Homework
Homework....the great debate.
You wouldn’t be a parent in the 21st century if you didn’t know there was a great debate going on about homework in (at least) the United States. Before we talk about this year, and this classroom, I will briefly provide you with some links, resources and an overview so you can understand where I am coming from.
This “debate” stems from research that asks “is homework good for kids at all?” or “are we giving kids too much homework?” Collections of studies and meta-analyses (large combined research studies) have been tackling this topic for decades.
In case you don’t want to read this whole page, here is a brief (as brief as I can make it) summary:
One of the most revered resources for educational research today is taken from a meta-analsysis of 161 research studies by John Hattie. What it says about homework is not a simple answer; it is complex:
Overall, the more complex, open-ended and unstructured tasks are, the lower the effect homework has on student success.
Short, frequent homework closely monitored by teachers has higher impact on student success.
The more specific and precise the task is, the more likely it is to correlate with student success.
Homework that is more open, more complex is more appropriate for able and older students.
Putting students in a position where their learning is too complex, extended or unstructured to be done unsupervised is not healthy, expecially for young children.
The success critera shows better results for high school students than younger students, but this partially due to the factors listed above.
Finally, the evidence is that teacher involvement in homework is key to its success.
At the bottom of this page are links to numerous articles on homework research where you can learn more.
Homework Procedures in Ms. Elliott’s Class
In my room, there are THREE types of homework your student MIGHT be taking home. The first is the one that fits all the criteria above, especially number 2,3 and 7:
Math practice
In-class work they didn’t finish (but should have and need to)
A long-term project
Math Practice
In our daily math routine, most days we learn a new lesson or continue with a lesson from the day before. We do practice problems together as a class, in partners or small groups, and in small groups with me. When we have parent volunteers, they also meet with and help students. The day ends with working on a practice page or homework page to reinforce the skills we have learned that day to be sure that the students have understood the concepts from that day. On some days students have enough time to get much of this page done and have little homework.
We begin each day reviewing that homework or practice page as a class. I go over individual’s questions with the class and we review every problem in fine detail until every student communicates they understand why they missed a problem. If they are still struggling, we have time that day to meet in a small group. This reviewing of homework every day and taking apart the problems we don’t understand is key to #7”...Finally, the evidence is that teacher involvement in homework is key to its success.” What I need to add is that key to this step, is that students DO the homework. If students haven’t done their math homework, they lose out on the first half an hour of math each day and the opportunity to learn from their mistakes. Learning from our mistakes is one of the best ways to learn.
Unfinished Work
Sometimes students might have “one of those days” where they aren’t working as efficiently as usual. Maybe it’s just a bad day (we all have those) or they were unusually distracted. On these days maybe they didn’t get an in-class assignment competed. If that’s the case and for our classroom community purposes that assignment needs to be done for us to move on the next day, they will have to take it home to finish it. This only happens when they had plently of time and it is the student’s responsibility that it didn’t get completed. When well over half the class didn’t complete it, it is my fault for not giving them enough time, and I just extend the time expectations for all.
Long-Term Projects
Over the course of the year students will have a few in-class/out-of class projects. This means they will work on it largely at home but will also have time to work on them in class. This is possible because our projects are digital, and the project lives “in the cloud” and can be accessed anywhere where there is a computer and wireless access. At the time of this writing they will have at minimum an Energy Project, a Solar System Project, a Biography Project, and six Book Projects.
Homework Pros and Cons
Honestly, if I didn’t have to give out homework, I’d prefer not to, because in my 18 years of teaching, I see the same thing every year. There are always 2 or 3 students who consistently don’t do their homework or have an explanation why they didn’t bring it, and everyone else brings theirs, save one day in a blue moon when something comes up. There is no consequence that matters to the 2 or 3 kids who never or rarely bring it, and the consequences for the others on the one they don’t devastate them. The only turn-arounds ever made for those “2 or 3” are the ones where the parent intervenes and does something at home. The thing I’ve learned about homework is that if you want your student to be responsible and reliable about their attitude about school, it’s you at home that has to be on top of asking if they’ve done it. Some parents never have to ask, it’s inherent in their child. Some parents have to ask 4 times a day. But if you have a child who doesn’t care and you as a parent don’t show that you care, they will never do their homework. At school we do not have strong enough consequences to change that, plain and simple.
Honestly, I’d rather see children playing outside and getting exercise than sitting inside doing hours of homework, and fortunately some still do! Unfortunately we all know some are sitting inside playing video games and watching TV. In that case I’d rather they be working on projects and reading if they aren’t playing outside. But I don’t assign homework for that reason. As explained above, the math homework is not random, but essential for progress and success in our program. I try to give them time to work on it in class so they have free time at home, but completing the homework really is important for their success in math.
Friday Fun and WIN Time
I have two times during the day/week set aside for students to complete any homework or in-class work that is missing or incomplete. Each day we have a “What I Need Time” where students can silent read, write, work on a project, work on missing homework, or something that is productive, individual, silent and academic. At the end of every week, students earn “Friday Fun,” an opposite time that is not silent nor academic. Here they can choose an activity (sometimes even outside, weather permitting) because they’ve earned it. However, if they are still missing work by this time, they will have to do it now. This tends to be the most unforntunate of consequences for many.
Homework Research:
US Dept of Education Booklet on How Parents Can Help Children With Homework
Time Article: Is Homework Good for Kids?
Does Homework Improve Achievement? A Synthesis of Research