homework help Gary Glasenapp & Candi Scott May 5, 2017 Western Oregon University 21st CCLC 2017 Spring Conference

Objectives Participants will understand the homework cycle and where there is need for supports. have opportunities to develop strategies to make homework help time productive. gain experience using a variety of ways to track students work and design the homework space.

Agenda Welcome The Homework Cycle Tracking, Settings, Routines, and Study Skills Supportive Interaction Homework Help in your program Closing

Housekeeping Materials Bathroom location Take care of yourself (eat, drink, stretch, etc.) Please silence your cell phone

Homework Help and the Youth Program Quality Assessment (PQA)

Make a group that contains each of these cards: Teacher assigns homework Student records and tracks assignment Student completes assignment Student hands in completed assignment What is it supposed to look like? What are some potential obstacles?

The Homework Cycle

Productive setting and routines Supportive interaction The Strategies Communication Communicate with teachers Track individual students Track the group Productive setting and routines Establish a setting conducive to learning Establish productive routines Supportive interaction Be nice Be available Circulate Ask rather than tell Listen and encourage Explicitly teach Homework and Study Skills

Form 4 New Groups Become an Expert Strategy: Communication Expert Group: Tracking Strategy: Productive Settings and Routines Expert Group: Setting Expert Group: Routines Strategy: Supportive Interaction Expert Group: Study Skills Become an Expert Use the guidebook and your own experiences. Create a short presentation or demonstration (skit, role play, poster, etc.). Highlight and explain a short practice activity from the guidebook.

Strategy: Communication Expert Group: Tracking Pages 12-16

Strategy: Productive Settings and Routines Expert Group: Setting Pages 4 and 27-28

Strategy: Productive Settings and Routines Expert Group: Routines Pages 4-5, 26, and 28

Strategy: Supportive Interaction Expert Group: Study Skills Pages 18-19

Double Circles Pair up

Robot Activity One tap to the upper mid back means “Go”. Two taps to the upper mid back means “Stop”. One tap on the right shoulder means to do a ninety degree turn to the right. One tap on the left shoulder means to do a ninety degree turn to the left.

Robot Activity Who was the leader and who was the follower in this experience? Was it always like that? When you thought you were the leader, did you ever do any following? When you thought you were the follower, did you do any leading? How does the Leader/Follower experience relate to tutoring or mentoring youth? What does it mean to be a mentor/ tutor? How can your interaction style influence youth engagement and success?

Supportive Interaction Page 17 Be nice Be available Circulate Ask rather than tell Listen and encourage

Application Pages 20-22 Choose an age group and a content area Trade with a partner Create a scenario for your partner Trade back and respond Share and provide feedback

Design your Homework Help time

Implementation Close your eyes…. and imagine what your homework help session could be…

Reflection Write down one change you’ll make in your program for each of the ingredients: Communication Productive Routines and Setting Supportive Interaction

Be sure to check out these resources in your guidebook. Sharing Homework Help With Others (30-33) Tracking (12-16) Interaction (17) Study Skills and Self Regulated Learning (18-19) Across Age Groups & Content Areas (20-22) Research Review (36-40)

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