A few weeks ago, my husband and I debated the merits and downsides of homework for teenagers. It was prompted by an article by Huffington Post that detailed a dad who did the same amount of "homework" as his daughter, who was in middle school. Basically, by the end of the article, the dad was making a plea for less homework.
As a teacher, I see the reasons for giving homework: provide additional practice, enrichment outside of classroom time, review for upcoming assessments... But my husband, who is not a teacher, was completely against homework, for the most part.
I don't think I give a lot of homework. Most of what I assign is additional practice -- especially for math concepts in chemistry -- or writing assignments that would consume a large portion of class. We almost always review the assignments and talk about them before they are turned in. We are about one unit into second semester and I've had several brief conversations with colleagues about the homework issue. I am going to try a few different things this semester to try and lighten the grading load.
For a science teacher, it can be an extremely time consuming process to grade lab reports. A colleague of mine gives lab quizzes instead, using a response system so they are graded automatically. She pulls questions straight from the lab, so if they did it -- great! If they didn't do it, chances are they won't do well on the quiz. I have modified this idea and give quizzes on our online school platform (called eClass). The quiz is worth half as much as the actual lab, but I feel less pressure to grade the lab word for word since they need to have it finished before taking the online quiz.
Another colleague of mine uses homework notebooks. He assigns journal entries and keeps a running list on his board of all the entries needed and students are responsible for keeping up. Then, once a unit, he collects the notebooks and reads them. Not a bad idea - but still time consuming! I tried using notebooks at the beginning of the year, but grading them took a lot of time even if you only do a checklist like what I was using.
I observed a math teacher who rarely gives homework. She basically has class periods divided in half -- first half is instruction and review while the second half is practice and homework checks. She has an answer key available for students to check their work and review before turning it in. I have modified this idea for my science classes. We typically have a full class period learning the material (notes, videos, discussion, example problems, etc.). The following class period (or multiple, depending on the topic) we do a few problems together, and then they partner up. I may do the same thing the next day but with solo work instead of partners. I have even turned one class period into a "race" to see who can correctly solve the problems the quickest without additional help from me (we review after for those that need more help). I like switching between full class, partners, and solo as all of them are helpful in their own way. I also give them options -- some students love to work on their own, while others would rather partner with a friend. My only rule is that they must be working, or they don't get a partner!
I see a few benefits coming from this lessened homework load this semester. I'm finding that students are asking questions more often. While students are working either on their own or with a partner, I have a chance to walk around the room and check-in with them. This is a much less intimidating situation for introverted students and they seem more willing to ask questions and get help. It also allows me to catch mistakes early and try to correct them before they end up doing the entire assignment incorrect.
Another major benefit is student engagement. If I give them a class period to work on an assignment and tell them I will collect it the next day, most of them use their time wisely and stay on task to avoid having homework. Even if it's not the most exciting material, when they are collectively working on the same assignment, conversations start happening and the class seems to be more engaged and more cooperative.
The debate has many different arguments both in favor of and against homework. My basic thought is that students have a lot to do after school, especially in high school, and often times homework is not the primary concern. Homework can create a divide among students -- those who do homework and those who do not -- when all the students are trying to get to the same end goal. Sometimes homework is inevitable, but for this semester, I am trying to keep the homework load light.
What are your personal opinions and philosophies on homework? Are you pro-homework or pro-classwork?
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