I'm doing a workshop this weekend, "Do your homework!" at the BCTEAL
Some parameters of effective homework
|
You
do it?
|
||
1. Differentiated (for individuals)
|
|||
2 Can be done independently (with no help from parents or other students)
|
|||
3. Get started on homework in class
|
|||
4. Students understand the purpose and value
|
|||
5. Developmentally appropriate
|
|||
6. Allows students choice(s) in what to do
|
|||
7. Students can stop when they
believe they understand the concept well enough
|
|||
8. Graded (but not figuring in to course grade)
|
|||
9. Comments requiring follow up
|
|||
10. Subject matter differences evident.
|
|||
11. Optimal hours per week? (max 2 per
day/night)
|
|||
12. Integration with lesson(s)
recognizable and consistent
|
|||
13. Student autonomy encouraged
|
|||
14. Time management required or
encouraged
|
|||
15. Scaffolding implicit or explicit
|
|||
16. Mentoring/coaching function evident
|
|||
17. “embodied practice” (Do something other than sit and think and take notes.)
|
|||
18. Data management system supplied
|
|||
19. Multi-modality practice
|
|||
20. Overlearning (especially for beginners)
|
|||
21. Homework practice interviews done with instructors
|
22. Tasks that cannot be performed in
class
|
|
23. Predicted time required indicated
|
|
24. Tracking actual homework task time
|
|
25. Homework counts toward grades
|
|
26. Homework packets provided
|
|
27. Recognized
benefits to students & teacher presented and acknowledged
|
|
28. Effective in class follow
up (i.e., checking homework orally; checking homework on the board; and
collecting and grading homework)
|
|
29. Student
“enjoyment” of homework
|
|
30. Online applications and storage
|
|
31. Cultural
expectations met or moderated
|
|
32. Gains
(8 ~ 31%) evident
|
|
33. Reflective
practice required
|
|
34. Meta-cognitive
(planned practice)
|
|
35. “learning
lexicon” developed over time by students and/or instructor
|
|
36. Incidental
study recognition
|
|
37. Portfolio
review
|
|
38. Student
recommendations, evaluations of homework effectiveness
|
|
39. “Filing”
system required and reviewed
|
|
40. Homework ethnography (f2f interviews focusing on more than just practice)
|
|
41. Group
homework proposals and review
|
|
43. Demonstrates
competence
|
|
44. Is
aesthetically pleasing
|
Selected references
Cooper,
H., Robinson, J., & Patall, E. (2006). Does Homework Improve Academic
Achievement? A Synthesis of Research, 1987–2003 Review of Educational
Research 76:1,
1-62.
Galloway, M., Conner, J., & Pope,
D. (2013). Nonacademic Effects of Homework in Privileged, High-Performing High
Schools, Journal of Experimental
Education, 81:4, 490-510.
Ozkan
E., & Henderson, D. (2011). Are we
wasting our children’s time by giving them more homework?,
Economics of Education Review Economics
of Education Review, 30:5, 950-961.
National
Education Commission on Time and Learning (1994). Retrieved February 2, 2016, http://econpapers.repec.org/article/eeeecoedu/v_3a30_3ay_3a2011_3ai_3a5_3ap_3a950-961.htm.
The
Hechinger report (2015). Retrieved from
Rosario, P., Nunez, J., Vallejo, G.,
Cunha, J., Nunes, T., Suarez, N., Fuentes, S., & Moreira, T. (2015) The
effects of teachers' homework follow-up practices on students' EFL performance:
a randomized-group design http://journal.frontiersin.org/article/10.3389/fpsyg.2015.01528/full.
ASCD
(2007). The case for and against homework. Retrieved February 4, 2016,
Safakova,
Z. (2015). Reasons for doing/not online homework: insights from EFL students, A. &
Cubri, M. (Eds). ECEL2015-14th
European Conference on e-Learning, 510-518.
No comments:
Post a Comment