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© Erkens, 2013. solution-tree.com Do not duplicate.
Page 1
Making Homework Count
Cassandra Erkens PLC/Assessment Associate
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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Page 2
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
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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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Page 4
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
• 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
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Page 5
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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Page 6
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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Page 7
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
Target by Target . . . !
Pretest?__________
Formative?__________
Formative?__________
Formative?__________
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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Page 9
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
• 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
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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
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Page 11
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
• 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
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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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Page 13
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 draft 1 draft
2 Final
4 4 5 4 5 5
The Mystery: Power of Mistakes
HO 54
The Mystery: Power of Mistakes
• 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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Page 14
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 draft 1 draft
2 Final
4 4 5 4 5 5
The Mystery: Power of Mistakes
HO 54
Amanda Jordan tracks personal improvement with her work in Organization and Fluency – improving from bottom to top.
The Mystery: Power of Mistakes
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.
The Mystery: Power of Mistakes
HO 54
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Page 15
Students Track Progress
HO 55
Students Track Progress
HO 55
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
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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
• 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
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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Page 18
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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Page 19
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
Meet Me Where I Am!Needs
Attention!Proficiency! Needs
Challenge!
HO 60
The Request: Meet Me Where I AM!
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Page 20
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
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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Page 21
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
Search for Relevancy and Meaning
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
Search for Relevancy and Meaning
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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Page 22
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