Cathy


 * __To assign homework or not to assign homework, That is the question!__** I'm looking forward into reading the multiple views on this never ending debate.


 * __Parent Involvement:__** After an initial scanning of some of the articles, I noticed many focus on the parents' views of what homework should be. Would it be plausible to have a parent/student survey for the students the educator teaches in order to see which way the beliefs are flowing? This way the educator may adjust practices to the needs of the "clients". Every year seems to be different. Perhaps getting views up front would help give a direction on what to expect and adjust accordingly for a smooth year.

Math:** Both High math and remedial get a weekly warm up or Math Practice of approx. 20 problems to review and to keep them exposed to different concepts and skills in math. I give this on a Monday and it is due Friday. On Friday it is discussed in class between peers while I float around the room helping students refresh their memory. Other students help classmates clarify skills as well.
 * Current Practices:
 * High math:** Homework is given nightly (unless their is a school event) to review the day's class instruction. 10-15 problems max. They also are given a choice to complete the suggested practice worksheet or enrichment sheet. I do give the option of earning bonus points to students who do both. Homework is corrected the following class period through peer discussion, students break into groups to correct practice or enrichment homework. I once again rotate around the room to see which problems need to be addressed and reviewed.
 * Remedial math:** Homework consists of the Math Warmup stated above. Much of the Lesson homework turns into classwork at the end of the period. 10-15 problems. If they complete this work, they leave it in the classroom basket for the next day or take it home to finish for class discussion as stated above. For this group I usually ask which problems challenge them. Many times I'll have a student come to the board and solve the problem for all while we discuss it as a whole group. Homework is graded on completion and participation.

High:** They are given anywhere between 10-15 minutes of homework. It could be reading and locating key content, finishing up an in class assignment, or review of notes. Text assighnments are reviewed and corrected in class. Textbook assignments are homework so enrichment extensions can be explored during class time. Both groups notebooks are collected at the end of the unit. They are given a due date ahead of time and are able to create higher quality assignments before they hand in their final notebook. Both groups work in reading and social studies to complete colaborative multimedia presentations for each major area of study. While most of the project is chuncked out during classtime, there are times when students need to complete portions at home. Often students prefer to do work at home because computer resources are more available.
 * Social Studies:
 * Remedial:** Much of the textbook assignments above are focused on in class. Reading skills lessons are utilized to help the students read text. The assignments are completed in class and reviewed at night. If we heve time, we investigate some of the extension activities. They are expected to review notes nightly for 10-15 minutes.

Students do not complete worksheets for homework or answer text questions. They are completed in class. If we complete an experiment, we talk about it at the end of the class. There are times when students complete science projects. These projects are worked on in class. There may be times when students wish to complete the project utilizing technology more readily available at home.
 * Remedial Science:**

Should I stop giving homework period? Is homework really needed in all subjects? How do I make homework meaningful for everyone? Many students expect the challenge and flourish doing homework, while others do not. How do I keep this in balance? If I do not give homework in sixth grade, how will the students' transition be when they move on to 7th grade? How do I provide options for the overachievers without penalizing the students who do not have the support at home?
 * Questions I have:**


 * Applications and Notes:**

According to Alfie Kohn in //Rethinking Homework//, **"For starters, there is absolutely no evidence of any academic benefit from assigning homework in elementary or middle school. For younger students, in fact, there isn’t even a //correlation// between whether children do homework (or how much they do) and any meaningful measure of achievement. At the high school level, the correlation is weak and tends to disappear when more sophisticated statistical measures are applied. Meanwhile, no study has ever substantiated the belief that homework builds character or teaches good study habits."**

I am interested in locating information about homework in math. In the //Time// article I read, many stated students were getting 50 to 100 questions. Are they for real????? I cannot see that being effective at all. In Phi Delta Kappa: Study of Three Cultures: Germany, Japan, and the United States **"The answer often given by Japanese students is unexpected: none. Only by pursuing the topic further does the actual state of affairs become clear. Additional discussion and questioning reveals that homework is often not assigned, but high school students are expected to spend several hours a night reviewing the day's lessons and anticipating the lessons for the following day. Thus, although students would be correct in reporting that they do not do homework every night, //this does not mean that they do not study. Further complicating an understanding of the role of homework in Japan is the use of two other terms to describe after-school academic activity. Depending on the Japanese word that is used in posing a question about homework, respondents may be talking about time spent studying, time spent working on specific assignments made by the teacher, time spent preparing for lessons and reviewing class materials, or time spent responding to practice questions."//** Does this mean the Japanese do homework after all? In the same article attitudes related to education exists iin the culture. **"It is evident from these examples that the education systems of different countries are embedded within the culture of each country. As a result of this close relationship, one cannot hope to learn how education systems can be improved or academic achievement increased without understanding the actions, beliefs, and attitudes related to education that exist within the culture."**

I also found it interesting the Japanese do not focus on ability differences. They focus on motivation of the student."**While there is acknowledgment of differences in ability among individuals, the tendency among the Japanese is to ignore this factor and to emphasize that accomplishment can always be increased through the application of greater effort. This view was expressed clearly by one teacher: "As far as inborn ability goes, I can't say it isn't there, but I say that it doesn't matter. Regardless of whether you have ability, if you persevere, you can get a good outcome." A parent put it even more succinctly: "Motivation. That's all that counts. Unless you are a genius, success depends on how hard you are willing to work."** Over the years I have taught the full spectrum of students. Whether gifted or remedial I tend to agree with the Japanese. It's always a pleasure to teach a child who is motivated and wishes to do well at any level. In the end they are more successful. I've seen if I am resonable with my expectations and allow my students some say in their homework, They get their homework completed.

I thought this was interesting about the Asian- American counter parts. From the Jan. 25, 1999 issue of TIME Magazine //— With reporting by Michele Donley and Sheila Gribben/Chicago, Deborah Fowler/Houston, Laird Harrison/San Francisco, Jodie Morse/Boston and Todd Murphy/Portland, Ore// Maybe it's about making the homework reasonable and meaningful.
 * "Still, some researchers make a case for elementary school homework. Carol Huntsinger, an education professor at the College of Lake County, near Chicago, compared the academic performance of local Chinese-American children with that of European-American kids. In the early grades, the Chinese-American students outperformed their white counterparts in math and mastery of vocabulary words. After examining a host of other factors, Huntsinger concluded that homework made the critical difference. In first grade the Chinese-American children were doing more than 20 min. of math homework a night, some of it formally assigned by their parents, while their white classmates averaged just 5 min."**

I have read much in the articles about projects that turn into homework nightmares for the kids and parents. Lynn and I have worked diligently trying to find ways to keep projects and investigations in school in order alleviate the home stress while allowing students to apply their skills for authentic audiences.

This information comes from a chat on the The Center for Public Education: "//the most effective homework either prepares students for an upcoming lesson -- for example, reading the textbook before the science lab -- or practice of concepts or skills learned earlier or review...."// I like to feel my homework does support this idea. In math, the students get a weekly math practice or mental math which reviews and exposes them to conceopts and skills that have been taught and keeps them exposed to past lessons. They are discussed at the end of each week. During PSSA review, they are given an open ended problem to complete for the week. These are also peer evaluated and assessed on the Friday they are due. Peers get to see different formats to solve the problem and allows for mathematical discourse during classes and studyhalls.

In social studies I used to have students locate pertinent information form their text for homework. They would them have this as their main notes or studyguide for the test. I would use this text information as a springboard for class instruction and build upon the ideas. These are now completed in class by way of chunking. the students however do not take the notes home so they do not study these except when we review them daily in the classroom.

In Social Studies and Science, homework assignments have droppped significantly. Basically all work is discussed or completed in class. Notes do note leave the class envronment. They have no notes with which to study or review out side of class. At times I am not sure how I could possibly assess them on Curriculum suggested content when they have nothing to prepare them. My assessments have turned into individual outcome writing and the studehnts focus on KWL charts. I know they are learning about the topic however it is not the prearranged "teacher" content. I notice some children thrive on this type of instruction while others are challenged to focus on the expectations.

I am still having difficulties with these homework questions. Students still need to have some activities for the after school program and during study halls, especially the children who don't want to read. I want my studnets to review math nightly so I can continue to move on in class. My homework has dropped significantly. I am concerned about how the students don't view the need to complete the linited homework I do give. What will happen next year when the teachers have such a different philosophy towards homework? I'm not sure I am preparing them to be successful in that way next year.
 * Reflections**

Research review: What research says about the value of homework