Decriminalizing homework

ASCD 2009 Annual Conference

Orlando, Florida

Presented by

Dr. Cathy Vatterott

Associate Professor of Education

University of Missouri-St. Louis

One University Boulevard

St. Louis, Missouri 63121

vatterott@umsl.edu www.homeworklady.com

(314) 516-5863

When we allow students to fail by not doing homework,

we short-circuit our long-term goals

*What we want is to develop and refine intellectual skills—but when students don’t do homework, they may not perfect math skills, may not read as well, or may lack depth of knowledge for future learning.

*What we want is to develop independent learners—but when students don’t do homework, they may fail to develop independent strategies and may not experience the sense of efficacy that comes from completing work independently.

*What we want is to nurture within students an identity of a successful learner—

but when students don’t do homework they may have trouble keeping up in class, may receive failing grades, and may lose confidence in their ability to learn.

SIX STEPS TO EFFECTIVE HOMEWORK

Designing quality tasks

Differentiating homework tasks

Moving from grading to checking--Focusing on feedback

Decriminalizing grading

Using completion strategies

Establishing support programs

DESIGNING QUALITY HOMEWORK TASKS have a clear academic purpose (not busy work) are customized to promote ownership (personal) instill a sense of competence (doable)

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are “aesthetically pleasing”(well-organized, easy to understand, pleasant)

Homework should not be used for new learning

Homework that cannot be done without help is not good homework!

Purposes of homeworkPractice, checking for understanding, pre-learning, or processing

purpose of homework type of homework taskPurpose of homework

Example of skill or content

Example of homework task

Pre-learning Main ideas of chapter

Complete an advance organizer of the chapter

Checking for understanding

Reading comprehension

Create a concept map of the chapter

Checking for understanding

Division of fractions

Explain the steps, do three problems

Practice of skill Division of fractions

Do 10 practice problems. Write two word problems for other students

Practice of rote memory

Multiplication tables

Write, recite, or create a grid of multiplication tables

Processing—analysis and reflection

Boston Tea Party

Write an editorial defending or Criticizing the actions of the participants of the Boston Tea Party.

Quality homework tasks promote ownership when they:

Allow for choices Offer students an opportunity to personalize their work Allow students to share information about themselves or their lives Tap emotions, feelings, or opinions about a subject Allow students to create products or presentations (Vatterott, 2007)

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“I never heard of a child not doing his work. It’s our work he’s not doing.”

Homework examples Write an op-ed piece defending a war, a theory, a method, a character,

an author, etc Create your own galaxy, rhythm pattern, poem, game, etc. (requires a

rubric) Create a lesson plan to teach_______________to students in a lower

grade. List the 3 most interesting things about the chapter. Draw a graphic summary of the chapter. Create a concept map of the chapter. Do 5 math problems, explain the steps. Have practice problems lag a few days behind to make sure of

understanding. Choose any 10 problems of the 30 problems(differentiate). Bring three questions about the topic for discussion. Design your own method for learning multiplication tables that they

then share with others—cards, writing, reading, drawing pictures, creating a song, rap, or poem

Write a story or newspaper article showing you know the meaning of the 15 vocabulary words for the week.

Create a jeopardy game that covers the main ideas of the chapter

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Differentiating homework tasks

The 10-minute ruleMaximum of 10 minutes per grade level per night(6th grade=60

minutes) (recommended by the PTA and the NEA)

(recommended time to be spent on all subjects combined)[the 10-minute rule is consistent with the research]

How much is too much? Depends on the student

Common sense

If we know students differ in readiness, why would we give everyone the same assignment?

If we know students differ in working speed, why would we expect slower students to spend more time instead of giving

them less work?

If we know students have responsibilities and activities after school, why would we give students an assignment at 3 pm and expect it back at 8

am the next day?

Principles of differentiating homework

Diagnosing readiness—what level of work can they do?

Standards-based—which concepts do they need to work on?

Fewer concepts for struggling learners—how can we show them they can be successful with independent work?

Prioritizing of subjects for some students—what are the most critical subjects for future success?

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WAYS TO DIFFERENTIATE HOMEWORK Difficulty/amount of work Amount of structure/scaffolding Learning style/Interest

Difficulty/amount of work

“What level of work can the student successfully complete?” Simpler reading or more concrete tasks Adapted reading packets (that come with the text) Optional challenge questions Amount of writing required Time “Do what you can in 20 minutes, draw a line, work longer if

you like”. “Fifty minutes is fifty minutes”. Parent note: “We spent our 50

minutes on science and math and had no time for reading tonight.”

Many teachers have discovered that the homework completion rate skyrockets when they simply give less work!

Structure/scaffolding Create a graphic organizer vs fill in a graphic organizer Amount of writing required Word banks/answer banks

Learning style/Interest

Create own method to study—outline, cards, pictures Method of showing learning(written, typed, verbal, pictures) Format choices: talk show, commercial, short story

When differentiating for slower learners, ask: “Are we doing the most efficient thing?” “Have we accurately diagnosed the student’s readiness and

learning strengths?” “Does the student need a more structured task?”

What differentiated homework looks like Purpose of homework

Example of skill or content

Differentiation for difficulty/Amount of work

Differentiation for scaffolding/Structure

Differentiation for learning style/interest

Practice of rote memory

Multiplication tables

Some students may work on

Some students may have a

Students may chose to write,

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only one set at a time until they achieve some mastery. Other students may work on several sets at one time

completed grid that they trace. Some students may write from memory

recite, create their own table, set tables to music to help them learn.

Practice of a skill

Division of whole numbers

Some students problems will use 2-digit numbers, some 3-digit numbers, some 4 –digit numbers. Some students will be assigned fewer problems.

Some students will receive problems that are partially filled in—they provide the missing numbers. Some students have explanations of steps written in the margin of their assignment

Pre-learning Main ideas of the chapter

Abbreviated reading assignment focusing only on certain sections of chapter.Focused questions to guide student to main ideas

Advance organizer given to some students. Word bank to chose main ideas from.

List main ideas Draw a graphic summary List the 3 most interesting things about the chapter

Check for understanding

Causes and effects of the Boston Tea Party

Some students will list the causes and effects. Other students will receive a partial list and will have to fill in the blanks.

Defend or criticize the actions of the participants of the Boston Tea Party with an editorial, poster, or concept map.

Moving from grading to checking—focusing on feedback

Checking is diagnostic—teacher is an advocateGrading is evaluative—teacher is a judge(Guskey)

Grades are not necessary for learning, but feedback is

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The goals of feedback are To improve learning and to improve performance on summative

assessments To promote student ownership of learning and self-assessment

Everything does not need a number! How much time do we spend adding up points and recording numbers? (Once you put a number on it, it can be compared to other students)

Formative feedback, summative grading Short trials to check for understanding, Practice comes later Intermittent feedback on long term projects More one-on-one feedback with students as others are working More paired work, help your neighbor, study buddies Front-load grading by using rubrics that students get at the

beginning Limit the number of grades in the gradebook/subjective is okay! Grades are temporary--Students correct mistakes after feedback

Quality Feedback is:

Formative---assessment for learning takes place during learning.

Corrective—provides specific information to the student about how to reach the learning target.

Interactive-- requires dialogue between teacher and student(written or verbal) or student and student

Not part of the grade—“We don’t keep score during practice”

Teacher quote: “If I don’t grade it, they won’t do it” Because we allow them not to do it. This is learned behavior and can be unlearned. This is a teacher expectation issue.

The attitudinal change is that homework is for feedback about their understanding,not gotcha, not grading.

Should all homework be graded? NoShould all homework receive feedback? YesIs the teacher the only one who can give feedback? No

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Efficient ways of providing feedback Quick visual check—two piles: got it/didn’t get it(no marks)

Student self checkQuick self-check—students write one of three symbols at

top of homework indicating: got it/understood ! /happy face/ green stickersort of got it/not sure ? / neutral face/yellow stickerdidn’t get it/totally lost #&/frowning face/red sticker

Students check keys, use rubrics

Students meet in groups, compare answers, ask each other questions, report back to teachers

Use Abbreviations SYW show your work

Make a list of common comments for a specific project(check comments like a rubric)

Many students don’t know how to self-assess because assessment has always been “done to “ them. They need ungraded, non-threatening practice to get used to the concept.

Decriminalizing grading

Things to think about

~~Work ethic + behaviorism = using grades to reward virtue and punish vice(often to the detriment of learning and motivation)

~~Giving a zero for incomplete work is not “holding them accountable”. Accountability is making them finish the work.

~~We think we’re teaching them responsibility, but are we teaching them math?

~~What if grades reflected what students really learned, not which work they chose or were able to complete?

~~If poor children are disproportionately failing due to homework, are they being punished for their home environment?

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U.S. teachers lead 50 countries in the grading of homework. Almost 70% of U.S. teachers use homework to calculate student grades, compared to 28% in Canada, and 14% in Japan (Baker and LeTendre, 2005).

Grades should reflect learning, not work habits and personal responsibility.

Losing the reward/punishment mentality

The grade/learning mismatch ~A’s on tests but fails because of assignments not turned in.~A’s for course because all homework is completed, but testing way below grade level.

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If you feel you must grade homework:

*First, do no harm—don’t kill motivation or course grade by being too punitive*Preferably, don’t grade at all, but require completion so you can assess learning.*Give credit for completion only, not correctness or accuracy*Count homework 10% of the grade or less*Have lenient late policies

Separating learning and work habitsA 100(content)/20(work habits) grade

Student

Hw#1

Content100 pts

Hw#2

Content100 pts

Hw #3

Content100 pts

hw #4

content100 pts

Hw #5

Content100 pts

hw #1work habits 20 pts

hw #2work habits 20 pts

hw #3work habits 20 pts

hw #4work habits 20 pts

hw #5work habits 20 pts

600 pts possible

Amy 100 100 100 100 100 20 20 20 20 20 600 AJack 88 88 88 88 88 20 20 20 20 20 540 AAlex 100 100 100 100 0 0 0 0 0 500 B

Psychological effects of grading on motivation The importance of “winning streaks” (Stiggins)

“Students decide whether the learning is worth the risk and effort required to acquire it. They decide if they believe they are smart enough to learn it.”(Stiggins, 2005, p. 18)

“The Homework Trap” (Goldberg, 2007) Incomplete workpoor gradespoor attitudes

predictable avoidance /resentment

“ When students fail to complete homework, we tend to approach it more like discipline than learning. That is, remedies for students who don’t do their homework tend to focus on punitive solutions as the key to changing behavior—consequences like points off, failing grades, or missing recess or lunch to complete homework.” (Vatterott, in press)

LATE POLICIES AND GRADINGIs the climate one of learning or compliance?

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~”We are faced with the irony that a policy that may be grounded in the belief of holding students accountable(giving zeros) actually allows some student to escape accountability for learning”(O’Connor, 2007, p. 86)

What % of your students got D’s and F’s?What % fail because of homework?What do the D’s and F’s represent?

The learning goal for homework is to GET IT DONE, better late than never.

Work done deserves some credit—Make a generous time limit (like two weeks)

(The goal is for the student to do the work—not to punish them for not following the rules)

Laura Eberle, 9th grade science teacher--Homework Grading PolicyFull stamp=10 pts Completed and turned in on time, full creditHalf stamp=5 points Turned in on time, but incomplete (Complete it before the day of the test and you earn 7 pts) No stamp=0 points Was not turned in on time

Complete it before the day of the test and you earn 5 pts

(This connects the purpose of the homework to the assessments)

Do we save them from themselves or do we shoot ourselves in the foot?

*Makeup work *Redo’s *Birddogging

~~Instead of trying to teach kids responsibility,what if we force them to practice responsibility?

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Using completion strategies

Diagnosing WHY the homework is not getting done

5 REASONS WHY HOMEWORK IS NOT GETTING DONE

Academic—work is too hard or too lengthy for the student’s working speed

Organizational— getting it home /Getting it done/getting it back

Motivational—burnout, overload, too much failure, frustration with tasks

Situational—unable to work at home, too many other activities

Personal—depression, anxiety, family problems, etc.

(Teachers need to lay back when necessary, respect kid’s emotional

needs.)

Completion Strategies--Put a check by the ones you could try_____Give less homework_____Make homework for feedback only _____Explain to students the learning purpose of each homework assignment. _____Provide a copy of the textbook for students to keep at home. _____Make sure the student has written down the homework assignment._____Have a written copy of the assignment for some students._____Assign students “homework buddies” to work together or call for help. Set a maximum amount of time the student should work on each assignment Prioritize assignments in case the student does not have time to complete all homework._____Give students more than one day to complete assignments_____Give all assignments for the next week on Friday, due next Friday._____Give intermittent due dates for parts of long term projects. Allow parents or students to call the teacher at home when necessary. Give parents guidance on how to help with homework and how much to help. Provide a cover sheet that encourages parents to communicate about homework in writing to the teacher.

The Homework Chain(Taylor, 2007)

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Which links are weak or broken?

[ ] (1) Realize an assignment is being given[ ] (2) Understand the assignment[ ] (3) Record the assignment accurately[ ] (4) Understand how to perform the assignment correctly[ ] (5) Check to bring correct books home[ ] (6) Arrive home with materials and the homework assignment [ ] (7) Begin the homework time [ ] (8) Complete all homework [ ] (9) Check that it is complete, accurate, and neat[ ](10) Set completed homework in a special place[ ](11) Take completed homework to school [ ](12) Arrive at class with completed homework [ ](13) Turn completed homework in on time

HOMEWORK CARD FOR PARENTSChild’s name___________________Grade level____________________It would be helpful for your child’s teacher to know how homework fits into your child’s daily schedule. Please complete the homework card by writing down how your child typically spends their time in the weekday hours when they are not in school (ie: homework, sports practices, music lessons, visitation with non-custodial parents, dinner, sleep, play, tv, computer.)

Monday Tuesday Wednesday Thursday3:00-4:00 pm4:00-5:00 pm5:00-6:00 pm6:00-7:00 pm7:00-8:00 pm8:00-9:00 pm9:00-10:00 pm10:00-11:00 pm

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Student feedback checklist

Dear student: I estimate you can complete this assignment in _______minutes.It is not necessary for you to work longer than____minutes on this assignment, even if you do not finish it. You will not be penalized. How much time did you spend on this assignment?______________ If you did not finish the assignment, please check the reason or reasons why below:____I could no longer focus on the task____I was too tired____I did not understand the assignment____I did not have the necessary materials to complete the assignment____I did not have enough time due to other outside activities____other reason (please explain) ______________________________________________

student signature

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Home study planWe all have ways we like to work. These questions will help you figure

out the best way to do homework. Circle the answer that is most like you. (For pre-readers, read questions and have students draw their answers)

1.My favorite position to do homework is at a desk sitting on the floor standing laying down

2. It is easiest for me to pay attention to homework In a quiet place With noise or music in the background

3. When I am working on homeworkI need to have something to eat or drinkI don’t need to have drinks or food

4. When I have more than one thing to do I like to do the easiest thing first

I like to do the hardest thing first

5. After I start working, I like to Work for a long time before I take a break

Work for a short time, take a break, then work more

6. WHEN is it easiest for me to do homework? I like to work as soon as I get home from school I need to play for a little while and then work I need a long break after school before I am ready to work

7. WHERE will I do homework? I can work in the same place every day and can keep my homework things there. That place is_____________________.

I have to work in different places on different days so I need to keep my homework things in a box that I can move. Some of the places I will work are _________________________________________________

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Establishing homework support programs

Options for finding time in the school day

Voluntary or mandatory after-school homework assistance program Lunch and Work—homework catch-up program One-hour lunch period to accommodate homework assistance Advisory time used as teacher or peer assistance In-school suspension also houses homework support program Monthly late start days Shorten classes once a week to provide catch-up time Extending school day—extra period at end of day for all for supervised

homework

Curricular and scheduling options Academic lab period/study hall/independent learning for credit Academic lab periods that allow students to travel for teacher help Independent Study/Alternative Strategies—elective courses Mandatory “Math help” or “Credit recovery” course is place of an elective Middle school--Pull out of one exploratory wheel, short term or for

quarter/semester to catch up and learn homework management skills Elementary school—once a week “Bonus PE” period for students not

missing homework/time with teacher for students needing homework time Limit the number of AP classes students may take

For more information, see Homework Support Programs Handouts at www.homeworklady.com

References TO READ

Best practical articles for teachers

Brookhart, S. M. (2007-2008). Feedback that fits. Educational Leadership, 65(4), 54-59.

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Christopher, S. (2007-2008). Homework: A few practice arrows. Educational Leadership, 65(4), 74-75. Darling-Hammond, L. and Ifill-Lynch, O. (2006). If they’d only do their work!, Educational Leadership, 63(5), 8-13.

Stiggins, R. (2007). Assessment through the student’s eyes. Educational Leadership, 64(8), 22-26.

Winger, T. (2005). Grading to communicate, Educational Leadership, 63(3), 61-

65.

Best thought-provoking ideology

Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Cambridge, MA: Da Capo Press. (good website www.alfiekohn.org)

Kralovec E., and Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children and limits learning. Boston: Beacon Press.

Best how-to books about assessment

Guskey, T. R. and Bailey, J. M.(2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.

O’Connor, K. (2002). How to grade for learning: Linking grades to standards. Thousand Oaks, CA: Corwin Press.

Stiggins, R. J. (2005). Student-involved assessment for learning (4 th edition). Upper Saddle River, NJ: Pearson.

Best book for parents of overworked kids

Bennett, S., and Kalish, N. (2006). The case against homework: How homework is hurting our children and what we can do about it. New York: Crown Publishers.

(Sara Bennett has an awesome website www.stophomework.com with news articles, forums, etc.)

Other references

Buehl, J. (2004). Closing the book on homework: Enhancing public education and freeing family time. Philadelphia: Temple University Press.

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Baker, D. P., and LeTendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford, California: Stanford University Press

Cameron, L. and Bartel, L(2008). Homework realities: A Canadian study of parental opinions and attitudes. Ontario Institute for Studies in Education, University of Toronto.

Cooper, Harris (2007). The battle over homework: Common ground for administrators, teachers, and parents(3 rd edition) . Thousand Oaks, CA: Corwin Press.

Cooper, H., Robinson, J. C., and Patall, E. A.(2006). Does homework improve academic achievement? A Synthesis of research, 1987-2003, Review of Educational Research, 76(1), 1-62.

Corno, L. and Xu, J. ((2004). Homework as the job of childhood, Theory into Practice, 43(3), 227-33.

Goldberg, K. (2007) The homework trap. Paper presented at the American Educational Research Association Annual Conference. KennethGoldberg@comcast.net.

Hart, B., and Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: P.H. Brookes.

Levine, M., M.D. (2003) The myth of laziness. New York: Simon and Schuster.

Marzano. R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, Oregon: Educational Testing Service.

Pope, D.C. (2001). “Doing school”: How we are creating a generation of stressed out, materialistic, and miseducated students. New Haven: Yale University Press.

Rosemond, J. (1990). Ending the homework hassle: Understanding, preventing, and solving school performance problems. New York: Universal Press.

Rosenfeld, A., M.D. and Wise, N. (2000). The overscheduled child: Avoiding the hyper-parenting trap. New York: St. Martin’s Press.

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Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the black-white achievement gap. Teachers College Press.

Taylor, J. (2007). Motivating the uncooperative student: Redeeming discouragement and attitude problems. Monmouth, Oregon: A.D.D.-Plus.

Vatterott, C. (in press). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: ASCD(expected summer 2009)

Vatterott, C.(2008). What is effective homework? ASCD Express Online Newsletter, January 10.

Vatterott, C. (2007). Becoming a middle level teacher: Student focused teaching of early adolescents. New York: McGraw-Hill.

Vatterott, C. (2005) Mom and Dad aren’t taking algebra this year, Our Children (National PTA magazine), October-November, 4-5.

Vatterott, C. (2005). Don’t let homework interfere with education, The Globe and Mail (Canada’s national newspaper), August 29 commentary.

Vatterott, C. (2003). There’s something wrong with homework. Principal, volume 82, No. 3, 64. Available at www.homeworklady.com.

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About the presenterDr. Cathy Vatterott is an Associate Professor of Education at the University of Missouri-St. Louis,

as well as a parent and a former teacher and principal. She is the author of three books—Academic Success through Empowering Students (National Middle School Association, 1999), Becoming a Middle Level

Teacher: Student-focused Teaching of Early Adolescents (McGraw Hill, 2007), and Rethinking Homework: Best Practices that Support Diverse Needs (ASCD, in press, summer 2009). She has

presented her homework research to over 5000 educators and parents in the U.S., Canada, and Europe. She has been interviewed as a homework expert for articles appearing in such magazines as Parents, Better

Homes and Garden, Child, and Working Mother, and for articles appearing in numerous U.S. newspapers and educational websites

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