Homework Position Paper, Study notes of Electronic Technology

Download Homework Position Paper and more Study notes Electronic Technology in PDF only on Docsity! St Columba’s Catholic Primary School Homework Position Paper September, 2013  This document builds on the work of Homework practices developed at St Columba’s School over a number of years. In late 2011, the school community committed to formally reviewing the school’s Homework practices, resulting in the review of existing practices and consideration of contemporary research, together with professional development, focused discussion and consultation. This was led by the Homework Committee, whose members included: Rachael Carter (Teacher) Tamara O’Brien (Teacher) Nicole LaRosa (Teacher) Lisa Gibbs (Teacher) Margo Carwardine (Assistant Principal, and Curriculum Support Teacher) 5 Effective quality homework tasks are:  purposeful, designed to meet specific learning goals  clearly stated and requirements are made explicit during class time  varied and challenging, but achievable (Public School NSW, 2012a) Management… “Quality homework is well planned and feedback is provided by teachers to students on completion. The quality of homework needs to be manageable so that teachers can ensure quality.” (Public School NSW, 2012a)  Time on tasks matters – There is a difference between the amount of time spent on learning and the amount of time needed to learn. The time needed to learn is influenced by aptitude, ability to understand instruction and the quality of the instruction. For assigned homework this means that some students may be about to complete activities in the recommended time, others may not. For students who need more time to learn, teachers are called to prioritise work that individual students are required to master. (Vatterott, 2009) (Trautwein and Koller, 2003) (Marzano et al., 2001) Adequate time to plan and teach effective classroom activities to support homework, as well as mark it and provide student feedback is important.  Task is as important as time – The quality of the homework task is as important as the amount of time required. Quality tasks clearly relate to student learning, and are simple enough that students can complete them without help. (Vatterott, 2009)  Learning is individual – Each student is unique and learns differently. Some students in some areas learn quickly, others require practice or reinforcement. Homework needs to be personalised to fit the specific needs of individual students. (Vatterott, 2009)  Children differ in motivation, persistence and organisational skills – Children who have a feeling of competence about learning are more likely to do homework. Homework requires perseverance, so students with a positive self-concept or self-efficacy are more likely to persist when faced with difficult tasks. (Sagor, 2008) (Trautwein and Koller, 2003) Students who lack perseverance may also lack strategies. Families that value persistence may encourage students to keep working with their homework. Wise teachers seek feedback from students and consider how they may tap into their learning styles and interests. (Vatterott, 2009)  Frustration is detrimental to motivation and desire to learn – Students have different motivation, persistence and organisation skills. As a result teachers are called to adapt homework tasks to provide opportunities for maximum success and minimum frustration for each student. Two important strategies to support this are: (1) seeing that homework is time based (with students instructed to do as much as they can in a specified time period), with feedback provided, and (2) checking for student frustration. (Vatterott, 2009)  Homework that is not completed does not help learning – The challenge therefore arises for well designed homework, successfully completed by students which reinforces class learning. (Vatterott, 2009) This said, teachers are not in total control of what learning may happen at home in relation to homework. Rather, they have the power of influence and the responsibility to work with students and parents in relation to achieving homework completion.  Students differ in their access to resources and technology – Teachers are called to provide flexibility and options within assigned homework activities.  Students live busy lives – Consideration needs to be given to students’ other commitments, such as cultural activities, sport, outside of school tuition and home responsibilities. (Public School NSW, 2012a) Manageability is important for students, teachers and families. 6 Communication… and the provision of clear information between teachers, parents and students is a requirement for homework to be effective.  Clarity is required regarding homework expectations and the completion of tasks – It is important the students know what is required of them in completing assigned work and that parents / caregivers understand what the school’s expectations are. (Public School NSW, 2012a)  Interactive homework provides parents or carers with strategies to support their child/ren’s learning and values parent / carer contribution, enabling constructive engagement – It is important the students understand their responsibility for initiating interaction with a ‘family partner’, that such interaction is carefully planned, that the parent / carer is aware of the objectives of the homework and are provided with practical strategies, that such interaction includes feedback from the student and adult, and that this feedback is reviewed to inform future activities. (Robinson, et al, 2007)  Guidance and assistance matters for those having difficulties completing their homework – If parents see this as being a concern for a student, this needs to be communicated to the class teacher, as a matter of priority. Implementation RESPONSIBILITIES School Leadership  Develop a school homework position, in consultation with their school community, particularly the Parents and Friends’ Association.  Distribute the school homework position to staff, students, and parents and caregivers, particularly at the time of student enrolment.  Ensure the homework position is effectively implemented throughout the school. Teachers: Teachers will support the General Homework Principles identified and can help students establish a routine of regular, independent study by:  ensuring their school’s homework position is implemented.  ensuring parents and carers are aware of the school’s homework position.  demonstrating a positive attitude to homework.  setting homework on a regular basis.  clearly communicating the purpose, benefits and expectations of all homework.  teaching the required skill first, before students are required to work on it at home independently.  modelling tasks, and providing examples, as needed.  prioritising work that individual students are required to master.  seeing that homework is time based, with students instructed to do as much as they can in a specified time period.  providing flexible options for students to cater for varied access to resources and technology.  checking homework completion regularly and provide timely and useful feedback.  seeking feedback from students about set homework tasks, including frustration levels.  using homework that is varied, challenging, meaningful and directly related to class work and appropriate to students’ learning needs, with variety in learning intelligences and learning styles. This includes differentiating tasks, as appropriate.  explicitly teaching strategies to develop a home study routine, including organisational and time-management skills and providing opportunities to practice these strategies through homework . This includes making effective use of homework diaries in upper primary.  giving consideration to other academic and personal development activities (school based or other) that students could be engaged in when setting homework.  using discretion when determining tasks, taking into consideration the student’s ability, home circumstances and commitments. Allowing enough time for homework is a consideration, with there being no homework set over officially designated holiday periods.  clearly communicating to students and parents if there is a variation in homework routine or the typical structure or content focus. 7  assessing homework and providing timely, positive and practical feedback and support.  developing strategies within the school to support parents and carers becoming active partners in homework.  discussing with parents and caregivers any developing problems concerning their child’s homework and suggesting strategies to assist with their homework. Students: Students can take responsibility for their own learning by:  being aware of the school’s homework position  taking home everything needed to complete homework activities  discussing with their parents or caregivers homework expectations  accepting responsibility for the completion of homework tasks within set time frames  following up on comments made by teachers  seeking assistance when difficulties arise, including notifying the teacher if they are having difficulties  organising their time to manage home obligations, and participation in physical activity and sports, recreational and cultural activities. (Refer to Appendix 2 for a student friendly guide to these responsibilities.) The role of parents and caregivers with homework Parents and caregivers can help their children by:  reading to or with them, talking with them and involving them in tasks at home including shopping, playing games and physical activity  checking if and what homework has been set  encouraging a regular daily session to examine and complete homework  helping them to complete tasks by discussing key questions or suggesting /directing them to resources  encouraging them to organise their time and take responsibility for their learning  constructively engaging with children, where strategies have been provided by the teacher  encouraging them to read and to take an interest in and discuss current local, national and international events  discussing their child’s responses to set texts and asking to see their completed work  discussing homework with their child in their first language, if English is not the main language spoken at home, and linking it to previous experiences  linking homework and other learning activities to the family’s culture, history and language.  helping them to balance the amount of time spent completing homework, watching television, playing computer games, playing sport and engaging in other recreational activities  contacting the relevant teacher to discuss any concerns about the nature of homework and their child’s approach to the homework  signing homework, when requested  ensuring upper primary keep a homework diary  asking how homework and class work is progressing, and acknowledging success  attending the school events, productions or displays their child is involved in  providing a work area (with resources e.g. pens, pencils, ruler, eraser etc.) and a supportive environment (eg free from major distractions), together with a routine that fits with the family  supervising ‘eLearning’, including ICT tools and usage  monitoring disruptions. (Adapted from… Education Queensland, 2013, Victorian Department of Education and Early Childhood Development, 2013b, St Peter’s Primary School, 2013) HOMEWORK AND PHASES OF LEARNING The following is a guide in determining the amount of set homework which students might be expected to undertake. Parents may consult with a student’s teacher about additional materials or practice exercises with which parents can assist their children at home. “In the Early Phase of Learning (Prep to Year 3) many activities at home or in play can assist children to develop literacy, numeracy and problem-solving skills. Homework tasks may include: - daily reading to, with, and by parents/caregivers or other family members 10 Appendices APPENDIX 1 Homework Research Scan In 2012 the NSW Department of Education and Communities invested considerable resources in conducting a Research Scan on Homework. It was undertaken within the context that “there are many differing views, within the educational community and beyond, about the purpose of homework, its value, and the amount of homework that should be set.” The Research Scan concentrated on research published after 2004, “especially peer review publications and publications that included a meta-analysis and evidence based studies.” The Research Scan notes that “the evidence base regarding the benefits or otherwise of homework is not well developed. Results to date lack coherence, are complex, and often conflicting.” In summary, the Scan notes:  “The ‘more homework the better’ view has no research support (Cooper, H, 2001). (Homework for All – In Moderation, Educational Leadership, 58(7), cited in Queensland Government Department of Education and the Arts, 2004).  The quality of the homework assigned is likely to be more important than the quantity (Canadian Education Association, & Ontario Institute for Studies in Education, 2010).  Homework must be purposeful and relevant to student needs and should not jeopardise the right of children to enjoy a balanced lifestyle (Dixon, 2007).  The amount of homework and time spent on it should accord with the student’s age and developmental level (Canadian Council on Learning, 2009).  Effort spent on homework is a stronger correlate of academic achievement than time spent on homework (Canadian Council on Learning, 2009).  Year level appears to be a determinant of homework’s academic effectiveness (Blazer, 2009; Cooper, 1989).  Most researchers conclude that for primary students, there is no evidence that homework lifts academic performance. There is only a small correlation between homework and achievement in middle school (Cooper, 1989; Walker, 2011). Only in the senior years of high school does homework clearly raise academic performance.” Public School NSW (2012c) 11 H o m e w o r k Student’s responsibility It’s great to take responsibility for my own learning ! *I know what my school and teacher expects of me. *My results will be better if I take home everything I need to complete my homework. *I will finish my homework tasks on time! *It’s great to talk to my family about my homework and ask for their support. *My teacher and family are happy to answer questions or concerns I have about my homework. *When I am organised I can do other activities once my homework is completed. My Checklist: □ All tasks completed! □ Homework is in bag! □ I am happy with my work. □ Checked and chatted to an adult! APPENDIX 2 12 Staff Homework Survey Date: __________ This survey is being completed by _______________________ (individual teacher) Please attach a copy or description of this week’s homework for your class / Year level. THANK YOU. When providing homework opportunities for students I consistently… Strongly Agree Agree Unsure Disagree Strongly Disagree demonstrate a positive attitude to homework set homework on a regular basis clearly communicate the purpose, benefits and expectations of all homework. teach the required skill first, before students are required to work on it at home independently. model tasks, and provide examples, as needed. prioritise work that individual students are required to master. see that homework is time based, with students instructed to do as much as they can in a specified time period. provide flexible options for students to cater for varied access to resources and technology. check homework completion regularly and provide timely and useful feedback. seek feedback from students about set homework tasks, including frustration levels. use homework that is varied, challenging, meaningful and directly related to class work and appropriate to students’ learning needs, with variety in learning intelligences and learning styles. This includes differentiating tasks, as appropriate. explicitly teach strategies to develop a home study routine, including organisational and time-management skills and providing opportunities to practice these strategies through homework . This includes making effective use of homework diaries in the upper primary. give consideration to other academic and personal development activities (school based or other) that students could be engaged in when setting homework. use discretion when determining tasks, taking into consideration the student’s ability, home circumstances and commitments. Allowing enough time for homework is a consideration, with there being no homework set over holiday periods. clearly communicate to students and parents if there is a variation in homework routine or the typical structure or content focus. assess homework and provide timely, positive and practical feedback and support. develop strategies within the school to support parents and carers becoming active partners in homework. discuss with parents and caregivers any developing problems concerning their child’s homework and suggesting strategies to assist with their homework. Reflection / Action Required: APPENDIX 3