Homework

1. Back 2The Future Night

2. What does “study” or
“homework” look like
in an IDEAL WORLD?
Think-Pair-Share

3. Arguments Against:
 “Quality” time between parents and children
is significantly impacted.
 Questions about the educational merit of
(some) homework tasks.
 When things go wrong the parent-child
relationship is strained; anxiety increases,
and both the educational and family domains
are negatively affected.

4. Arguments for:
 Consolidates the day’s learning and allows
students to practice key concepts.
 Develops a child’s self-efficacy: their belief
that they are able to perform academic tasks
at a certain level.
 Develops a child’s self-regulatory skills, goal
setting, time management and delaying
gratification.

5.  Research suggests that:
 There is a weak relationship between homework and
academic achievement in primary school. However, a
longitudinal study ofYear 5 students showed that
completion of homework developed the key skill of
academic self-efficacy which is most important for
secondary education and beyond.
 Academic outcomes improve for secondary students who
complete homework.
 Homework can be very beneficial for students who are
considered at-risk educationally.
 Giving students choice in the homework process increases
their motivation to complete the assigned tasks.

6. 1. Be a Stage Manager
 What type of learner is your child
(Auditory, Kinaesthetic,Visual, Social,Verbal,Solitary)
 Make sure your child has access to an environment
which is conducive to good study.
 Separate (where possible) study and sleep areas.
 Ensure computers are either in an office or in a shared
space in the home.
 Your child should hand in their mobile phone.
 Timetable your child’s life to within an inch of it!
(Routine, Routine, Routine).

7. 2. Be a Motivator:
 Homework provides parents with the
opportunity to communicate to their child
the importance of school.
 The attitude the parent has to homework is
the attitude the child will acquire.

8. 3. Be a Role Model.
 Allow your child to see you doing similar
tasks that they are required to complete
during homework (e.g. Reading, rather than
watchingTV while children are completing
homework).
 Where possible, connect key tasks in the
home with learning undertaken at school.

9. 4. Be a Monitor
 Check your child for signs of failure or
frustration.
 Provide guidance, not answers.
 If things start to go wrong, suggest a break
and come back to it.

10. 5. Be a Mentor:
 If a teacher asks a parent to be involved in the
homework, then it is recommended they do
so.
 If the homework is intended to be completed
alone, parents should leave their child alone.
 The wrong message is received by children
whose parents “solve the problems” and
“provide the answers”. Getting it wrong is just
as important as getting it right.

11. The Response: “Learning only stops when
you’re unconscious.”
The Practice:
 Primary Students:
- number facts and times tables.
- Household problem-solving.
- Reading aloud.
- Comprehension of text – news, magazine
article.

12. The Practice:
 Secondary Students:
- Be conversant with the SemesterAssessment
Calendar and request a copy of your child’s
timetable.
- Understand the secondary homework
expectations and challenge your child when
they claim that they have no homework.
- Contact your child’s teacher the very next day
via email.

13. The Practice:
Secondary Students (Cont...)
- Give your child a newspaper and ask them to provide a written summary of the
day’s news or do some research on a story they were interested in.
- Ask your child to write the next episode of their favouriteTV show – check it for
spelling & punctuation if written or pick up the use of ‘ummmm...’ if oral.*
- Have your child create a series of journal entries based on a character from their
favouriteTV show*
- Read out your shopping list, ask them to record it and check for spelling.*
- Ask your child to estimate the cost of certain shopping items.
- Have them calculate how much of a specific item the family will require based on
the consumption of each member of the household (washing detergent is a good
one here).
- Have your child tell you an impromptu story.
- Ask them to double check addition of receipts and invoices.
*Older children may be able to review, check and correct younger children’s work.

14. • Reading and identifying
unfamiliar words, performing
a dictionary search and using
these words in complete
sentences.
• Strategies for reducing wastage in
the home.
• Write the next episode.• Newspaper summary
Analytical Creative
Basic
Skills
Problem-
Solving

15.  http://mathsonline.com.au/
 http://www.vocabulary.com/
 http://www.education.vic.gov.au/about/event
s/litnumweek/forstudents.htm
 http://readingeggs.com.au/
 http://www.bbc.co.uk/schools/ks1bitesize/lite
racy/

16.  http://www.pascalpress.com.au/

17.  Email michael.mccarth@twb.catholic.edu.au