Homework and Practice

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Homework and Practice

• Office of Minority Achievement - 2005

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Introduction

• The topics of homework and practice are prevalent
  among parents, teachers, administrators, and
  students. Each discussion may vary to the degree
  that homework and practice actually impact these
  individuals.

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Introduction contd.

• It has been found that parents want to understand
  the nature of homework in order to assist their
  children in being better students.
• Classroom teachers assign homework to allow
  students to demonstrate their knowledge and skill.

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Introduction contd.

• Building principals are concerned about homework
  and practice as a measure of students growth in
  academic achievement over time.
• The students focus on homework is precipitated
  by the need for understanding, time management,
  and personal organization.

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Introduction contd.

• Gail L. Thompson (2004) recommended in her book,
  Through Ebony Eyes, that homework be assigned to
  teach students discipline and responsibility.
  This former classroom teacher also suggested that
  homework be assigned regularly and that it be
  designated to reinforce class work and to improve
  skills.

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Homework and Practice

• The Minority Achievement Team presents the
  instructional strategy of Homework and Practice
  by Marzano (2001) to solidify the WJCC commitment
  to high standards and expectations for all
  students. This presentation will address
  Strategic Goal 2.
• Angelina W.
  Hopkins, Ed.D.
• 
  Minority Achievement Supervisor

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WJCC Strategic Goal 2

• We will eliminate the achievement gap for all
  groups of students regardless of ethnicity,
  gender, socioeconomic back-ground, or other
  identified subgroups

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Homework and Practice

• Research shows that H.W. does influence
  achievement positively.
• Cooper, 1989 meta analysis Found
  that the effect sizes varied from elementary,
  middle, and high school.

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The Effect Sizes

• The biggest gain was at the high school level.

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Percentile Gains for HW
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Effect Size for Elementary School

• Coopers Meta-analysis (1989), showed that
  homework did not produce beneficial results for
  students in lower elementary grades.

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Why Assign HW?

• HW in elementary grades should be assigned to
  develop good study skills
• To foster positive attitudes toward school
• To convey that learning requires work at home

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Parent Involvement in HW

• Minimal
• Facilitate
• Encourage
• Monitor
• Guided by Written Homework Policy

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The Homework Policy

• Researchers discovered that the content of HW
  policies developed for elementary, middle, and
  high schools varied as well.
• Parents of children in the lower grades
  reportedly received more detailed information
  regarding HW procedures.

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The Purpose of Homework

• To Practice materials learned
• To Prepare new content
• To Elaborate

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The Purpose of Practice

• To enhance skill
• To increase speed
• To increase accuracy

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Classroom Practices

• Establish/Communicate HW Policy
• Articulate purpose and outcome
• Provide feedback
• Vary the approaches to feedback

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Trends in Homework Policy

• Discuss purpose of HW
• Share consequences in advance
• Discuss the amount of HW
• Describe types of parental involvement

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Homework Notebook

• 1. Subject _______________________
• 2. Due date ______________________
• 3. What I have to do tonight _________
• 4. Purpose of assignment ___________
• 5. What I have to already know or be able to do
  in order to complete the assignment
• ________________________________

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Tips on HW Feedback

• Feedback on HW enhances student achievement
• Grading each assignment is not required
• Student may be involved in the feedback phase

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Research/Theory on Practice

• Focused practice is necessary
• Learning new content requires practice over time
• Students may practice 24 times to reach 80
  competency, (Figure 5.6)

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Research/Theory - Practice

• Through practice, the learning line peaks
  initially. As practice continues, however, the
  learning rate levels off
• Increments of learning will get smaller and
  smaller

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Research/Theory - Practice

• Students should practice for speed and accuracy.
• Students should keep record of their speed.
• Students should shape what they have learned.

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Theory/Practice - Practice

• A few examples are needed during the shaping
  phase. Speed is not needed for this phase.
• Understanding concepts is more important during
  practice.

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Impact of Practice Sessions
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Practice for Complex Skills

• Apply to the research process
• i.e., thesis statements
• The Curriculum should include a plan on how to
  increase students understanding of skills and
  processes.

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Check your Understanding

• Discuss how teachers can extend the school day
  for students
• Discuss how HW is linked to the school day
• Discuss how teachers can collaborate on HW