Why do we assign homework? Is it because it meaningfully improves learning—or because it’s simply what schools have done for decades? This thought-provoking professional development takes an in-depth look at the research, rationale, and realities surrounding homework and challenges educators to rethink long-held assumptions about its role in student learning.

This session begins with an overview of educational research on homework, including what studies consistently show about its impact at different grade levels. Participants will explore findings that indicate limited academic benefits of traditional homework in elementary grades, mixed results in middle school, and more nuanced outcomes at the high school level—especially when homework lacks clarity, feedback, or purpose. The conversation will focus not just on whether homework works, but when, why, and for whom it works.

A central focus of this professional development is the clear distinction between meaningless homework and purposeful practice. Educators will analyze common homework assignments that rely on repetition, compliance, and volume rather than intention. These tasks often lead to frustration, incomplete work, academic dishonesty, and burnout—for students, families, and teachers alike. Participants will unpack why students dislike homework, why families feel it creates stress at home, and why teachers struggle to meaningfully grade or even collect it.

In contrast, the session introduces the concept of purposeful practice—intentional, targeted, and meaningful learning experiences that reinforce skills without overwhelming students. Purposeful practice is clearly aligned to learning objectives, differentiated to student needs, limited in time, and designed to promote mastery rather than completion. Teachers will explore examples of what purposeful practice looks like across grade levels and content areas, including practice that builds fluency, reflection, curiosity, and real-world application.

Throughout the presentation, participants will engage in honest, collaborative conversations with colleagues about the “why” behind current homework practices. Why do we assign hours of work each night? What message does that send to students about learning? How does it impact student motivation, mental health, family dynamics, and overall school culture? Educators will reflect on how homework has contributed—often unintentionally—to student burnout and negative attitudes toward school.

By the end of this professional development, teachers and administrators will leave with a research-based understanding of homework, a renewed mindset around learning beyond the classroom, and practical strategies to replace traditional homework with purposeful practice. This session empowers educators to make thoughtful, student-centered decisions that honor learning, well-being, and balance—both in school and at home.

Join Brady for an engaging and honest exploration of Purposeful Practice versus Homework, and discover how changing what and why we assign work can transform the learning experience for students, families, and educators alike.