Classroom Instruction That Works

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Classroom Instruction That Works
PowerPoint by Peter Gallant

• Chapter 5 Homework and Practice

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Introduction

• What is research telling us about homework?
• Is there a right way and a wrong way of doing
  homework?
• Student comment Why cant we just learn at
  school and be done with it?
• What is the purpose of practice and how do I
  provide it for my students?

Here are some answers!
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What is research telling us about homework?

• Research and Theory on Homework
• The amount of homework assigned to students
  should be different from elementary to middle
  school to high school.
• p.61-32

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Is there a right way and a wrong way to doing
homework?

• Parent involvement in homework should be kept to
  a minimum.
• Many studies show minimal and even somewhat
  negative effects when parents are asked to help
  students with homework.
• The purpose of homework should be identified and
  articulated.
• The two common purposes for homework are
  (1)practice and (2) preparation.
• If homework is assigned, it should be commented
  on. (see Figure 5.3)
• p.63-64

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Is there a right way and a wrong way to doing
homework? (cont.)

• Classroom Practice in Assigning Homework
• Create a homework policy.
• This should clearly outline the purpose and
  amount of homework.
• A policy should also state the consequence of
  incomplete homework.
• Students should know why they are doing the
  homework.
• One example of this is keeping a daily assignment
  notebook.
• Subject___________________________
• Due Date_________________________
• What I have to do tonight_____________
• Purpose of assignment________________
• What I have to already know or be able to do
• p.64-65 in order to complete the
  assignment______

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What is the purpose of practice?

• Research and Theory Related to Practice
• Mastering a skill requires a fair amount of
  focused practice.
• FIGURE 5.5 Vertical axis improvements in
  learning
• Horizontal axis the number of practices
• While practicing, students should adapt and shape
  what they have learned.
• p.66-69

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How do I provide practice for my students?

• Classroom Practice Regarding Practicing Skills
• Charting Accuracy and Speed
• Designing Practice Assignments That Focus on
  Specific Elements of a Complex Skill or Process.
• Planning Time for Students to Increase Their
  Conceptual Understanding of Skills or Processes.
• p.69-71

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The End!