Homework Is it Still Needed?

Transcription

1 The responsibility of the school in regard to homework. Trends in education are in constant flux and best practice today may be relegated to the dust bin of tomorrow. Today in education we talk about Response to Intervention, standards-based grading, differentiation of instruction, multiple learning styles, student engagement, Common Core State Standards, and much more. Given the changing dynamics of society and a shifting base of available research, our educational system constantly adapts to meet the ever changing needs of learners. In an era of dynamic educational change, it is perhaps surprising that one hallmark of the American Education System remains the same: Homework. Given the available research on homework and its efficacy, all education stakeholders would be well advised to reevaluate the position of homework in our current practices. Consider the following research-based concepts related to homework: In elementary students (grades K 6), supervised study appears to have a more positive effect than homework on academic achievement. Supervised study refers to work completed in the classroom. Homework refers to time spent on school-related work at home. In middle and high school students (grades 7 12), there is a statistically significant relationship between homework and academic achievement. Statistical relationships are called correlations. Correlations can range from +1 (strong positive relationship) to -1 (strong negative relationship). The average correlation between time spent on homework and academic achievement in twenty-three study samples of students in grades 7 12, was A correlation stronger than +.30 is considered moderately strong. Homework that focuses on both current and previously taught content/skills is more effective than homework that focuses on same-day content/skills only. Intermittent grading of homework is no less effective than grading every assignment. It is important that students receive feedback on their work, but that feedback doesn t have to be a grade in order for the homework to have a positive effect. Teaching study skills and using study aids has a significant positive effect on assignment completion rates and student achievement. Giving students choice in homework that allows them to use their own learning style, may improve student academic achievement and attitudes about homework and learning. Educational research provides objective evidence as to what works best for learners. Coupled with anecdotal experience at a local level, educators must use current research to inform policies and practices, if students are expected to succeed. Research information was paraphrased from a book entitled The Battle Over Homework by Dr. Harris Cooper ( 2007). of this series will outline some of the responsibilities of the school in regard to homework.

2 The responsibilities of the school in regard to homework. The responsibilities of the school in regard to homework. It is recognized that research evidence does not connect homework completion with academic achievement in elementary school (grades K 6). Though research evidence does connect time spent on homework with academic achievement in secondary students (grades 7 12), the correlation is considered only moderately strong. Given this research, it is important for schools to explain why homework is assigned. School Responsibility 1: Communicate a rationale for assigning homework Teachers give homework for many purposes in addition to raising student academic achievement. Some of these purposes may include: To provide practice of skills and concepts taught in class. This is done often in math and there is a slightly stronger correlation between math homework and academic achievement versus reading homework and academic achievement. To improve study habits by reviewing skills and concepts taught in class. To encourage in-depth exploration of concepts taught in class through integration of varied skills on a single task, such as a book report or science project. To promote learning independence with an emphasis on self-direction, self-discipline, and time management. To convey that learning never ends and can occur during leisure time. To create opportunities for parents to participate in their child s education. School Responsibility 2: Determine what quantity of homework is appropriate to assign. Schools recognize that they have little control over the factors that affect homework completion. Some of these factors include home atmosphere, student involvement in community activities, and differences among students. Experts that have spent years studying issues surrounding homework tend to suggest a 10 minute rule that involves multiplying a student s school grade by 10 minutes to determine how many maximum minutes of homework a student should be assigned per night. If including the amount of time that should be spent engaging in silent sustained reading, a 15 minute rule is suggested. For example: Grade minutes of homework per night Grade minutes of homework per night Grade * minutes of homework per night * Research does suggest that after 2 hours of homework, its effect on academic achievement begins to drop. These minutes include the time needed at home by the typical student, who is using class-time wisely, to: Complete all assigned work, including projects. Study for tests. Engage in silent sustained reading. School Responsibility 3: Ensure that high-quality homework is assigned. If schools expect students to take homework seriously, teachers must only assign high-quality homework. High quality homework: Is related to the topic under study.

3 Includes a clear purpose. Includes direction on how the assignment might be best carried out. Communicates what a student needs to do to demonstrate that the assignment has been completed. Occasionally gives students some choice that allows them to use their own learning style. Provides resources for students to use to successfully review content and skills prior to tests. School Responsibility 4: Ensure that students receive feedback on homework. Though research evidence indicates that the intermittent grading of homework is no less effective than grading every assignment, it is essential that students receive some form of feedback on their homework. However, that feedback doesn t need to be a grade in order for the homework to have a positive effect on students. of this series will outline some tips for parents in regard to homework.

4 The responsibilities of the school in regard to homework. Tips for parents in regard to homework Teachers assign homework for a variety of purposes and homework will continue to be considered an essential part of the learning process. The following tips are designed to help parents manage homework and are given from an elementary school perspective. If consistent homework practices are used and reinforced when students are young, many of them will carry over when the child is expected to be more independent with homework completion in older grades. Tip 1: Create a homework routine. Schedule a daily time when your child can complete homework assignments. Be consistent, using the same time period every day. Even when you child doesn t have homework, make this daily time an academic time. Doing this consistently will create a disincentive for your child to hurry through the work in order to move on to a more desirable activity. Have your child read, work on an educational project, review for a quiz/test, or get extra practice with math facts. Teach your child to organize the homework by subject, according to a plan. Some may want to work from hardest to easiest task or from easiest to hardest task. Others may want to alternate between harder and easier tasks. Allow your child to take short breaks between tasks when necessary. Snacks may be appropriate. Tip 2: Create a homework environment. Help your child create an appropriate location to complete homework assignments that contains: Good lighting Minimal visual distractions away from windows, doors, television, etc Minimal auditory distractions away from television, radio, high-traffic areas, etc A flat working surface A few extra supplies pens, pencils, paper, dictionary, etc Have a designated area for your child to place completed assignments to be returned to school. Tip 3: Be a resource and a consultant. Allow your child to work on his/her own but be available to assist if needed. It is acceptable to check your child s work for accuracy but not to complete the work for him/her. Be available to study with your child, using any study aids supplied by the school. Review finished homework for completeness. If available, compare your child s work with an assignment book. Be encouraging. Remember that sometimes the best help is a hug, a smile, or a word of approval. Put assignments away for a while if your child becomes frustrated. Tip 4: Communicate with your child s teacher. Confer with your child s teacher if homework overload occurs. Generally, the quantity of homework assigned by a teacher is based on a perception of what the typical student can accomplish. Your input may be essential in helping a teacher understand your child s needs. A teacher may also be able to explain remediable factors in school that may be causing your child to bring home an inordinate amount of homework. Request a list of resources that the school provides for students who are struggling with homework completion. There may be other resources your child can access for assistance with homework.

5 Acceptable ways to communicate with your child s teacher include letter, notes written in assignment books, a phone call, or an . Some teachers host web sites that allow you to see work assigned for the day and perhaps for the week. Homework provides an opportunity for the school and parents to work together on the same goal of promoting and improving education, one student at a time. However, it s essential that schools and parents understand the potential and limitation of homework. Dr. Harris Cooper, on page 109 of his book entitled The Battle Over Homework, sums up much of the available research on homework in this manner: After more than 20 years of study, my conclusion is, perhaps not surprisingly, that homework can be both good and bad. Homework can be an effective approach to instruction and to teaching children and adolescents skills that go beyond the academic. However, it must serve different purposes at different grade levels. Our expectations for its effects, especially in the short term and in earlier grades, must be modest. It should be one of several approaches we use, along with soccer and the scouts, to show our children that learning takes place everywhere. To that end, under the correct parameters, homework is still needed.