The Case For/Against Homework - Amazon Web Servicessoltreemrls3.s3-website-us-west-2.amazonaws.com/solution... · 2014. 7. 14. · The Myth: Practice • Homework - read 3 scenarios

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Page 1

Making Homework Count

Cassandra Erkens PLC/Assessment Associate

[email protected]

HO 41 - 66

The Case For/Against Homework

FOR AGAINST

Students

Parents

Teachers

HO 43

What the Research Says: Homework and Practice

•  Preparation (Students can read a chapter or research topic for next day’s class work.)

•  Practice (Students can try ten problems based on learned algorithm.)

•  Extension (Students can apply learned skills or knowledge via speech, debate, or essay to solve a complex problem relative to concepts taught.)

HO 43


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What the Research Says: Homework and Practice

•  Integration (Students can apply learned skills or knowledge to a specific, relevant situation—personal or community based—or to a broader context, mixing knowledge or skills in interdisciplinary ways or performances.)

HO 3

Purposes of Homework “Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.”

- Varles, 2002

HO 44

Purposes of Homework

“Research shows that students should adapt skills while they are learning them. Speed and accuracy indicate the effectiveness of practice.”

- Varles, 2002

HO 44


Page 3

Purposes of Homework “U.S. teachers lead the world in their predilection for grading homework. In a study of educational practices in 50 countries, almost 70 percent of U.S. teachers said that they used homework assignments to calculate student grades, compared with 20 percent of teachers in Canada, 14 percent in Japan, and 9 percent in Singapore (Baker & LeTendre, 2005)” (pp. 60–61).

- Vatterott, 2011 HO 44

Purposes of Homework Vatterott highlights a negative correlation found by international researchers between grading homework and overall student achievement. She identifies – and refutes – the three most popular reasons teachers continue to grade homework (p. 61):

–  Grading is used to motivate students to complete homework.

–  Grading is used to reward effort or hard work. –  Grading is used to buffer the impact of students who test

poorly.

- Vatterott, 2011

HO 44

Efficacy Knowing that I have the

capacity to make a difference through my work

and being willing to take the responsibility to do so.

Costa and Garmston, Cognitive Coaching, 1997

HO 45


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Hope is not a naïve, sunny view of life. It is the

capacity not to panic in tight situations, to find ways and resources to

address difficult problems.!!!

M. Fullan, 1997

HO 45

Reframing Homework

•  The Reality: Homework in Context •  The Given: Purposeful and Strategic •  The Myth: Practice •  The Mystery: The Power of Mistakes •  The Opportunity: Formative Data •  The Potential: Feedback Focused on purposeful

targets •  The Request: Meet me where I am •  The Desire: Relevancy and Meaning

HO 45

Reframing Homework



HO 45


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What is the purpose of homework?

Preparation, practice, extension, integration

How do we maintain the integrity

of the purpose?

HO 46

Learning Literacy

•  Reward/Avoid Orientation

•  Learning Orientation

Modified from work of Chappuis, 2009

HO 46

Getting to the Purpose Reward / Avoid

Orientation!Learning Orientation!

•  Awarding points for completion!

•  Assigning zeroes for missing work!

•  Not accepting late work!•  Scoring only (no feedback)!•  Factoring homework scores in

final grade!•  Offering feedback that is task

or self-oriented!

•  ???!

Modified from work of Chappuis, 2009

HO 46


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Learning Orientation = Learning Literacy

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn,

unlearn, and relearn.” --Alvin Toffler

HO 46

Characteristics of Self Directed Learners

•  Accept and seek new challenges in learning. •  Identify purpose, define courses of action and follow through

with a plan. •  Engage in disciplined problem solving for complex situations

and resolve with manageable solutions. •  Apply prior knowledge and processes to construct new

knowledge. •  Access and utilize information from a variety of sources. •  Seek feedback. •  Commit to improve and maintain a sense of efficacy.

HO 46

Reality: Homework in Context •  Clarity is a precursor to understanding •  Homework based on outside sources creates

inequity •  Busy work defeats purpose •  Using as a classroom management devalues

intended purpose •  Support specific learning targets •  Avoid aggregate scores •  Create safe ways to manage errors

HO 47


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Reframing Homework



HO 45

Target by Target . . . !

Pretest?__________

Formative?__________




Summative?__________

Standards and Targets!Standard

Assessment

Curriculum

Instruction

Wiggins and McTighe, 2000

Target Target Target Target Target Target Target

HO 48


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Mapping an Assessment Plan Common Core: 6.NS.7. Understand ordering and absolute value of rational numbers. •  Target 1: Interpret statements of inequality as statements about the relative

position of two numbers on a number line diagram. (For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.)

•  Target 2: Write, interpret, and explain statements of order for rational numbers in real-world contexts. (For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.)

•  Target 3: Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. (For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.)

•  Target 4: Distinguish comparisons of absolute value from statements about order. (For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.)

HO 48

Mapping an Assessment Plan Common Core: 6.NS.7. Understand ordering and absolute value of rational numbers. •  Target 1: Interpret statements of inequality as statements about the relative

position of two numbers on a number line diagram. •  Target 2: Write, interpret, and explain statements of order for rational numbers

in real-world contexts. •  Target 3: Understand the absolute value of a rational number as its distance from

0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.

•  Target 4: Distinguish comparisons of absolute value from statements about order.

HO 48

Student Goal-

Setting

HO 49


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Student Goal-Setting

HO 50

Student Goal-Setting

My Areas for Growth (Targets I am still learning):

My Learning Goal

Modified from Classroom Assessment for Student Learning:Doing It Right—Using It Well (CD-ROM chapter 5, Goal Setting With Tests, p. 6) by R. J. Stiggins, J. A. Arter, J. Chappuis, and S. Chappuis, 2004, Portland, OR: Assessment Training Institute. Copyright © 2006, 2004 by Educational Testing Services. Reprinted by permission of Educational

Testing Services.

My Strengths (the targets I learned):

Strategies / Activities I will use to meet my goal:

HO 50

Reframing Homework



HO 45


Page 10

Rethinking Practice

Practice doesn’t make perfect; practice makes

permanent. HO 51

The Myth: Practice •  Homework - read 3

scenarios. •  Is homework used as

practice in these scenarios?

•  If so how? If not, how would you make it more about practice?

HO 51 - 52

The Myth: Practice

•  Two more options: •  Practice questions as

the teacher would ask them of partners

•  First 6 weeks and data checking to follow up


Page 11

Reframing Homework



HO 45

•  How could we leverage the learning from homework such that mistakes serve a purpose to improve learning for students?

•  How could we leverage the learning from homework such that mistakes serve a purpose to redirect instruction by teachers?

When Pablo Casals reached 95, a young reporter asked him "Mr.

Casals, you are 95 and the greatest cellist that ever lived. Why do you

still practice six hours a day?" Casals replied, "Because I think I'm

making progress."

The Myth: Practice


Page 12

"I've missed more than 9000 shots in my career.

I've lost almost 300 games 26 times I've been trusted to take the game

winning shot ... and missed. I've failed over and over and over again in my

life. That is why I succeed."

~ Michael Jordan

The Myth: Practice

HO 53

"We must expect to fail...but fail in a learning posture,

determined not to repeat the mistakes, and to maximize the benefits from what is learned in

the process.”

Ted W. Engstrom

HO 53

"Failure is the opportunity to begin again more

intelligently."

On the wall of the Ford Motor Company’s training room

HO 53


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Students Track Progress

HO 53

Amanda Jordan tracks personal improvement with her work in Organization and Fluency – the data set:

Write your trait areas here: Fluency Organization Paper 1 Compare/Contrast (used as baseline)

2 3 Paper 2 Expository draft 1 draft

2 Final draft 1 draft

2 Final

3 3.5 4 3 4 4 Paper 3 Persuasive draft 1 draft


2 Final

4 4 5 4 5 5

The Mystery: Power of Mistakes

HO 54


•  Name: Amanda Jordan .

Course: Composition .

•  Goal: I will improve my writing in the areas of fluency and organization to a level of ‘5’ on the rubric for each category.

HO 54


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Amanda Jordan tracks personal improvement with her work in Organization and Fluency – the data set:

Write your trait areas here: Fluency Organization Paper 1 Compare/Contrast (used as baseline)

2 3 Paper 2 Expository draft 1 draft


2 Final

3 3.5 4 3 4 4 Paper 3 Persuasive draft 1 draft


2 Final

4 4 5 4 5 5


HO 54

Amanda Jordan tracks personal improvement with her work in Organization and Fluency – improving from bottom to top.


HO 54

Amanda Jordan tracks personal improvement with her work in Organization and Fluency – Her strategies to improve:

Strategies that help me improve: Strengths I bring to my goal areas: • finish drafts early for peer feedback • use feedback to make changes • double check feedback with writing

text • practice different sentence

structures • vary transition words

Willingness to practice and work hard Commitment to excellence I love my peer editors! I will use my rubric in advance to self-monitor before getting their feedback.


HO 54


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HO 55


HO 55

Reframing Homework



HO 45


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The Opportunity: Formative Data

• Getting to Instructionally Sensitive: – Plus/Delta/Next – Ready, Set, Show! – Entrance Slips – Yield – 4 Corners

HO 56

Reframing Homework



HO 45

Groups of Students!

Your Guess in the Gain in

Performance by percentage!

Actual Gain in the performance!

Marks/grades only!Comments only!!Marks/grades and comments!

NONE

30% -‐ 72%

NONE

Butler, 1988

The Potential: Feedback!

HO 57


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•  Where am I going?

•  Where am I now?

•  How can I close the gap?

Student Involvement: 3 Questions

Chappuis, 2009

HO 57

Feedback is most effective when directly linked to the learning goals and used to direct next

steps. •  Success feedback

identifies what is done correctly, describes a feature of quality that is present in the work, or points out effective use of a strategy or process.!

•  Intervention feedback identifies areas in need of improvement and provides enough information so that the student understands what to do next. . . . it can do one or more of the following: –  identify a correction, –  describe a specific feature of

quality that needs work, or point out an ineffective or incorrect use of strategy or process. !

Chappuis, 2009

HO 57

Levels of Feedback! Level of Effectiveness!

Task Level (FT) specific tasks/projects!

!Least!

Process Level (FP) core processes – crosses multiple tasks/projects!

!Most!

Self Regulation Level (FR) managing the learning process!

!Most!

Self Level (FS) personal character / affect!

!Least!

John Hattie and Helen Timperley, University of Auckland Hattie, J., et. al., The Power of Feedback. Review of Educational Research v. 77 no. 1 (March 2007) p.

81-112.

The Potential: Feedback!Level of Use!

!

Most!!

Least!!

Least!!

Most!

HO 58


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Self Regulated Learners •  Cognizant of their academic strengths and weaknesses •  Can attribute their successes or failures to factors within their

control (e.g., effort expended on a task, effective use of strategies).

•  Identified repertoire of strategies to tackle the day-to-day challenges appropriately.

•  Maintain a ‘growth mindset’ •  Understanding that opportunities to take on challenging tasks,

practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success.

HO 58

92 / 100 = A-

Any Student

HO 59

So what could be wrong with such glowing feedback?!

Nice job _______! Thanks for sharing your family with me, along with some personal highlights. You have a great family who all seem very supportive of you. You

have many positive qualities, along with a great personality. Best wishes as you begin your journey to

reach your future goals. Mr. F.

HO 59


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Reframing Homework



HO 45

Meet Me Where I Am!Needs

Attention!Proficiency! Needs

Challenge!

HO 60

The Request: Meet Me Where I AM!


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Reframing Homework



HO 45

Learning

•  Understanding is not cued knowledge. •  Performance is never the sum of drills. •  Problems are not exercises. •  Mastery is not achieved by the unthinking

application of algorithms.

- Grant Wiggins

HO 61

“Too often we give our children answers to remember rather than problems to solve.” !

- Roger Lewin

HO 61


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Motivation 3.0 Daniel Pink (2009). Drive: The Surprising Truth About What Motivates Us. NY: Riverhead Books

•  Autonomy •  Mastery •  Purpose

Search for Relevancy and Meaning

HO 61


Common Traits Behind Innovators Tony Wagner (2012). Creating Innovators: The Making of Young People Who Will Change the World. NY: Scribner.

•  Play •  Passion •  Purpose

HO 61


Authentic Intellectual Work Newmann, King, and Carmichael (2007, p. 33) developed criteria to identify authentic intellectual work:

•  Construction of knowledge •  Disciplined inquiry •  Value beyond school

HO 61


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Typical Option

•  Ten students counted the number of text messages they had received in the last two hours. Using their data provided on the stem and leaf plot, find the range and measures of central tendency.

Stem Leaf 2 3 4 3 1 3 6 4 6 6 5 1 4 7

Range: Mean:

Median: Mode:

HO 62

A Meaningful Variation You have challenged the schools’ ‘no cell phones’ policy and your belief that using cell phones would actually support your learning. Join with 5 other students (groups of 6) and using your cell phones as evidence and our mathematical learning of measures of central tendency and range, develop the data to support your argument. What other kinds of data might you gather to support your argument? Then using all of the data you generate, write a polite and persuasive argument to share with our principal, Ms. Miller, regarding using cell phone as learning tools in our classrooms.

HO 62

Making Homework "

Count!Cassandra Erkens

Documents

The Case For/Against Homework - Amazon Web Servicessoltreemrls3.s3-website-us-west-2.amazonaws.com/solution... · 2014. 7. 14. · The Myth: Practice • Homework - read 3 scenarios