The features of a homework that has a high completion rate

The Features of Homework That Has a High Completion Rate

• As I’ve mentioned numerous times before, homework is redundant and, in some cases, harmful.
  • But what if I am wrong? A recent experiment with the course proved me partially incorrect in my assessment of the role homework plays in students’ successes and failures.
  • After every task, I’ve been assigning homework that focused on a previously acquired skill and a bit of the skill that we are going to practice in the following class.
  • The work of the students turned out to be on a completely different level.
    • They came to the classes well-prepared, especially those who did homework beforehand.
    • Interestingly, the majority of them turned to homework the day the class was scheduled.
    • How can I entice them to do homework not on the day of the lesson but at least several days before?
• According to Marzano and research done by others, homework has an overall more positive effect than a harmful one.
  • I think harm comes when homework is assigned without proper explanation of what to do and how to do it.
  • When the instructor does not adapt what he has to the needs of the group, which changes from one to another.
  • But “more positive” is not wholly positive; it means there is harm in it, and the results of the research on the usefulness of homework are inconclusive.
  • Though there are some things that must be taken into account for homework to achieve greater results.
    • Homework must be structured.
    • Be mindful of the time a student will require to complete homework.
      • Excessive time leads to diminishing returns for homework. There are no clear rules, but the following guideline could be taken into account:
        • The younger the student, the less time homework should demand.
        • The amount of homework shouldn’t present a burden to parents and children.
    • The purpose of homework must be well articulated and clear.
      • Usually, teachers assign homework as a means for punishment or as a demonstration that schools are serious places.
      • Instead, homework must aim at useful practice, preparation for further work, and enhancing peer-to-peer or parent-to-child relationships.
    • It must be related to easily identified learning goals. In other words, the participant has to be able to finish the sentence “I do homework to …,” without external help.
      • The goal must be conveyed clearly and without ambiguity.
      • Every action during the class has a meaning, and if homework helps practice those actions, it means that each step must be clearly tied to small incremental goals that the teacher pursues with his tasks in the classroom.
    • The design of homework should be crafted in such a manner that a student can do it independently, without help from parents or peers.
      • If a teacher is not sure about the autonomy of a student, guidelines must be given to guardians or parents so they can monitor the completion of homework by students.

---

BIO

theBrain mapping

Source:: Friend:: Child:: Next:: Dubious State of Research on the Potential Benefits of Homework for Students

Keywords:

Related:

Reference: