Homework and Practice An Overview

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Homework and PracticeAn Overview

• Dr. Nancy Catano, Principal,
• Norge Elementary School
• Dr. Jeffrey O. Smith,
• Assistant Superintendent
• for Academic Services

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Homework and Practice

• Activity
• http//interactive2.usgs.gov/learningweb/teachers/
  paper_models.htm

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Purpose of Homework and Practice

• To deepen a students understanding
• To extend learning opportunities beyond the
  confines of the school day
• Two purposes
• Practice
• Preparation
• Source Classroom Instruction that Works
  Research-based Strategies for Increasing Student
  Achievement, Robert Marzano et.al pp 60-71

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Four generalizations of Homework and Practice, a
guide for teachers

• Different amounts of homework should be assigned
  at different levels - elementary, middle, high
  school
• Cooper Study reported the following gains
• 24 percentile points high school
• 12 percentile points middle school
• 6 percentile points elementary school
• NOTE Although the percentile gain at the
  elementary is a single digit, other studies
  (Cooper and others) determine that homework at
  the elementary level is beneficial.
• It produces good study habits
• It fosters positive attitudes toward school

Marzano et.al reported a 28 overall percentile
gain from their meta-analysis study.
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Parent Involvement

• Role of parent ? minimal
• Not to solve content problems
• To facilitate homework, parents should
• Encourage, motivate
• Reinforce the purpose of homework
• Provide a quiet and consistent place
• Reinforce and recognize the effort

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Articulate the Purpose of Homework

• The student should know if the
• Homework assignment is for practice
• Homework assignment is for preparation/elaboration
  
• For Practice
• Structured around highly familiar content for the
  student
• Reinforcing a familiar skill
• For Preparation
• Preparing students for new content
• Having students elaborate on new knowledge
• Articulate clear guidelines
• Consequences for not completing
• Acceptable parent involvement

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Feedback on Homework

• Know the importance of teacher feedback (figure
  5.3 page 64)
• Vary the approach to feedback
• Specific comments from teacher
• Student feedback loop to teacher i.e. math
  accuracy chart maintenance by student
• In all cases The teacher must articulate up
  front the type of feedback that will be
  provided No Surprises!

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Increasing Learning Takes Practice

• Mastery takes focused practice spread out over
  time (see p. 67 Figure 5.5)
• Allowing students time to shape skills builds
  their conceptual understanding.
• Cover fewer examples deeply.

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Practicing Skills in the Classroom

• Encourage students to chart their speed and
  accuracy.
• Focused practice is important for mastery of
  complex or multistep skills.
• Curriculum planning should focus on building
  conceptual understanding.

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Venn Diagram
WJCC
Marzano
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Tips to Remember

• Leading Change What can you do?
• Teachers need to have. . .
• Adequate modeling and practice
• Feedback
• Allowances for differences in implementation
• Celebration
• Source Classroom Instruction that Works
  Research-based Strategies for Increasing Student
  Achievement, Robert Marzano et.al

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Some Thoughts. . .

• What was helpful?
• How would you change the simulation/activities
  for your staff?

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Homework and Practice

• Personal Reflections

Source Association for Supervision and
Curriculum Development (ASCD)