Homework and PracticeNorwalk High School – Thursday, 11/4/2010

Modules created by: Craig Creller, K-12 Instructional Specialist (Math) – Norwalk PS Julie Giaccone, CREC Consultant

Participants will: Understand the purpose and

importance of homework and practice Identify ways to implement effective

homework and practice activities◦ Identify ways to differentiate homework and

practice opportunities Review examples of homework and

practice activities

Rationale Why homework?

- Students are in school a short time- Homework extends learning beyond

the school day

Asset or Liability? - It depends on how it is used

Generalization #1:

The amount of homework assigned to students should be different from elementary to middle school to high school.

(Cooper, 1989)

Generalization #2:

Parent Involvement in homework should be kept to a minimum.

• Facilitation, not “enable-ization”Generalization #3:

The purpose of homework should be identified and articulated.

• Practice• Preparation or Elaboration

Generalization #4:

If homework is assigned, it should be commented on.

• The effects of homework VARY greatly depending on the TEACHER FEEDBACK provided

Take 3-4 minutes to answer these questions on the handout provided.◦ What are the purposes of homework?◦ What kind of homework do you assign your

students?◦ What makes homework effective, and how do

you know it has been?◦ What questions do you have about using

homework?

Should be in the form of Parent / School Connections

Homework Contracts should include◦ Clear purpose and design◦ Consistent organized place ◦ Consistent organized schedule◦ Feedback will always be provided◦ Parents understanding of THEIR ROLE in the

process Encourage Motivate Prompt Conversation: What steps were easy, hard At bedtime, homework STOPS

ResearchBoth homework and practice give students opportunities to deepen their understanding and proficiency with content they are learning.

Considerations/Recommendations-Amount

10 X the # of the grade as a guideline-Parent involvement

Parents as facilitators -Homework policy

Feasible & defensible expectations-Purpose

Without one, it’s “busy work”-Assignment sheets

Clarify what they are doing and why-Feedback (be specific)

Can improve student achievement

Research Students need to practice skills and

processes before they can use them effectively.

Goal is for learning a skill, not learning information.

# of practice opportunities

Imp

rovem

en

t in

Learn

ing

Speed and accuracy

learners attend to their conceptual understanding of skills◦ Deal with only a few examples during SHAPING

phase◦ Do not press for speed with skill

“Whereas American 2nd graders may spend thirty minutes on 2 or 3 pages of addition and subtraction equations, the Japanese are reported to be more likely at this level to use the same amount of time in examining 2 or 3 problems in depth, focusing on the reasoning process necessary to solve the problem” (Healy, 1990)

Students keep track of their own speed and accuracy by charting

Learner engages in overall skill or process but targets one aspect or step

RecommendationsFor Classroom Practice

Determine which skills are worth practicing.

Schedule massed and distributed practice.

Help students shape a skill or process

(explicit instruction and modeling)

Conga LineFind your article group #1, #2, #3, #4

Activity #1 – Conga Line Find your group based on your article. (#1-

4)

Read silently for 10 minutes.

Line up in two rows facing each other.

Share one (1) important fact, then shift left at the bell/buzzer until you have shared with the whole team.

Jigsaw

Activity #2 - JIGSAW Sit back with your same article group

“Prioritize” 3 to 5 (max.) facts (5 min.) – Post on chart paper.

Present/share out with the larger group

Possible Extensions…Activity #3 – “Cross Conga”

(optional) Line up against a different article group.

Share one (1) fact.

*** Does not have to be done the same day. Excellent follow-up/reinforcement.

Possible Extensions…Activity #4 – Gallery Walk

(optional) Take a walk around the room observing the other

group summaries.

Possible activities: - Write down at least one fact from each. - Think-Pair-Share with a member (of that group or

your own to discuss).

*** Does not have to be done the same day. Excellent follow-up/reinforcement. Leave the Summaries up for display.

What have you learned about Homework & Practice?

Or

Differentiation?

http://www.enchantedlearning.com/graphicorganizers/

The Case against Zero, Journal article by Douglas B. Reeves; Phi Delta Kappan, Vol. 86, 2004, (see handouts)

Classroom Instruction that Works, Marzano et al, 2001, ASCD, ISBN # 0-87120-504-1.

The Art and Science of Teaching, Marzano, 2007, ASCD, ISBN #978-1-4166-0571

-------------------------------------- * crellerc@norwalkps.org

(203)-854-4111