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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Should we assign homework?

Should we assign homework?

Related Tags: Assessment
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128 Replies 7758 Views
Hi all, I'd like to start a discussion here on the benefits or drawbacks to assigning regular homework to students. I've had a lot of discussion with educators in the past year or so about homework, and met with mixed reviews of homework. Most educators I talk to support it, but much of the reading I've done seems either ambivalent about the practice or even quite negative. I could start off with an opinion piece, but I'd rather that each person who has a position posts it here, and then I'll post my opinion later. David

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Becky von StPaul's picture

I was wondering when someone was going to mentioning flipping...is that considered "homework"? Also, do you create your own videos or find them elsewhere or a combination of both? When do students read or practice content literacy?

Casey Cagle's picture
Casey Cagle
Former professional physicist, now teaching 7th grade science in Texas

I use a style of portfolio grading that integrates classwork as sort of a rough draft. It's been my experience that if I allow the kids to practice in class with guidance from me, that they will then feel much more comfortable revising whatever they need to at home. Often homework is not completed because there is a lack of understanding.

I do checks and take classwork grades based on attempts at understanding and critical thinking that I observe while the student is working. If we're doing a lab for example, I will assess standards such as use of the scientific method, experimental design, and collaboration. If the math or graphs are not correct, I don't take points off right away, but let them revise their work at home. The same is true for in class writings, models, data analysis, etc.

At the end of the week, the kids turn in their portfolios with at least 7 complete, revised examples of their work (3 that they choose, 4 that I have assigned) that I then assign a final grade and return. You give the kids a chance to choose how they want to express their understanding, while also making sure that core standards are addressed.

Mrs. Denise Young's picture
Mrs. Denise Young
School Librarian, East Hoke Middle School

As the school librarian, I have contact with all students in the school and can see the effects of homework on student learning. The issue should not be whether or not homework should be given, but the quality of the homework assigned and how the teacher evaluates/uses the homework. Homework can provide teachers who have -- in many cases -- very limited one-on-one time with students -- the ability to assess students' understanding of the concepts/ideas explored during class time. It gives teachers information they can act upon immediately to correct any misconceptions or fill in areas of understanding necessary for the students' to progress and move forward. Homework also provides a means by which parents' can stay involved in their children's academic life. Parents should be at least as involved in their children's academic pursuits as they are in their sports or arts pursuits. Homework provides opportunities for communication between students, parents and teachers and helps build strong connections between school and home.

John Bennett's picture
John Bennett
Emeritus Faculty in the School of Engineering / University of Connecticut

Assuming that ANY homework has an intended purpose (communicated effectively to the students), encourage student feedback on their efforts made:

1. For homework with repetition in it, let students stop when they understand how to respond - maybe with full credit if all correct or partial credit for correct portions of entire assignment if not.

2. For homework not understood, award most if not full credit for students including their efforts made AND their description of why they believe they can't do the work - what's preventing them from proceeding?

Don Camp's picture
Don Camp
9th grade ELA teacher from Washington.

I find homework is valuable IF there is feedback. I try to review the assigned homework on the day it is due. Or if it is a writing assignment, I try to get the corrected papers back quickly. I find there is more learning happening if the students are able to see their improvement or analyze their efforts quickly.

Kay Butler's picture
Kay Butler
HS Mathematics and MS/HS Pre-Engineering teacher, from South Louisiana

Since secondary schools in our district/state have adopted a 4-by-4 schedule (eight different courses via four 90-minute classes each semester), student-teacher contact time has been reduced by 25% from the traditional six-course schedule. In addition, core subjects no longer last the entire year. Without reinforcement of learned skills outside of class, "automaticity" of procedural mathematics does not usually occur, nor is long-term memory of skills established. Without individual efforts on the part of students to make sense of the mathematics being presented (either in class or via "flipped" video learning), construction of conceptual understanding remains minimal to non-existent. Without personal investment on the part of the student, learning mathematics cannot be maximized. Most of my best students have reported spending an average of about six to seven hours a week on home learning (watching videos, solving problems, and/or practicing skills). [Of course, there are a few high-performing students who require less and some who require more.]

During freshman orientation, I was informed that college students should expect to spend at least two hours outside of class for each hour spent in class to maximize learning. Is it too much to expect high school students to spend 30-40 minutes outside of class working on content for each hour spent in class for core content courses? That would translate into spending 45-60 minutes a day on home learning for core subjects when working on a block schedule. Since at least three of the eight courses usually require little to no work outside of class, that means they would be spending 11/2 to 3 hours of their own time learning outside of school. (Add that to the six hours actually spent in class on a block schedule, and that is an average of 71/2 to 9 hours per school day. Since most core teachers do not assign maximum homework every day and students do not usually have three core courses every semester, the average would be more along the lines of eight or fewer total hours spent on learning per school day - with little to no additional time spent on the weekend.) I'm sure that is much less than what is done by students from countries that out-perform the U.S.A.

Of course, it is possible for students to learn less and earn lower grades with minimal to no extra work! However, if we are to prepare our students for college and the real world, then high school students should learn to develop self-discipline and work / study habits that will maximize their learning and serve them well in future endeavors. Therefore, I try to incorporate academic choice within my homework assignments to accommodate my students' interests and abilities whenever possible. They are allowed to analyze problem sets and then select the problems they need to work in order to master required skills. (I provide a minimal, required set of problems with options, and then I help set expectations for additional work.)

Mrs. Denise Young's picture
Mrs. Denise Young
School Librarian, East Hoke Middle School

Thank you for your valuable comments -- I love the term "home learning" versus homework.

Rich Palmer's picture
Rich Palmer
Elementary Teacher (or trying to be)

I am working toward a middle school endorsement and am preparing a research project on the benefits and/or detriments of regular homework for middle school students. This thread has been very informative as to what education professionals think and feel on the subject--pro, con, and the continuum in between.

A couple of thoughts that occur to me are:
1. How does homework help students develop time-management skills if they are not necessarily in control of their time (i.e., overscheduled with extracurricular activities)?
2. If homework should be assigned to promote practice of skills taught in class, should students be graded on the work if they did not understand was was taught?

Corah's picture

To address #2, I don't grade homework as to its correctness. I give them credit for the attempt, did they try or did they just leave it blank? We go over the homework as a class as well so they can see where they went wrong and ask questions as needed. This is grade 4 though, not middle school.

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