Where do you stand on the classic homework debate?
The Homework and Practice module we watched on Teachscape last week made me take a minute and reflect on my thoughts, future practices, and my CE's practices when it comes to homework (NCTCS 5a).
I have always seen the importance of homework. Sure, I may not have wanted to do my homework sometimes but my parents always explained that homework was a way to practice what I was learning at school. However, not all students and teachers see homework this way.
There will always be a debate over homework and as teachers we will, more often than not, end up in the middle of this debate because we are the givers of homework.
The Homework and Practice Teachscape module states, "assigning students homework and having them practice skills provides them with opportunities to deepen their understanding of and proficiency with content and skills." The module also shares a list of "Teaching Tips" when assigning and planning for homework.
Teaching Tips
Dean et al. (2011, p. 115) developed the following six specific teaching tips for assigning homework and providing practice in the classroom:
- Always ask, "What learning will result from this homework assignment?" The goal of your instruction should be to design homework that results in meaningful learning.
- Assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, or learn new content on a surface level.
- Check that students are able to perform required skills and tasks independently before asking them to complete homework assignments.
- Consider parents and guardians to be your allies when it comes to homework. Understand their constraints, and, when home circumstances present challenges, consider alternative approaches to support students as they complete homework assignments (e.g., before- or after-school programs, additional parent outreach).
- When planning a unit, think carefully about how you will space practice sessions. Practice sessions need to be close together when students first learn a skill or process but more spread out later in the learning process to ensure students learn the skill to the proficient level.
- Ask students to record practice sessions outside of class, particularly for music or performing arts classes. Teachers can provide feedback to students or ask students to provide their own feedback on these sessions.
Most studies share the standard time students should spend on homework is no more than 10 minutes times their grade level per night. For instance a fourth grader should spend no more than 40 minutes on homework each night.
If asked about homework before being in the classroom this semester, I would definitely agree that 40 minutes of homework each night, Monday-Thursday, makes sense. However, after being in my Clinical Placement and doing a little research, I think that time is not the biggest factor in homework. Instead, quality of homework assigned should be our focus.
My CE asks that students read and fill out an interactive reading log each week. The students are also given a math sheet on Monday and are asked to turn it in on Thursday. The math sheet only has 10 to 12 problems to be completed. At first I thought, "That's all?" but when my CE explained the reasoning and I have spent more and more time in the classroom, this policy makes sense and works best for the students (NCTCS 1d).
Like I said, I thought this was way too little at first, so I asked, "Why?" and I listened to the response. My CE explained that the 4th grade team tries to pack as much instruction as possible in the school day. She said that the goal is to give students instruction, time to practice, and time to ask questions so that they feel confident with the material and do not have to spend countless hours doing homework at home. The 4th grade team sat down and evaluated the homework they had assigned in years past and realized the majority of it was busy work and not well planned practice. The team then asked themselves what they could do to cut out busy work, cut down on the frustration of not understanding a task and parents not being able to help, and assign meaningful practice for homework. The teachers decided that reading each night is important and created a reading log that allows students to read what they'd like and apply skills learned in class, such as main idea, summary, and supporting details, to what they have read. They also decided that math skills must be reinforced outside of the school day and choose to assign 10 to 12 problems that require students to practice math skills learned in class. There are 3-4 problems that align with each lesson and the idea is that students complete a few problems each night.
This made sense when I sat down and listened to what my CE shared. Often students are involved in community sports and have practices or games on school nights, not to mention after school care, parents who work late, they've also got to squeeze dinner in there somewhere, take a bath and get ready for bed. Students have a lot going on in those after school hours. While it is important for them to get extra educational practice outside of the normal school day, it is necessary to remember that at the elementary, middle, and early high school levels a lot of student "free time" revolves around parent schedules and extra curricular activities. We should take this into consideration when assigning homework and other "at-home" assignments.
While grades are important, colleges look for well-rounded students who are involved in other activities besides school. I believe that a little meaningful practice is necessary for homework, but I also believe we have to give students time to develop skills outside of school that contribute to making them a well-rounded individual.
I found an article posted by TIME Magazine states that research suggests homework is not really beneficial until 4th or 5th grade, but that starting homework at an early age "is thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills."
Like I said, I thought this was way too little at first, so I asked, "Why?" and I listened to the response. My CE explained that the 4th grade team tries to pack as much instruction as possible in the school day. She said that the goal is to give students instruction, time to practice, and time to ask questions so that they feel confident with the material and do not have to spend countless hours doing homework at home. The 4th grade team sat down and evaluated the homework they had assigned in years past and realized the majority of it was busy work and not well planned practice. The team then asked themselves what they could do to cut out busy work, cut down on the frustration of not understanding a task and parents not being able to help, and assign meaningful practice for homework. The teachers decided that reading each night is important and created a reading log that allows students to read what they'd like and apply skills learned in class, such as main idea, summary, and supporting details, to what they have read. They also decided that math skills must be reinforced outside of the school day and choose to assign 10 to 12 problems that require students to practice math skills learned in class. There are 3-4 problems that align with each lesson and the idea is that students complete a few problems each night.
This made sense when I sat down and listened to what my CE shared. Often students are involved in community sports and have practices or games on school nights, not to mention after school care, parents who work late, they've also got to squeeze dinner in there somewhere, take a bath and get ready for bed. Students have a lot going on in those after school hours. While it is important for them to get extra educational practice outside of the normal school day, it is necessary to remember that at the elementary, middle, and early high school levels a lot of student "free time" revolves around parent schedules and extra curricular activities. We should take this into consideration when assigning homework and other "at-home" assignments.
While grades are important, colleges look for well-rounded students who are involved in other activities besides school. I believe that a little meaningful practice is necessary for homework, but I also believe we have to give students time to develop skills outside of school that contribute to making them a well-rounded individual.
I found an article posted by TIME Magazine states that research suggests homework is not really beneficial until 4th or 5th grade, but that starting homework at an early age "is thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills."
So now the real question is...What do you think???
Before you answer, do your own research, reflect on your future practice ideas, and your CE's practices, and consider this quote...
“A good way to think about homework is the way you think about medications or dietary supplements, if you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”
- Harris Cooper, Duke University Psychology Professor
Excellent topic Leslea! The homework debate!!! Well, having kids of my own, I can tell you they (like all of us in school) are not excited about homework. I see the benefits if issued properly and received by students as helpful to their learning. But, how much really gets done is one question. Like you said, with extra family and sports activities throughout the week, it is hard for many students to get anything done. Plus, just completing and turning in a worksheet doesn't seem to be very meaningful and you wonder if the student gets anything out of it at all.
ReplyDeleteAgain, I do see the merits in the practice aspect, but there seem to be more pros than cons. These last semesters should give us a great insight into how we structure our classroom in the future for sure! If we are able to assign the students meaningful thought provoking content, I can see this as a benefit for sure! And on the other hand some students thrive more when they have the practice and accountability. Like the author you quoted said: Make sure your students are even able to do the homework, make sure it is relevant and thought provoking, make sure it deepens their understanding. If these all align, then it will certainly benefit. GREAT post Leslea! :)
Leslea,
ReplyDeleteWhat an excellent blog topic!!! I am impressed that the homework debate is happening at your school. This is awesome and I am glad you are already debating how you will handle homework in your future classroom.