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

2. 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.

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

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

5. Homework Help and the Youth Program Quality Assessment (PQA)

6. 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?

7. The Homework Cycle

8. 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

9. 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.

10. Strategy: Communication Expert Group: Tracking
Pages 12-16

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

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

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

14. Double Circles
Pair up

15. 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.

16. 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?

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

18. 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

19. Design your Homework Help time

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

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

22. 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)

23. Thank you! Lingering Questions? Evaluations Contact Us…
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