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For a complete list of references, refer to the On-Demand Module ‘Pulling Back the Curtain on Homework.’

Pulling Back the Curtain on Homework

Transcript

Chapter 1: The Homework Dilemma

Video

Transcript:

Katie: I don’t like doing homework because I find it pointless. It doesn’t really help me. And if I have a question I usually go to the internet.

Olivia: It’s too easy and it’s boring.

Alex: I don’t really like doing homework because I feel like if it is something we are learning in class we should just stick to learning it in class.

Jayda: I don’t like it when all the teachers stack up a bunch of homework and there’s so much to do, because it gets me overwhelmed.

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Introduction

Transcript:

Let’s face it, there are many things in this world that people have to do that they don’t like. If we asked the same kids their thoughts on eating broccoli or going to the dentist it would not be surprising to get the same negative responses.

The thing is, we know the benefits of eating broccoli and going to the dentist. But, do we actually know what the benefits of doing homework are? And if we don’t know, should we be giving so much of it? In this module we aim to find out.

Homework Today

Transcript:

Educators cannot ignore the burden they place on students when they assign homework. A University of

Michigan study found that since 1981 the amount of homework that students are assigned has risen

substantially (Salle & Rigler, 2008). For example, the average time spent on homework for six to nine year olds

has gone from an average of 44 minutes a week to over two hours a week (Chaika, 2006).

The 21st Century Student

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Transcript:

Keep in mind, homework is heaped on top of a seven-hour day at school as well as additional after-school care, sports, and activities (Abeles, 2014).

In order to complete all of their homework each night, students are forced to make sacrifices such as exercise, family time, social life, and sleep (Abeles, 2014; Bennet & Kalish, 2006).

The increase in time spent on homework along with the decrease in time available to do anything else can

have profound effects on students.

Chapter 2: Homework Mythbusters

Homework Myths

Transcript:

Students experience stress and harmful effects from homework mainly because teachers often don’t use it

properly. The misuse of homework is directly related to mistaken, but widespread, beliefs about homework.

Here is what some of those mistaken beliefs are.

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Myth 1

Transcript:

Forty-eight studies found that homework only has academic benefits for high school students. In all of these studies, homework had little or no association with achievement for elementary students (Cooper, 2001; Cooper, Robinson, & Pattall, 2006).

The studies show that elementary students who do homework do not demonstrate skill or content mastery any better or faster than students who do not do homework.

If you are an elementary teacher, this does not necessarily mean you should immediately stop giving your students homework. Although some experts argue that elementary students should never receive homework (Abeles, 2014; Kohn, 2006), others believe it can have non-academic benefits (Cooper, 2001).

Myth 2

Transcript:

During the Cold War the United States felt that to stay competitive with the Soviet Union, American kids

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needed to be pushed harder. This entailed more rigorous assignments and more homework (Cooper, 2001).

The Cold War may be over, but as we saw earlier in this module, the average amount of homework being given is still on the rise.

But, too much of a good thing can be bad. Studies show that the positive effects of homework begin to decline after an hour a night for middle school students and after two hours for high school students (Cooper, 2001; Cooper, Robinson, & Pattall, 2006).

Myth 3

Transcript:

Finding a teacher who enjoys grading homework is as unlikely as coming across a unicorn on your drive home from work. It can be time-consuming, tedious, and probably not how you would like to spend your afternoons and evenings.

The thing is, there is little-to-no evidence that grading homework increases achievement (Cooper, 2001). You may be thinking, “If I don’t grade homework there is no chance that any of my students will do it.” But if students are only doing your homework to earn a grade, you probably shouldn’t be giving it to them in the first place.

Click to see how grading can have a negative effect on the value of homework.

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Myth 4

Transcript:

One under-reported problem with homework is that it magnifies inequality among students (Abeles et al., 2009; Kohn, 2006; Sallee & Rigler, 2008).

In most cases, all students are expected to complete the same homework in the same amount of time. But, not

all students’ home lives are the same.

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Next Day

Chapter 3: Teacher Actions

Grading

Transcript:

At this point you may feel conflicted. Homework can negatively affect your students, but at the same time your school may require you to give it.

Moving forward, let’s take a look at things you can and should do to make homework meaningful and effective.

First things first. If possible, give feedback instead of grades (Abeles, 2009; Abeles, 2014; Kohn, 2006; Sallee & Rigler, 2008).

If you’re required to grade assignments, you may want to have a conversation with your administration about why that policy is in place. At the very least grade the assignments based on skill and content mastery, not solely on students’ ability to complete the work.

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Meaningful Homework

Transcript:

If you must assign homework, make sure it is personally meaningful to students and has an authentic purpose (Abeles et al., 2009; Cooper, 2001; Hong & Milgram, 2000). If assignments are meaningful and purposeful students will be more likely to do them, even when they are not being graded.

Click on each suggestion to see an example and non-example.

Inspire

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Give

Communicate

Conclusion

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Transcript:

Teachers should put at least as much thought and care into the creation of homework assignments as they expect students to put into the completion of homework assignments. It’s not that all homework is bad and should never be given. However, as we close this module, keep two ideas in mind: don’t give too much homework, and if you do give it, ensure that it’s meaningful and authentic.

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Pulling Back the Curtain on Homework Transcriptmodules.sanfordinspire.org/.../uploads/2017/07/Homework_Transcript.p… · Forty-eight studies found that homework only has academic