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Homework x 7: Using Homework Variety to Promote Reading and Thinking. Greensboro College. Ann Walter-Fromson, Ph.D. Professor of Psychology Director, Center for the Enhancement of Teaching and Learning. Current reality. - PowerPoint PPT Presentation
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HOMEWORK X 7: USING HOMEWORK VARIETY TO PROMOTE READING AND THINKING
Ann Walter-Fromson, Ph.D.Professor of PsychologyDirector, Center for the Enhancement of Teaching and Learning
Greensboro College
Current reality
“Estimated from their performance on pop quizzes, about 80% of the students normally did the readings in 1981, but only 20% of them did in 1997 (Burchfield & Sappington, 2000).” (Nilson, 2010, p. 211)
Why this project?
Problem in Educational Psychology class Class activities depend on students’ preparation Students unfamiliar with concepts in the assigned
readings can’t participate meaningfully Assigning reading is not enough motivation for many
students Need a way to get students to do the reading
Faculty Learning Community (FLC) in 2010-2011 - focus on innovative teaching Teaching at Its Best: A Research-Based Resource for
College Instructors (2010, Jossey-Bass)
PLAN: Assign, collect, and grade homework for each class period
Purpose
3 goals:(1) encourage students to read the
assigned sections in the textbook before coming to class
(2) model a variety of strategies for engaging students in thinking about what they’re reading
(3) promote students’ reflection on effective learning strategies
Types of Homework Assignments
Concept Map Learning Log Matrix Study Questions Scenarios “Check your understanding” Moodle Forum
Homework Examples (instructions) Make a matrix* comparing children with learning
disabilities, ADHD, intellectual disabilities, behavior disorders, and autism spectrum disorders using the following dimensions: Type of Disability, Description, Characteristics, Working
with Students with this Disability. Create a learning log* for pages 225-237,
Constructivist views of learning. Create a concept map* for Suggestions for
Classroom Practice (pp. 240-244) and include information on applying constructivist learning theory with different aged learners (p. 246).
Example of a matrix
Example of a learning log
Example of a concept map
Assessing the project
Student performance – quantity and quality of homework completed
Student feedback – Reflection questionnaire administered mid-semester and at end of
semester self report on reading behavior open-ended questions re easiest, most helpful, most
challenging, and best aligned assignments attitudes toward homework and class activities
involving the homework Student performance on assessments with
objective items
Did students do the homework? How well? 23 homework assignments, 5 points each (Max score =
100) Mean number completed = 22 (range of 19-23) Average score on completed homework = 4.55
range from 3.98 to 4.93 on 5-point scale
Grading scale – 1 to 5 developed with class input Score of 5 shows “good faith effort”
shows evidence of thinking follows instructions completes all parts of the assignment
Score of 4 – evidence of thinking but minor problems Score of 3 – marginally acceptable Score of 2 or 1 – turned in but not acceptable Score of 0 – not turned in
How much did students read?Students' Self Reports on Reading Behavior
Mid-semester
End of Semester
I skim all the assigned sections of the text before beginning on the homework. 3 3
Prior to class, I read thoroughly only those sections of the text needed for completing the homework. 1 4
I read thoroughly the sections of the text needed for completing the homework, and then I skim the rest of the assigned sections. 6 3
I read all the assigned sections of the text thoroughly before beginning on the homework. 2 2
Student comments on reading the text:
“I can only speak for myself, but I am pretty sure homework using the text is the only way to get the majority of students to read the text.”
“ I read all the text for all the assignments regardless of the type of assignment.”
“I know that the rest of the material will most likely be covered in more depth, so I usually don’t read more than necessary.”
Was doing the homework helpful?Mean Scores for Evaluation Questionnaire
ResponsesMid-
semester
End of Semest
er1. The homework assignments help me to understand the reading in the textbook.
4.25 4.08
2. The homework assignments help me to feel prepared for class.
4.25 4.33
6. Doing the homework makes me think more deeply about the reading.
4.25 3.92
3. The homework assignments are just busywork – basically a waste of my time.
2.08 2.46
4. If I didn’t have to complete the homework assignments, I probably wouldn’t read the textbook as often as I do now.
4.08 3.58
5. The textbook is easy for me to understand. 3.67 3.92
7. Comparing my homework responses to those of other students helps me understand the material better.
3.58 3.67
8. Discussing the homework in class helps me understand the material better.
4.33 3.92
Scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Not sure, 4 = Agree, 5 = Strongly Agree
Which types of homework were easiest, most challenging . . .?
ITEM on Midterm Questionnaire
Concept Map
Learning Log Matrix
Study Questions Scenarios
1. easiest to complete 2 2 3 6 1
2. most challenging 1 5 1 2 2
3. helps me understand deeply 1 1 3 4 7
4. new to me 5 7 4 0 1
5. promoted most extensive reading 2 7 2 3 3
7. use for other classes when not required 0 2 1 1 0
ITEM on End of Semester Questionnaire
Concept Maps
Learning Log Matrix
Check Your
Under-standing
Moodle Forums
1. easiest to complete 2 4 4 3 2
2. most challenging 4 2 2 3 2
3. helps me understand deeply 2 2 3 5 0
4. new to me 3 7 2 3 4
5. promoted most extensive reading 3 4 2 4 0
7. use for other classes when not required 2 3 3 0 0
8. will use for study or teaching 4 3 7 1 0
Note: Row sums for some items total more than 12 because some respondents provided more than one answer.
What do you think?
Is there a trade off between quantity of reading and depth of thinking? If we want students to think more deeply about the reading, do we need to focus assignments on shorter sections of text?
Which of the various types of homework would be best suited to the areas you teach?
Do you currently assign and grade homework in your courses? What has worked well for you?
Were students more successful on objective assessments?
Performance on Assessments with Objective Items
Class with no homework
(n=10)
Class with Homework
(n=14)
Learning Theories Assessment
Mean Score (of 42 items) 27.6 32.6
Percent Correct 66% 78%
Number of items missed by half of class or more 10 5
Classroom Processes Assessment
Mean Score (of 45 items) 29.3 41.0
Percent Correct 65% 76%
Number of items missed by half of class or more 15 7
More student comments
“In other classes that don’t use these strategies I am doing well but have not developed the understanding of the material/textbook that I have in this class.”
Do you use any of these strategies when not required? “No, I do not. I do study and do well on tests; however, I do not
give myself busy stressful work to study.” “No, my other classes are all busy work, this is the only one
that makes me think. very metacognitive statement” “No, but I should.
“I think the homework is very effective and I like how you change the assignments up to make them interesting. It also makes sure I read the material which without homework I may not do.”
How the project changed me
More work, but motivating Provided insights into students’ thinking Helped me appreciate diversity of
student thinking Stimulated more interaction in class
activities
What questions do you have?
Thank you for your participation!
References
Eggen, P., & Kauchak, D. (2010) . Educational psychology: Windows on classrooms (8th ed.). Upper Saddle River, NJ: Pearson Education.
Nilson, L. B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors (3rd ed.). San Francisco, CA: Jossey-Bass.