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Homework and Practice Norwalk High School – Thursday, 11/4/2010 Modules created by: Craig Creller, K-12 Instructional Specialist (Math) – Norwalk PS Julie Giaccone, CREC Consultant
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Participants will: Understand the purpose and importance of homework and practice Identify ways to implement effective homework and practice activities ◦ Identify ways to differentiate homework and practice opportunities Review examples of homework and practice activities
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Rationale Why homework? - Students are in school a short time - Homework extends learning beyond the school day Asset or Liability? - It depends on how it is used
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Generalization #1: The amount of homework assigned to students should be different from elementary to middle school to high school. (Cooper, 1989)
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Generalization #2: Parent Involvement in homework should be kept to a minimum. Facilitation, not “enable-ization” Generalization #3: The purpose of homework should be identified and articulated. Practice Preparation or Elaboration
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Generalization #4: If homework is assigned, it should be commented on. The effects of homework VARY greatly depending on the TEACHER FEEDBACK provided
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Take 3-4 minutes to answer these questions on the handout provided. ◦ What are the purposes of homework? ◦ What kind of homework do you assign your students? ◦ What makes homework effective, and how do you know it has been? ◦ What questions do you have about using homework?
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Should be in the form of Parent / School Connections Homework Contracts should include ◦ Clear purpose and design ◦ Consistent organized place ◦ Consistent organized schedule ◦ Feedback will always be provided ◦ Parents understanding of THEIR ROLE in the process Encourage Motivate Prompt Conversation: What steps were easy, hard At bedtime, homework STOPS
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Research Both homework and practice give students opportunities to deepen their understanding and proficiency with content they are learning.
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Considerations/Recommendations - Amount 10 X the # of the grade as a guideline -Parent involvement Parents as facilitators -Homework policy Feasible & defensible expectations -Purpose Without one, it’s “busy work” -Assignment sheets Clarify what they are doing and why -Feedback (be specific) Can improve student achievement
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Research Students need to practice skills and processes before they can use them effectively. Goal is for learning a skill, not learning information.
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# of practice opportunities Improvement in Learning Speed and accuracy
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learners attend to their conceptual understanding of skills ◦ Deal with only a few examples during SHAPING phase ◦ Do not press for speed with skill “Whereas American 2 nd graders may spend thirty minutes on 2 or 3 pages of addition and subtraction equations, the Japanese are reported to be more likely at this level to use the same amount of time in examining 2 or 3 problems in depth, focusing on the reasoning process necessary to solve the problem” (Healy, 1990)
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Students keep track of their own speed and accuracy by charting Learner engages in overall skill or process but targets one aspect or step
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Recommendations For Classroom Practice Determine which skills are worth practicing. Schedule massed and distributed practice. Help students shape a skill or process (explicit instruction and modeling)
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Conga Line Find your article group #1, #2, #3, #4
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Find your group based on your article. (#1-4) Read silently for 10 minutes. Line up in two rows facing each other. Share one (1) important fact, then shift left at the bell/buzzer until you have shared with the whole team.
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Jigsaw
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Sit back with your same article group “Prioritize” 3 to 5 (max.) facts (5 min.) – Post on chart paper. Present/share out with the larger group
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Line up against a different article group. Share one (1) fact. *** Does not have to be done the same day. Excellent follow-up/reinforcement.
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Take a walk around the room observing the other group summaries. Possible activities: - Write down at least one fact from each. - Think-Pair-Share with a member (of that group or your own to discuss). *** Does not have to be done the same day. Excellent follow-up/reinforcement. Leave the Summaries up for display.
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What have you learned about Homework & Practice? Or Differentiation?
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http://www.enchantedlearning.com/graphico rganizers/ http://www.enchantedlearning.com/graphico rganizers/ The Case against Zero, Journal article by Douglas B. Reeves; Phi Delta Kappan, Vol. 86, 2004, (see handouts) Classroom Instruction that Works, Marzano et al, 2001, ASCD, ISBN # 0-87120-504-1. The Art and Science of Teaching, Marzano, 2007, ASCD, ISBN #978-1-4166-0571 -------------------------------------- * crellerc@norwalkps.orgcrellerc@norwalkps.org (203)-854-4111
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