Repurposing Homework
Repurposing Homework
Tom Schimmer
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Gill & Schlossman (2004): “Too much or too little; too easy too hard; a spur to student achievement or student alienation; a marker of enlightened or lazy teaching; a builder of character or a degrader of self-esteem; too demanding or too dismissive of parents; a stimulus of national economic vigor or of behavioral conformity. The range of complaints about homework is enormous, and the complaints tend—as much today as in the past—toward extreme, angry, often contradictory views” (p. 174). What is your position on homework? Should it be assigned? Should it be graded? Should it ever play a role in grade determination?
Depka (2015): “When it comes to grading homework, we’re asking the wrong question. The question is not whether to grade work completed outside of the classroom but instead what type of work it is. Is the work formative and intended to provide further experiences for students to apply to content or skills? Is the work summative and assigned after students have had ample opportunity to practice?” (p. 71).
Formative Assessment
t r ac k; ng o n l ear ni ent Keep r o vem p im u al Summative c o nt in
Assessment
Duration of Learning
r ning t l ea y t ha r ed Ver if r u c oc h as
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
Practice or Extension (Schimmer, 2016)
1. Skill D evelopment
1. D eepening learning.
2. Building foundational knowledge and skills.
2. Connecting multiple standards (authentic application?)
3. Usually early in the learning progression. 4. Typically non-graded.
3. Usually later in the learning progression. 4. Graded (if for verication).
Vatterott (2009): “The value of the research is in the broad strokes it paints, not in the minutiae. Its value comes as we reflect on the logic of its conclusions—do they make sense for our population of students? Are they consistent with what we have come to know from experience about our type and age of student? The other value of research is to dispel the myths behind some of the most strongly held beliefs about homework” (p. 71).
Homework Anytime a student makes a rst attempt at practicing new learning it should not be included in grade determination until the teacher has had provided descriptive feedback on areas of strength and areas in need of more attention.
Accuracy Q uestions related to
Grading H omework
Who did the work? Was our instruction that flawless? Was the student clear on directions? Were we? Are you emphasizing learning or points/compliance. Will your feedback produce a productive response? When are students supposed to take academic risks? What is the intent of the homework? (Practice v Game)
2
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
Dean, Hubbell, Pitler, & Stone (2012): “A common purpose for homework ... is to provide students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency, and conceptual understanding. Students should be fairly familiar with the relevant skill if they are going to practice it for homework” (p. 106).
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Cooper (1989): “Having students do homework out of fear of negative consequences turns a situation ideal for building intrinsic motivation into one that implies the teacher thinks external contingencies are required to get it done.” © Schimmer 2017. SolutionTree.com Do not duplicate.
3
References Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85–91. Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Researchbased strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Depka, E. (2015). Bringing homework into focus: Tools and tips to enhance practices, design, and feedback. Bloomington, IN: Solution Tree Press. Erkens, C. (2014, May). The power of homework as a formative tool. Accessed at http://anamcaraconsulting.com/wordpress/2014/05/30/the-power-of-homework-as-aformative-tool/ Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on homework, 18502003. Theory Into Practice, 43(3), 174–181. Schimmer, T. (2016). Grading from the inside out: Bringing accuracy to student assessment through a standards-based mindset. Bloomington, IN: Solution Tree Press. Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: Association for Supervision and Curriculum Development.
4
www.tomschimmer.com
[email protected]
www.allthingsassessment.info
@TomSchimmer
© Schimmer 2017. SolutionTree.com Do not duplicate.
Tom Schimmer
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Gill & Schlossman (2004): “Too much or too little; too easy too hard; a spur to student achievement or student alienation; a marker of enlightened or lazy teaching; a builder of character or a degrader of self-esteem; too demanding or too dismissive of parents; a stimulus of national economic vigor or of behavioral conformity. The range of complaints about homework is enormous, and the complaints tend—as much today as in the past—toward extreme, angry, often contradictory views” (p. 174). What is your position on homework? Should it be assigned? Should it be graded? Should it ever play a role in grade determination?
Depka (2015): “When it comes to grading homework, we’re asking the wrong question. The question is not whether to grade work completed outside of the classroom but instead what type of work it is. Is the work formative and intended to provide further experiences for students to apply to content or skills? Is the work summative and assigned after students have had ample opportunity to practice?” (p. 71).
Formative Assessment
t r ac k; ng o n l ear ni ent Keep r o vem p im u al Summative c o nt in
Assessment
Duration of Learning
r ning t l ea y t ha r ed Ver if r u c oc h as
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
Practice or Extension (Schimmer, 2016)
1. Skill D evelopment
1. D eepening learning.
2. Building foundational knowledge and skills.
2. Connecting multiple standards (authentic application?)
3. Usually early in the learning progression. 4. Typically non-graded.
3. Usually later in the learning progression. 4. Graded (if for verication).
Vatterott (2009): “The value of the research is in the broad strokes it paints, not in the minutiae. Its value comes as we reflect on the logic of its conclusions—do they make sense for our population of students? Are they consistent with what we have come to know from experience about our type and age of student? The other value of research is to dispel the myths behind some of the most strongly held beliefs about homework” (p. 71).
Homework Anytime a student makes a rst attempt at practicing new learning it should not be included in grade determination until the teacher has had provided descriptive feedback on areas of strength and areas in need of more attention.
Accuracy Q uestions related to
Grading H omework
Who did the work? Was our instruction that flawless? Was the student clear on directions? Were we? Are you emphasizing learning or points/compliance. Will your feedback produce a productive response? When are students supposed to take academic risks? What is the intent of the homework? (Practice v Game)
2
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
Dean, Hubbell, Pitler, & Stone (2012): “A common purpose for homework ... is to provide students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency, and conceptual understanding. Students should be fairly familiar with the relevant skill if they are going to practice it for homework” (p. 106).
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Cooper (1989): “Having students do homework out of fear of negative consequences turns a situation ideal for building intrinsic motivation into one that implies the teacher thinks external contingencies are required to get it done.” © Schimmer 2017. SolutionTree.com Do not duplicate.
3
References Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85–91. Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Researchbased strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Depka, E. (2015). Bringing homework into focus: Tools and tips to enhance practices, design, and feedback. Bloomington, IN: Solution Tree Press. Erkens, C. (2014, May). The power of homework as a formative tool. Accessed at http://anamcaraconsulting.com/wordpress/2014/05/30/the-power-of-homework-as-aformative-tool/ Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on homework, 18502003. Theory Into Practice, 43(3), 174–181. Schimmer, T. (2016). Grading from the inside out: Bringing accuracy to student assessment through a standards-based mindset. Bloomington, IN: Solution Tree Press. Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: Association for Supervision and Curriculum Development.
4
www.tomschimmer.com
[email protected]
www.allthingsassessment.info
@TomSchimmer
© Schimmer 2017. SolutionTree.com Do not duplicate.
