Homework

Jason McKinnon November 2009 1

HOMEWORK
Best practices at Branchville School November
By Jason
McKinnon 2009

Jason McKinnon November 2009 2

“FOR HOMEWORK TO BE
EFFECTIVE, IT SHOULD
SUPPORT EDUCATIONAL
GOALS, TAKE INTO ACCOUNT
STUDENTS’ ABILITIES AND
NEEDS, AND STRENGTHEN
THE SCHOOL-HOME
CONNECTION…”
Protheroe (2009)

What the Research says about
homework
3

 As with many school-related variables that
impact student learning, it is difficult to isolate a
connection between student learning and
homework

 Too many variables…quality of homework,
student motivation, family support…

 However, significant correlations exist between
homework and student achievement; stronger
correlation in grades 7-12 than K-5
Jason McKinnon November 2009

homework
4

 Cooper, Robinson, and Patall (2006) found,
“consistent evidence for a positive influence of
homework and achievement.”

 Marzano (2007b)… “…the relationship between
the amount of homework students do and their
achievement outcomes was found to be positive
and statistically significant.”


homework
5

 Cooper (2001) suggests possible broad benefits
of homework:
1. Long-term academic benefits such as better
study habits and skills;
2. Nonacademic benefits, including greater self-
efficacy, better time organization and more
independent problem solving skills;
3. Greater parental appreciation of and
involvement in schooling.


Homework BEST practices
6

 According to Marzano & Pickering (2007),
“homework does not need to be assigned as a
matter of routine,” but instead when there is a
clear purpose in regard to student learning.
 Make sure that students understand the
homework…students should leave your
classroom with no confusion about either what
they are supposed to do or how to do
something.
 Homework should not be used to introduce
new material

Homework BEST practices
7

 If your purpose behind a homework assignment is
for student practice, make sure students fully
understand key concepts otherwise this may
serve to “habituate errors or misconceptions”
(Marzano, Pickering and Pollock, 2001)
 Walberg (2004) notes that teacher’s feedback to
students significantly impacts student learning.
Students learn more when homework is graded,
commented upon or discussed in class.
 Do not assume parents understand the purpose
or even support homework practices at home.

State the purpose for homework
8

For Younger Students
“The reason for today’s homework is…”
 So you can practice doing something you learned in
school.
 So I can find out if you understand what you learned
today.
 So you can think about and write about what you
learned.
 So you can tell me what you think about what you
learned.
 To show you something we will learn about soon.

 To help you get ready to take a test or a quiz.


State the purpose for homework
9

For Older Students
 Allow you to practice something you have already
learned.
 Allow you to apply something you have already
learned to a new situation.
 Check whether you understand something you have
already learned.
 Allow you to analyze something you have already
learned.
 Allow you to pull together several things that you have
already learned.
 Allow you to reflect on your learning.
 Introduce new information to you that we will study
soon. Jason McKinnon November 2009
 Help you to review for an upcoming test or quiz.

According to ERIC (2001) study,
homework is more successful
10
when:
 Homework is assigned at the beginning of a
class
 Homework is clearly explained with modeling
with directions explained orally and in writing
 Students can start some homework in class
and completed at home.
 Homework is explicitly related to class work
 Students can work together to complete
 Homework is limited

Homework practices for
11
parents…
 Please assist your child in his or her efforts by
establishing a predictable routine e.g. time and
place
 Children differ in the amount of homework
support they need; a baseline of support should
include:
 Regularly reviewing your child’s assignment book or
home work folder
 Provide an appropriate work space that is
quiet, well-lighted supplied with necessary
materials. Supervise students that use a computer
closely.
 Scaffold but Jason not complete homework for children
do McKinnon November 2009

12
parents…
Parents are encouraged to…
 Ask their child about what the child is studying in
school.
 Ask their child to show them any homework
assignments.
 Assist their child in organizing homework
materials.
 Help their child formulate a plan for completing
homework.
 Provide an appropriate space for their child to
do homework.

13
parents…
Parents may if you wish…
 Help their child interpret assignment directions.

 Proofread their child’s work, pointing out errors.

 Read aloud required reading to their child.

 Give practice quizzes to their child to help

prepare for tests.
 Help their child brainstorm ideas for papers or

projects.
 Praise their child for completing home work.


14
parents…
Parents should not…

 Attempt to teach their child concepts or skills the
child is unfamiliar with.

 Complete assignments for their child.

 Allow their child to sacrifice sleep to complete
homework.

Policy on requesting homework
15

 Parents may request missed homework when
students are ill, please call the school before
10am to request missed homework

 According to BOE policy, teachers are not
obligated to assign homework for students
when they are absent due to a family vacation


Homework time frames at
Branchville
16
 Grade K-homework is not formally assigned, though reading habits should be
emphasized or students may bring home tasks that are designed for parent-child
participation.
 Grade 1— 15 minutes of homework each night. First graders should read mostly to
parents as the year progress. 10-15 minutes per week of math homework.
 Grade 2— Like first grade, students should spend 15-20 minutes on homework per
night; plus a reading or math activity that usually 5 minutes
 Grade 3—20 to 30 minutes of homework which can include content, writing and
math or long-term projects at the discretion of the teacher. Independent reading
and/or study assignments may increase the amount of time needed to complete
homework.
 Gr. 4—30 to 45 min/night in core academic areas. Additional study assignments
may increase the amount of time needed to complete homework at the discretion
of the teacher. Students should also practice independent reading for 20 minutes
with reading responses
 Gr. 5—45-60 min/night in core academic areas. Additional study assignments may
increase the amount of time needed to complete homework at the discretion of the
teacher. Students should also practice independent reading for 20 minutes with
reading responses Jason McKinnon November 2009

In summary…
17

 Homework should be clearly explained with
clear expectations for each assignment
 Should be developmentally appropriate with a
clear purpose; not busy work
 Limit the amount of homework to fit in
independent reading time
 Acknowledge homework important with
feedback
 Periodically solicit feedback from students and
parents concerning difficulty level and
complete time.

From our Assistant
18
Superintendent…
 It seems to me that the big, “power” idea is
that teachers need to be very thoughtful, very
purposeful about the homework they assign.
Putting themselves in the learner’s seat, they
should ask—how will this homework help to
strengthen/deepen my understanding of the
learning I received today? Homework should
be directly connected with the goals of the unit
and the objectives of the series of lessons to
which it is connected.

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