
Dirección de Formación Continua
Provincia de Buenos Aires
Lic. Stella Maris Saubidet Oyhamburu
Regón 5-EP & ES
2017

2. First meeting

3. Objetivos para este encuentro
Al finalizar el encuentro los docentes participantes podrán:
● definir el constructo “homework” en general y a nivel local
● reflexionar sobre el impacto de los deberes escolares en la materia
“inglés”
● diseñar tareas para el hogar según la taxonomía propuesta y pensar en
cómo hacer una devolución eficaz

5. What do you think of the following interview?
Do the answers sound familiar to you?
https://youtu.be/o7n8gVJ0R8s

7. What do you think of the following pictures?
Do they resemble your students´attitudes?

12. ● How can you define “homework”?
● Discuss the different reasons why teachers assign homework.
● Can you think of different reasons depending on the school level, i.e. primary
or secondary school?
● What types of homework do you usually assign to your students?
REFLECTION:
In groups or pairs, try to answer these questions….

13. REFLECTION:
In groups or pairs, complete the following spider webs with
ideas that you can associate with….
PATHWORK
HOMEWORK CONNECTION
BETWEEN
HOMEWORK
AND
PATHWORK

14. http://time.com/4466390/homework-debate-research/?iid=sr-
link1
The debate over homework

15. What do the specialists say about homework?
Let´s divide the class into three goups.
Group A will read “ the issue”
Group B will read “the research”
Group C will read “the debate”
Now, let´s share the main concept of each section

16. Some views on homework...
"Homework is to school education as water is to duck."
"Homework is seen by many teachers and parents as a useful strategy to promote student
learning."
"Homework is ineffective and should not be used as a teaching and learning strategy."
(Homework Its forms and functions revisited, 2010-Dr Eva Dobozy, PhD Senior Lecturer,
School of Education )
"Homework type rather than homework quantity may increase academic achievement-"(CCL,
2009, p. 48)

17. Definitions of homework (Dobozy, 2010)

18. Benefits of homework
In groups read “Benefits of homework” from your handout and discuss the
different reasons why teachers assign homework.

19. A taxonomy of homework

22. Let´s match these practical examples with the
taxonomy according to their type, purpose and
nature.

24. ● Use the ideas in this step and your teaching experience so far to write a
working definition of differentiation in homework according to the
taxonomy presented.
● Then share this definition via a carrousel activity
● At the end of the carrousel discuss the information collected in each
poster.

25. Self-assessment task
3 facts you learned.
2 questions you have or wonder about.
1 personal connection you can make to the info.

26. From homework to pathwork
Type A - Summarize the key concepts on homework and pathwork.
Type B - Check this page for our next meeting
http://www.fortheteachers.org/instructional_strategies/
and describe some of the strategies proposed.
Type C - Prepare a simple task for your mates from this webpage.

28. Pathworks: la tarea escolar como
estrategia educativa
Second meeting

29. Contenidos
Aulas Heterogéneas: diseño de tarea graduadas para el aprendizaje individual y
autónomo.
Criterios de selección de material para tareas según las competencias de lectura,
escritura, escucha y producción oral.
Objetivos
Al finalizar el encuentro los docentes participantes podrán:
● Diseñar tareas de acuerdo a la heterogeneidad de cada clase
● Seleccionar material para las competencias de la lengua

30. Let´s check your
Type A - Summarize the key concepts on homework/pathwork.
Type B - Check this page for our next meeting
http://www.fortheteachers.org/instructional_strategies/
and describe some of the strategies proposed.
Type C - Prepare a simple task for your mates from this
webpage.

31. Website with a repertoire of instructional strategies with their definition and examples
http://www.fortheteachers.org/instructional_strategies

33. Pathworks: la tarea escolar como
estrategia educativa
Third meeting

34. Objetivos para este encuentro:
● Reflexionar sobre las actividades planificadas en los dos primeros
encuentros
● Indagar sobre la relación entre los sustentos teóricos sobre
diferenciación y las actividades planificadas mediante una evaluación
escrita.

35. Differentiated instruction.
With a partner write a brief definition of DI.
You can/should/may use “NEED(S), RESPONSE,
MINDSET, TEACHER’S, SS’ ” in your definition.

36. DIFFERENTIATION IS:
“a TEACHER’S proactive RESPONSE to
LEARNER’S NEEDS shaped by a MINDSET and
guided by general principles of
differentiation.” (Tomlinson, 2000)

37. Complete the following PRINCIPLES:
assessment/ quality/ supportive/
instruction/classroom
●___________ learning environment
●___________ curriculum
●___________ that informs teaching and
learning
●___________ that responds to ss’ variance
●leading and managing the ___________

38. PRINCIPLES of Differentiation
●supportive learning environment
●quality curriculum
●assessment that informs teaching and
learning
●instruction that responds to ss’ variance
●leading and managing the classroom

39. Teachers can...
● content
● interest
● product
differentiate through according to SS’
*
*
*
*
*
*
*
readiness
process
learning profile
affect/environment
Complete the chart with the items below

40. Teachers can...
differentiate through according to SS’
content
process
product
affect/environment
readiness
interest
learning profile

42. Let’s read about Tomlinson’s (2000) viewpoint
on differentiation of instruction to reinforce
the concepts presented in the chart.
Now, in groups, look at an overview of
differentiation, choose two questions you
would like to answer and present them to the
whole group. Be creative!!! You can decide on
any strategy to share your answers.

43. Differentiation: An Overview
The following questions are on Chapter 1, Differentiation: An Overview‖ in Assessment and Student Success in a Differentiated
Classroom by Carol Ann Tomlinson and Tonya R. Moon
1. Look back at the chart and text. In what ways do they align with your understanding of
differentiated instruction? To what elements and principles on the flowchart do you most often attend
in your practice? Which ones are less likely to be in the forefront of your thinking?
2. To what degree does your experience as a student and as an educator confirm or challenge this
statement: "The way in which a student experiences the classroom learning environment profoundly
shapes the way in which he or she experiences learning"?
3. What aspects of schools make it easy or natural for teachers to believe that virtually every young
person we teach has the capacity to learn what they need to learn in school in order to be successful?
What aspects of schools make it easy to believe that some kids are smart and some aren't, and that
we should teach accordingly?
4. In what ways do our beliefs about the capacity of our students probably affect our connections
with them? In what ways do those beliefs likely affect our effectiveness in creating a real "community
of learners" in our classrooms?

44. 5. If a non-educator were to ask you what your curriculum was, what would you
say to give a clear and accurate explanation?
6. This chapter proposes three fundamental attributes of robust curriculum:
clarity about what students should know, understand, and be able to do as the
result of any segment of learning, an emphasis on student understanding rather
than on student reproduction of information, and student engagement with
content. Which of those characteristics do you find most natural or easiest to
achieve? Why? Which do you
find most challenging? Why? What are implications of your answers?
7. It seems entirely logical that teachers would use formative assessment on a
daily basis to determine where their students are on- or off-course with important
content—and that they would use the information they get from the formative
assessments to guide the next day's instructional planning. In reality, that's not a
common scenario. What makes it challenging for teachers to work in this way?

45. 8. What are some adjustments you make in your classroom to address
students' varied readiness levels? Their interests? Their approaches to
learning? Which adjustments do you find to be most useful in moving learning
forward for your students? What else would you like to do in each of those
areas of student variance?
9. Three key tenets of effective differentiation are use of flexible grouping,
use of respectful tasks, and "teaching up." What do you understand each of
those ideas to mean? Why are they central in the philosophy of differentiation?
10. In what ways do a teacher's approach to classroom leadership and
management facilitate or impede implementation of the other classroom
elements (environment, curriculum, assessment, and instruction) as they are
described in Chapter 1?

46. Planning tasks for homework considering differentiation
“TIC-TAC.TOE” strategy: In small groups, choose one of the following tasks and develop them.
Design a task for homework based on the same topic. Frame
this task in one of the projects or topics students are involved
in. Decide on the grade (E.P.) or Year (E.S.)
Differentiate the task in two forms considering the taxonomy
for homework presented in the previous meeting.
Design a task for homework based on the same topic. Frame
this task in one of the projects or topics students are involved
in. Decide on the grade (E.P.) or Year (E.S.)
Differentiate the task in two forms considering the taxonomy
for homework presented in the previous meeting. and the
aspects for differentiation as presented in the chart below.
Design a task for homework to encourage students to engage
with new material that will be presented in class shortly (Type
B homework in the taxonomy).
Decide on the level (primary or secondary school) and
grade/year.
Think of one your classes and try to divide the students in it in
three groups. The criteria for group division are:
1) the readiness students have for English
2) the type of homework you may design and assign to
them
Considering the three groups, design an assignment
(homework) for each group following the taxonomy for
homework and integrating the other aspects for differentiated
instruction.

47. Task
Please check this page on your phones or
computers
http://www.fortheteachers.org/instructional_
strategies/
Find an interesting strategy to share with this
group via Whatsapp, send a screenshot of the
strategy and tell us briefly why you like it.

48. HOMEWORK PLANNING TEMPLATE
SCHOOL LEVEL: ……………………………. GRADE/YEAR: …………………………..
TOPIC / TASK IN PROJECT:
HOMEWORK TYPE:
PURPOSE:
DIFFERENTIATION THROUGH: (content, process, product, affect/learning
environment)
SKILL INVOLVED (reading, writing, listening, speaking) + literacy
INSTRUCTIONAL STRATEGIES:
MATERIAL:
TASK:

49. Collaborative (?) Homework??
We are going to work together with colleagues
from other 4 regions (Región 17, 5, 10, ... & ...).
You’ll have to access this document and
conceptualize the most important points:
highlight one concept OR write it as a comment.
Go to the shared doc: https://goo.gl/aO11s9
You NEEDN’T write everything, just WRITE ONE concept and READ your mates’.

50. Pathworks: la tarea escolar como
estrategia educativa
Fourth meeting
(virtual mode)

51. Pathworks: la tarea escolar como
estrategia educativa
Fifth meeting
(sharing, assessment)