https://knilt.arcc.albany.edu/api.php?action=feedcontributions&user=Victoria.robeyhicks&feedformat=atomKNILT - User contributions [en]2022-12-07T07:39:03ZUser contributionsMediaWiki 1.35.5https://knilt.arcc.albany.edu/index.php?title=File:Pt_connect.jpg&diff=187427File:Pt connect.jpg2021-12-07T23:40:25Z<p>Victoria.robeyhicks: </p>
<hr />
<div> ,</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=186386Lesson 1: Attributes of Meaningful Homework Assignments2021-12-05T00:02:30Z<p>Victoria.robeyhicks: /* Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> */</p>
<hr />
<div><br />
<br />
== Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
"I like a teacher who gives you something to take home to think about besides homework" Lily Tomlin<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.readingandwritinghaven.com/wp-content/uploads/2020/12/Meaningful-Homework-Flowchart-585x439.png<img/><br />
<br />
<br />
<br />
2. '''Read:''' <br />
<br />
[https://www.adi.org/journal/2013ss/carrspring2013.pdf Increasing the Effectiveness of Homework for AllLearners in the Inclusive Classroom]<br />
<br />
[https://www.edutopia.org/blog/making-homework-meaningful-dominick-recckio Making Homework Meaningful]<br />
<br />
[https://www.ascd.org/el/articles/five-hallmarks-of-good-homework Five Hallmarks of Good Homework]<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
The reading ''Five Hallmarks of Good Homework'' states that Purpose, Efficiency, Ownership, Competence, and Aesthetic Appeal as the attributes of good homework. Which of these do you feel is the most important? Why?<br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
Using the flow chart above, do your current homework assignments seem meaningful? At what point in the chart do your homework assignments fail?<br />
<br />
<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=186385Lesson 1: Attributes of Meaningful Homework Assignments2021-12-05T00:02:12Z<p>Victoria.robeyhicks: /* Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> */</p>
<hr />
<div><br />
<br />
== Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
"I like a teacher who gives you something to take home to think about besides homework" Lily Tomlin<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.readingandwritinghaven.com/wp-content/uploads/2020/12/Meaningful-Homework-Flowchart-585x439.png<img/><br />
<br />
<br />
<br />
2. '''Read:''' [https://www.adi.org/journal/2013ss/carrspring2013.pdf Increasing the Effectiveness of Homework for AllLearners in the Inclusive Classroom]<br />
<br />
[https://www.edutopia.org/blog/making-homework-meaningful-dominick-recckio Making Homework Meaningful]<br />
<br />
[https://www.ascd.org/el/articles/five-hallmarks-of-good-homework Five Hallmarks of Good Homework]<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
The reading ''Five Hallmarks of Good Homework'' states that Purpose, Efficiency, Ownership, Competence, and Aesthetic Appeal as the attributes of good homework. Which of these do you feel is the most important? Why?<br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
Using the flow chart above, do your current homework assignments seem meaningful? At what point in the chart do your homework assignments fail?<br />
<br />
<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=186383Lesson 1: Attributes of Meaningful Homework Assignments2021-12-04T23:57:01Z<p>Victoria.robeyhicks: /* Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> */</p>
<hr />
<div><br />
<br />
== Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
"I like a teacher who gives you something to take home to think about besides homework" Lily Tomlin<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.readingandwritinghaven.com/wp-content/uploads/2020/12/Meaningful-Homework-Flowchart-585x439.png<img/><br />
<br />
<br />
<br />
2. '''Read:''' [https://www.adi.org/journal/2013ss/carrspring2013.pdf Increasing the Effectiveness of Homework for AllLearners in the Inclusive Classroom]<br />
<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186382Lesson 1: Making a New Homework Policy2021-12-04T23:50:18Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
"Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have." (Meador, 2020)<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
[https://www.thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513 Creating a Homework Policy With Meaning and Purpose]<br />
<br />
3. '''Homework Ideas'''<br />
<br />
View at least 2 links. <br />
<br />
[https://engage-education.com/blog/creative-homework-ideas/#! Creative Homework Ideas]<br />
<br />
[https://letgrow.org/250-fun-activities-for-kids/ 250+ Fun Activities For Kids To Do Instead of Homework]<br />
<br />
[https://learnbright.org/creative-homework-ideas-for-every-subject/ Creative Homework Ideas for Every Subject]<br />
<br />
[https://iwanttobeasuperteacher.com/2016/09/making-homework-meaningful-manageable.html Make Homework Meaningful & Manageable with Menus]<br />
<br />
[https://www.youtube.com/watch?v=7-azk4NDODk How to Make Homework Meaningful!] - video<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
Pick one homework option that you think would work in your classroom. What do you like about this homework assignment? How do you think your students will feel about it?<br />
How will you alter it to fit your students? What subject are you planning on implementing it in? <br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
- Moving forward will you make any changes to your homework policy?<br />
- Will you grade homework?<br />
- Will you accept late homework?<br />
- Will your homework be assigned on a nightly, weekly, or monthly basis?<br />
- Do you need to have a conversation with parents when implementing these changes?<br />
<br />
'''Moving Forward'''<br />
<br />
Use your reflection to outline a basic homework policy for your classroom. While implementing changes to the homework, it is best to start small. Pick one subject or area you would like to make changes to homework in and start there! <br />
<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
Meador, Derrick. "Creating a Homework Policy With Meaning and Purpose." ThoughtCo, Aug. 26, 2020, thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513.<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186381Lesson 1: Making a New Homework Policy2021-12-04T23:48:45Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
"Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have." (Meador, 2020)<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
[https://www.thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513 Creating a Homework Policy With Meaning and Purpose]<br />
<br />
3. '''Homework Ideas'''<br />
<br />
[https://engage-education.com/blog/creative-homework-ideas/#! Creative Homework Ideas]<br />
<br />
[https://letgrow.org/250-fun-activities-for-kids/ 250+ Fun Activities For Kids To Do Instead of Homework]<br />
<br />
[https://learnbright.org/creative-homework-ideas-for-every-subject/ Creative Homework Ideas for Every Subject]<br />
<br />
[https://iwanttobeasuperteacher.com/2016/09/making-homework-meaningful-manageable.html Make Homework Meaningful & Manageable with Menus]<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
Pick one homework option that you think would work in your classroom. What do you like about this homework assignment? How do you think your students will feel about it?<br />
How will you alter it to fit your students? What subject are you planning on implementing it in? <br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
- Moving forward will you make any changes to your homework policy?<br />
- Will you grade homework?<br />
- Will you accept late homework?<br />
- Will your homework be assigned on a nightly, weekly, or monthly basis?<br />
- Do you need to have a conversation with parents when implementing these changes?<br />
<br />
'''Moving Forward'''<br />
<br />
Use your reflection to outline a basic homework policy for your classroom. While implementing changes to the homework, it is best to start small. Pick one subject or area you would like to make changes to homework in and start there! <br />
<br />
'''Extra Resources'''<br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=7-azk4NDODk</html5media> <br />
<br />
<br />
<br />
'''References:'''<br />
<br />
Meador, Derrick. "Creating a Homework Policy With Meaning and Purpose." ThoughtCo, Aug. 26, 2020, thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513.<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186380Lesson 1: Making a New Homework Policy2021-12-04T23:48:24Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
"Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have." (Meador, 2020)<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
[https://www.thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513 Creating a Homework Policy With Meaning and Purpose]<br />
<br />
3. '''Homework Ideas'''<br />
<br />
[https://engage-education.com/blog/creative-homework-ideas/#! Creative Homework Ideas]<br />
<br />
[https://letgrow.org/250-fun-activities-for-kids/ 250+ Fun Activities For Kids To Do Instead of Homework]<br />
<br />
[https://learnbright.org/creative-homework-ideas-for-every-subject/ Creative Homework Ideas for Every Subject]<br />
<br />
[https://iwanttobeasuperteacher.com/2016/09/making-homework-meaningful-manageable.html Make Homework Meaningful & Manageable with Menus]<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
Pick one homework option that you think would work in your classroom. What do you like about this homework assignment? How do you think your students will feel about it?<br />
How will you alter it to fit your students? What subject are you planning on implementing it in? <br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
- Moving forward will you make any changes to your homework policy?<br />
- Will you grade homework?<br />
- Will you accept late homework?<br />
- Will your homework be assigned on a nightly, weekly, or monthly basis?<br />
- Do you need to have a conversation with parents when implementing these changes?<br />
<br />
'''Moving Forward'''<br />
Use your reflection to outline a basic homework policy for your classroom. While implementing changes to the homework, it is best to start small. Pick one subject or area you would like to make changes to homework in and start there! <br />
<br />
'''Extra Resources'''<br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=7-azk4NDODk</html5media> <br />
<br />
<br />
<br />
'''References:'''<br />
<br />
Meador, Derrick. "Creating a Homework Policy With Meaning and Purpose." ThoughtCo, Aug. 26, 2020, thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513.<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186379Lesson 1: Making a New Homework Policy2021-12-04T23:46:22Z<p>Victoria.robeyhicks: /* Unit 3 Lesson 1: Making a New Homework Policy> */</p>
<hr />
<div><br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
"Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have." (Meador, 2020)<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
[https://www.thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513 Creating a Homework Policy With Meaning and Purpose]<br />
<br />
3. '''Homework Ideas'''<br />
<br />
[https://engage-education.com/blog/creative-homework-ideas/#! Creative Homework Ideas]<br />
<br />
[https://letgrow.org/250-fun-activities-for-kids/ 250+ Fun Activities For Kids To Do Instead of Homework]<br />
<br />
[https://learnbright.org/creative-homework-ideas-for-every-subject/ Creative Homework Ideas for Every Subject]<br />
<br />
[https://iwanttobeasuperteacher.com/2016/09/making-homework-meaningful-manageable.html Make Homework Meaningful & Manageable with Menus]<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
Pick one homework option that you think would work in your classroom. What do you like about this homework assignment? How do you think your students will feel about it?<br />
How will you alter it to fit your students? What subject are you planning on implementing it in? <br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
- Moving forward will you make any changes to your homework policy?<br />
- Will you grade homework?<br />
- Will you accept late homework?<br />
- Will your homework be assigned on a nightly, weekly, or monthly basis?<br />
- Do you need to have a conversation with parents when implementing these changes?<br />
<br />
5. '''Extra Resources'''<br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=7-azk4NDODk</html5media> <br />
<br />
<br />
<br />
'''References:'''<br />
<br />
Meador, Derrick. "Creating a Homework Policy With Meaning and Purpose." ThoughtCo, Aug. 26, 2020, thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513.<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186378Lesson 1: Making a New Homework Policy2021-12-04T23:42:52Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
"Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have." (Meador, 2020)<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
[https://www.thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513 Creating a Homework Policy With Meaning and Purpose]<br />
<br />
3. Homework ideas<br />
<br />
[https://engage-education.com/blog/creative-homework-ideas/#! Creative Homework Ideas]<br />
<br />
[https://letgrow.org/250-fun-activities-for-kids/ 250+ Fun Activities For Kids To Do Instead of Homework]<br />
<br />
[https://learnbright.org/creative-homework-ideas-for-every-subject/ Creative Homework Ideas for Every Subject]<br />
<br />
[https://iwanttobeasuperteacher.com/2016/09/making-homework-meaningful-manageable.html Make Homework Meaningful & Manageable with Menus]<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=7-azk4NDODk</html5media> <br />
<br />
<br />
<br />
'''References:'''<br />
Meador, Derrick. "Creating a Homework Policy With Meaning and Purpose." ThoughtCo, Aug. 26, 2020, thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513.<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186377Lesson 1: Making a New Homework Policy2021-12-04T23:38:07Z<p>Victoria.robeyhicks: </p>
<hr />
<div>https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much<br />
<br />
<br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
"Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have." (Meador, 2020)<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
[https://www.thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513 Creating a Homework Policy With Meaning and Purpose]<br />
<br />
3. Watch <br />
<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=7-azk4NDODk</html5media> <br />
<br />
'''References:'''<br />
Meador, Derrick. "Creating a Homework Policy With Meaning and Purpose." ThoughtCo, Aug. 26, 2020, thoughtco.com/creating-a-homework-policy-with-meaning-and-purpose-3194513.<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_2:_Incorporating_Homework_into_the_Classroom&diff=186376Lesson 2: Incorporating Homework into the Classroom2021-12-04T23:30:34Z<p>Victoria.robeyhicks: /* Unit 2 Lesson 2: Incorporating Homework into the Classroom> */</p>
<hr />
<div>== Unit 2 Lesson 2: Incorporating Homework into the Classroom> ==<br />
<br />
<br />
'''Objective''': Participants will be able to evaluate strategies to integrate homework into the classroom.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<br />
<br />
2. '''Read:''' <br />
<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
Return to the page below, then navigate to Unit 3.<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=186375Lesson 1: Attributes of Meaningful Homework Assignments2021-12-04T23:27:27Z<p>Victoria.robeyhicks: /* Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> */</p>
<hr />
<div><br />
<br />
== Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.readingandwritinghaven.com/wp-content/uploads/2020/12/Meaningful-Homework-Flowchart-585x439.png<img/><br />
<br />
<br />
<br />
2. '''Read:''' [https://www.adi.org/journal/2013ss/carrspring2013.pdf Increasing the Effectiveness of Homework for AllLearners in the Inclusive Classroom]<br />
<br />
<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186374Lesson 1: Making a New Homework Policy2021-12-04T23:26:29Z<p>Victoria.robeyhicks: /* Unit 3 Lesson 1: Making a New Homework Policy> */</p>
<hr />
<div>https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much<br />
<br />
<br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
[https://www.weareteachers.com/meaningful-homework-not-graded/ How to Give Meaningful Homework, Even When It's Not Graded]<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186372Lesson 1: Making a New Homework Policy2021-12-04T23:23:00Z<p>Victoria.robeyhicks: /* Unit 3 Lesson 1: Making a New Homework Policy> */</p>
<hr />
<div>https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much<br />
<br />
<br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<img>http://onestopteachershop.com/wp-content/uploads/2016/01/Homeowrk-Dos-and-Donts-640x1024.png<img/><br />
<br />
2. '''Read:''' <br />
<br />
https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=186367Lesson 1: Attributes of Meaningful Homework Assignments2021-12-04T23:17:29Z<p>Victoria.robeyhicks: /* Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> */</p>
<hr />
<div><br />
<br />
== Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.readingandwritinghaven.com/wp-content/uploads/2020/12/Meaningful-Homework-Flowchart-585x439.png<img/><br />
<br />
<br />
<br />
2. '''Read:''' Increasing the Effectiveness of Homework for All<br />
Learners in the Inclusive Classroom<br />
<br />
https://www.adi.org/journal/2013ss/carrspring2013.pdf<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=186346Lesson 1: Making a New Homework Policy2021-12-04T22:40:31Z<p>Victoria.robeyhicks: </p>
<hr />
<div>https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much<br />
<br />
<br />
<br />
== Unit 3 Lesson 1: Making a New Homework Policy> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<br />
<br />
2. '''Read:''' <br />
<br />
https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=186345Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-12-04T22:40:21Z<p>Victoria.robeyhicks: /* Course Units */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
Welcome to Effective Homework Assignments!<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students. The course will mainly focus on homework in K-12 settings, specifically at the elementary level.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. To navigate, click the title of the lesson you want to start. <br />
<br />
'''Unit 1: To Give or Not to Give Homework'''<br />
<br />
[[Lesson 1: Pros and Cons of Homework]]<br />
<br />
[[Lesson 2: Types of Homework Assignments]]<br />
<br />
[[Lesson 3: Grading and Late Homework]]<br />
<br />
'''Unit 2: How to Make Homework Meaningful'''<br />
<br />
[[Lesson 1: Attributes of Meaningful Homework Assignments]]<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
'''Unit 3: Redesigning Homework as We Know It'''<br />
<br />
[[Lesson 1: Making a New Homework Policy]]<br />
<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_2:_Incorporating_Homework_into_the_Classroom&diff=186344Lesson 2: Incorporating Homework into the Classroom2021-12-04T22:37:58Z<p>Victoria.robeyhicks: Created page with "== Unit 2 Lesson 2: Incorporating Homework into the Classroom> == '''Objective''': Participants will be able to evaluate strategies to integrate homework into the classroom...."</p>
<hr />
<div>== Unit 2 Lesson 2: Incorporating Homework into the Classroom> ==<br />
<br />
<br />
'''Objective''': Participants will be able to evaluate strategies to integrate homework into the classroom.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<br />
<br />
2. '''Read:''' <br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
Return to the page below, then navigate to Unit 3.<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=186343Lesson 1: Attributes of Meaningful Homework Assignments2021-12-04T22:36:29Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
<br />
== Unit 2 Lesson 1: Attributes of Meaningful Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify attributes that are valuable in homework assignments.<br />
<br />
<br />
'''Introduction''':<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<br />
<br />
<br />
2. '''Read:''' Increasing the Effectiveness of Homework for All<br />
Learners in the Inclusive Classroom<br />
<br />
https://www.adi.org/journal/2013ss/carrspring2013.pdf<br />
<br />
3.'''Discuss''' <br />
<br />
<br />
<br />
4. '''Reflection''': <br />
<br />
<br />
5. '''Extra Resources'''<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_2:_Types_of_Homework_Assignments&diff=186342Lesson 2: Types of Homework Assignments2021-12-04T22:31:11Z<p>Victoria.robeyhicks: /* Unit 1 Lesson 2: Types of Homework Assignments> */</p>
<hr />
<div><br />
== Unit 1 Lesson 2: Types of Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to analyze multiple homework structures that are applicable in elementary school classrooms.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework assignments typically have one or more purposes. The most common purpose is to have<br />
students practice material already presented in class. Practice homework is meant to reinforce learning and help the student master specific skills. Preparation homework introduces material that will be presented in future lessons. These assignments aim to help students learn new material better when it is covered in class. Extension homework asks students to apply skills they already have to new situations. Integration homework requires the student to apply many different skills to a single task, such as book reports, science projects or creative writing." (U.S. Department of Education, 2003). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://i2.wp.com/wlclassroom.com/wp-content/uploads/2013/01/51650726945966420_rkfipppy_c.jpg<img/><br />
<br />
<br />
<br />
2. '''Read:''' [https://www.researchgate.net/publication/228667415_A_Comparison_of_Traditional_Homework_to_Computer-Supported_Homework A Comparison of Traditional Homework to Computer-Supported Homework]<br />
<br />
The reading evaluates the concept of 'traditional' homework with digital homework. Traditional homework is the assignments that are paper and pencil, much like the kind we experienced as students. With the integration of technology into schools and homes, homework assignments have the opportunity to be more engaging.<br />
<br />
3.'''Discuss''' <br />
<br />
Do you think that all students should receive the same homework assignments? How do you determine which homework design is appropriate? Respond to 2 or more peers on the discussion thread. <br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*Think about your current homework assignments, are they considered traditional or alternative? <br />
*Do your assignments work to promote student thinking and family involvement in learning?<br />
<br />
5. '''Extra Resources'''<br />
<br />
https://www.bookwidgets.com/blog/2018/09/20-creative-alternative-homework-ideas-for-teachers <br />
https://sharedteaching.com/alternatives-to-homework/ <br />
<br />
'''References:'''<br />
<br />
Mendicino, Michael & Razzaq, Leena & Heffernan, Neil. (2009). A Comparison of Traditional Homework to Computer-Supported Homework. Journal of Research on Technology in Education. 331. 331-358. 10.1080/15391523.2009.10782534. <br />
<br />
U.S. Department of Education. (2003, May). Homework Tips for Parents. https://www2.ed.gov/parents/academic/involve/homework/homeworktips.pdf<br />
<br />
[[Lesson 3: Grading and Late Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_3:_Grading_and_Late_Homework&diff=185218Lesson 3: Grading and Late Homework2021-11-23T04:35:05Z<p>Victoria.robeyhicks: Created page with " == Unit 1 Lesson 3: Grading and Late Homework> == '''Objective''': Participants will be able to identify appropriate practices through the lens of homework assignments. '..."</p>
<hr />
<div><br />
== Unit 1 Lesson 3: Grading and Late Homework> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify appropriate practices through the lens of homework assignments.<br />
<br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://cdn.someecards.com/someecards/usercards/1348887690102_9077448.png</img><br />
<br />
<img>https://bouncymustard.com/wp-content/uploads/2020/10/5-funny-homeschooling-memes.png</img><br />
<br />
<img>https://d3e1m60ptf1oym.cloudfront.net/52a01cec-20ed-4eef-bc1a-9815cb9304ae/homework-slaneconz_xgaplus.jpg</img><br />
<br />
2. '''Discuss''' <br />
<br />
What messages do these images attempt to convey about homework for students in lower grades? Respond to at least two peers in the discussion thread. <br />
<br />
3. '''Read:''' <br />
<br />
[https://fssfalcon.org/3283/opinion/two-opinions-should-homework-be-graded/ Two Opinions: Should Homework be Graded for Accuracy?]<br />
<br />
[https://www.edutopia.org/article/methods-managing-late-work Methods for Managing Late Work]<br />
<br />
4. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*What are your expectations for students in terms of responsibility?<br />
*Is it appropriate to expect students under the age of 10 to have full control of work done at home?<br />
*What daily hurdles do you notice for students in terms of homework?<br />
<br />
5. '''Extra Resources'''<br />
<br />
https://study.com/blog/how-accepting-late-assignments-helped-my-students.html<br />
<br />
<br />
'''References:'''<br />
<br />
Lee, L. (2019, September 27). Methods for Managing Late Work. Edutopia. https://www.edutopia.org/article/methods-managing-late-work<br />
<br />
Schneider, M. & Ryan, P. (2020, October 7). Two opinions: Should homework be graded for accuracy. The Falcon. https://fssfalcon.org/3283/opinion/two-opinions-should-homework-be-graded/<br />
<br />
Return to the page below, then navigate to Unit 2. <br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_2:_Types_of_Homework_Assignments&diff=185217Lesson 2: Types of Homework Assignments2021-11-23T04:01:27Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
== Unit 1 Lesson 2: Types of Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to analyze multiple homework structures that are applicable in elementary school classrooms.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework assignments typically have one or more purposes. The most common purpose is to have<br />
students practice material already presented in class. Practice homework is meant to reinforce learning and help the student master specific skills. Preparation homework introduces material that will be presented in future lessons. These assignments aim to help students learn new material better when it is covered in class. Extension homework asks students to apply skills they already have to new situations. Integration homework requires the student to apply many different skills to a single task, such as book reports, science projects or creative writing." (U.S. Department of Education, 2003). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://i2.wp.com/wlclassroom.com/wp-content/uploads/2013/01/51650726945966420_rkfipppy_c.jpg<img/><br />
<br />
<br />
2. '''Watch: – How Much Homework Is Too Much?''' <br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=WX2vMCV4cKg</html5media> <br />
<br />
<br />
3. '''Read:''' [https://www.researchgate.net/publication/228667415_A_Comparison_of_Traditional_Homework_to_Computer-Supported_Homework A Comparison of Traditional Homework to Computer-Supported Homework]<br />
<br />
<br />
4.'''Discuss''' <br />
<br />
Do you think that all students should receive the same homework assignments? How do you determine which homework design is appropriate? Respond to 2 or more peers on the discussion thread. <br />
<br />
5. '''Reflection''': <br />
<br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*Think about your current homework assignments, are they considered traditional or alternative? <br />
*Do your assignments work to promote student thinking and family involvement in learning?<br />
<br />
6. '''Extra Resources'''<br />
<br />
https://www.bookwidgets.com/blog/2018/09/20-creative-alternative-homework-ideas-for-teachers <br />
https://sharedteaching.com/alternatives-to-homework/ <br />
<br />
'''References:'''<br />
<br />
Mendicino, Michael & Razzaq, Leena & Heffernan, Neil. (2009). A Comparison of Traditional Homework to Computer-Supported Homework. Journal of Research on Technology in Education. 331. 331-358. 10.1080/15391523.2009.10782534. <br />
<br />
U.S. Department of Education. (2003, May). Homework Tips for Parents. https://www2.ed.gov/parents/academic/involve/homework/homeworktips.pdf<br />
<br />
[[Lesson 3: Grading and Late Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Attributes_of_Meaningful_Homework_Assignments&diff=185216Lesson 1: Attributes of Meaningful Homework Assignments2021-11-23T03:30:57Z<p>Victoria.robeyhicks: Created page with "Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom https://www.adi.org/journal/2013ss/carrspring2013.pdf"</p>
<hr />
<div>Increasing the Effectiveness of Homework for All<br />
Learners in the Inclusive Classroom<br />
<br />
https://www.adi.org/journal/2013ss/carrspring2013.pdf</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Pros_and_Cons_of_Homework&diff=185215Lesson 1: Pros and Cons of Homework2021-11-23T03:29:04Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
== Unit 1 Lesson 1: Pros and Cons of Homework> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify various impacts that homework can have on student learning and school community.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.gannett-cdn.com/media/2016/12/16/Camarillo/Camarillo/636174890858606292-Homework.jpg<img/><br />
<br />
<br />
2. '''Watch: – How Much Homework Is Too Much?''' <br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=WX2vMCV4cKg</html5media> <br />
<br />
<br />
3. '''Read:''' [https://education.stateuniversity.com/pages/2051/Homework.html Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework]<br />
<br />
<br />
4.'''Discuss''' <br />
<br />
5. '''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of assigning homework?<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
[[Lesson 2: Types of Homework Assignments]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Pros_and_Cons_of_Homework&diff=185214Lesson 1: Pros and Cons of Homework2021-11-23T03:28:29Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
== Unit 1 Lesson 1: Pros and Cons of Homework> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify various impacts that homework can have on student learning and school community.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://www.gannett-cdn.com/media/2016/12/16/Camarillo/Camarillo/636174890858606292-Homework.jpg<img/><br />
<br />
<br />
2. '''Watch: – How Much Homework Is Too Much?''' <br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=WX2vMCV4cKg</html5media> <br />
<br />
<br />
3. '''Read:''' [https://education.stateuniversity.com/pages/2051/Homework.html Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework]<br />
<br />
<br />
4.'''Discuss''' <br />
<br />
5. '''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of assigning homework?<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
[[Lesson 2: Cons of Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_2:_Types_of_Homework_Assignments&diff=185213Lesson 2: Types of Homework Assignments2021-11-23T03:27:45Z<p>Victoria.robeyhicks: Created page with " == Unit 1 Lesson 2: Types of Homework Assignments> == '''Objective''': Participants will be able to analyze multiple homework structures that are applicable in elementary s..."</p>
<hr />
<div><br />
== Unit 1 Lesson 2: Types of Homework Assignments> ==<br />
<br />
<br />
'''Objective''': Participants will be able to analyze multiple homework structures that are applicable in elementary school classrooms.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework assignments typically have one or more purposes. The most common purpose is to have<br />
students practice material already presented in class. Practice homework is meant to reinforce learning and help the student master specific skills. Preparation homework introduces material that will be presented in future lessons. These assignments aim to help students learn new material better when it is covered in class. Extension homework asks students to apply skills they already have to new situations. Integration homework requires the student to apply many different skills to a single task, such as book reports, science projects or creative writing." (U.S. Department of Education, 2003). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://5homework.com/blog/wp-content/uploads/2019/07/benefits-and-cons-of-doing-homework.jpg<img/><br />
<br />
<br />
2. '''Watch: – How Much Homework Is Too Much?''' <br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=WX2vMCV4cKg</html5media> <br />
<br />
<br />
3. '''Read:''' [https://education.stateuniversity.com/pages/2051/Homework.html Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework]<br />
<br />
<br />
4.'''Discuss''' <br />
<br />
5. '''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*<br />
<br />
6. '''Extra Resources'''<br />
<br />
https://www.bookwidgets.com/blog/2018/09/20-creative-alternative-homework-ideas-for-teachers <br />
https://sharedteaching.com/alternatives-to-homework/ <br />
<br />
'''References:'''<br />
<br />
U.S. Department of Education. (2003, May). Homework Tips for Parents. https://www2.ed.gov/parents/academic/involve/homework/homeworktips.pdf<br />
<br />
[[Lesson 3: Grading and Late Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Pros_and_Cons_of_Homework&diff=185212Lesson 1: Pros and Cons of Homework2021-11-23T03:15:33Z<p>Victoria.robeyhicks: Created page with " == Unit 1 Lesson 1: Pros and Cons of Homework> == '''Objective''': Participants will be able to identify various impacts that homework can have on student learning and scho..."</p>
<hr />
<div><br />
== Unit 1 Lesson 1: Pros and Cons of Homework> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify various impacts that homework can have on student learning and school community.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://5homework.com/blog/wp-content/uploads/2019/07/benefits-and-cons-of-doing-homework.jpg<img/><br />
<br />
<br />
2. '''Watch: – How Much Homework Is Too Much?''' <br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=WX2vMCV4cKg</html5media> <br />
<br />
<br />
3. '''Read:''' [https://education.stateuniversity.com/pages/2051/Homework.html Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework]<br />
<br />
<br />
4.'''Discuss''' <br />
<br />
5. '''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of assigning homework?<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
[[Lesson 2: Cons of Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185211Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-23T03:15:14Z<p>Victoria.robeyhicks: /* Course Units */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
Welcome to Effective Homework Assignments!<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students. The course will mainly focus on homework in K-12 settings, specifically at the elementary level.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. To navigate, click the title of the lesson you want to start. <br />
<br />
'''Unit 1: To Give or Not to Give Homework'''<br />
<br />
[[Lesson 1: Pros and Cons of Homework]]<br />
<br />
[[Lesson 2: Types of Homework Assignments]]<br />
<br />
[[Lesson 3: Grading and Late Homework]]<br />
<br />
'''Unit 2: How to Make Homework Meaningful'''<br />
<br />
[[Lesson 1: Attributes of Meaningful Homework Assignments]]<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
'''Unit 3: Redesigning Homework as We Know It'''<br />
<br />
[[Lesson 1: Making a New Homework Policy]]<br />
<br />
[[Lesson 2: Designing a Meaningful Homework Assignment]]<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Traditional_Homework_Structures&diff=185210Lesson 1: Traditional Homework Structures2021-11-23T03:13:33Z<p>Victoria.robeyhicks: Blanked the page</p>
<hr />
<div></div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Making_a_New_Homework_Policy&diff=185209Lesson 1: Making a New Homework Policy2021-11-23T03:10:39Z<p>Victoria.robeyhicks: Created page with "https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much"</p>
<hr />
<div>https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Pros_of_Homework&diff=185208Lesson 1: Pros of Homework2021-11-23T03:04:36Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
== Unit 1 Lesson 1: Pros and Cons of Homework> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify various impacts that homework can have on student learning and school community.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View''' <br />
<br />
<img>https://5homework.com/blog/wp-content/uploads/2019/07/benefits-and-cons-of-doing-homework.jpg<img/><br />
<br />
<br />
2. '''Watch: – How Much Homework Is Too Much?''' <br />
<br />
<html5media height="360" width="640">https://www.youtube.com/watch?v=WX2vMCV4cKg</html5media> <br />
<br />
<br />
3. '''Read:''' [https://education.stateuniversity.com/pages/2051/Homework.html Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework]<br />
<br />
<br />
4.'''Discuss''' <br />
<br />
5. '''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of assigning homework?<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
[[Lesson 2: Cons of Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Pros_of_Homework&diff=185207Lesson 1: Pros of Homework2021-11-23T02:32:01Z<p>Victoria.robeyhicks: Created page with " == Unit 1 Lesson 1: Pros of Homework> == '''Objective''': Participants will be able to identify postive impacts that homework can have on student learning. '''Introductio..."</p>
<hr />
<div><br />
== Unit 1 Lesson 1: Pros of Homework> ==<br />
<br />
<br />
'''Objective''': Participants will be able to identify postive impacts that homework can have on student learning.<br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View'''<br />
<br />
'''Watch: – What is Guided Reading?''' <html5media height="360" width="640">https://www.youtube.com/watch?v=yw6CyBjkPqw</html5media> <br />
<br />
2. '''Read:''' https://www.througheducation.com/the-history-of-homework/. <br />
<br />
3. '''Discuss'''- How has homework changed over time? Have choices about homework always aligned with the best interests of the student? Please pose a question for your classmates to respond to. Please respond to at least 2 of your peers in the discussion.<br />
<br />
<br />
'''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
How do you assign homework in your classroom? Is it decided by you or the school? <br />
<br />
'''Think:'''<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of the homework assignments?<br />
<br />
<br />
'''References:'''<br />
<br />
<br />
Walker. R. (2011, September 24). Should children do traditional homework? The Sydney Morning Herald. https://www.smh.com.au/politics/federal/should-children-do-traditional-homework-20110923-1kpaj.html. <br />
<br />
[[Lesson 2: Cons of Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185206Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-23T02:30:31Z<p>Victoria.robeyhicks: /* Course Units */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
Welcome to Effective Homework Assignments!<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students. The course will mainly focus on homework in K-12 settings, specifically at the elementary level.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. To navigate, click the title of the lesson you want to start. <br />
<br />
'''Unit 1: To Give or Not to Give Homework'''<br />
<br />
[[Lesson 1: Pros of Homework]]<br />
<br />
[[Lesson 2: Cons of Homework]]<br />
<br />
[[Lesson 3: Traditional vs Alternative Homework Assignments]]<br />
<br />
'''Unit 2: How to Make Homework Meaningful'''<br />
<br />
[[Lesson 1: Attributes of Meaningful Homework Assignments]]<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
'''Unit 3: Redesigning Homework as We Know It'''<br />
<br />
[[Lesson 1: Making a New Homework Policy]]<br />
<br />
[[Lesson 2: Designing a Meaningful Homework Assignment]]<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Traditional_Homework_Structures&diff=185205Lesson 1: Traditional Homework Structures2021-11-23T02:27:16Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
== Unit 1 Lesson 1: Tradition Homework Structures> ==<br />
<br />
<br />
'''Objective''': Participants will be able to analyze various homework structures that have been consistently utilized in traditional school settings. <br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''View'''<br />
[[File:5-Table1-1 Homework Types.png|Deveci, İ., & Yiğit, N. (2016). The Homework Assignment Preferences of Middle School Students in Science Courses in Turkey.]]<br />
<br />
'''Watch: – What is Guided Reading?''' <html5media height="360" width="640">https://www.youtube.com/watch?v=yw6CyBjkPqw</html5media> <br />
<br />
2. '''Read:''' https://www.througheducation.com/the-history-of-homework/. <br />
<br />
3. '''Discuss'''- How has homework changed over time? Have choices about homework always aligned with the best interests of the student? Please pose a question for your classmates to respond to. Please respond to at least 2 of your peers in the discussion.<br />
<br />
<br />
'''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
How do you assign homework in your classroom? Is it decided by you or the school? <br />
<br />
'''Think:'''<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of the homework assignments?<br />
<br />
<br />
'''References:'''<br />
<br />
Deveci, İ., & Yiğit, N. (2016). The Homework Assignment Preferences of Middle School Students in Science Courses in Turkey.<br />
<br />
Walker. R. (2011, September 24). Should children do traditional homework? The Sydney Morning Herald. https://www.smh.com.au/politics/federal/should-children-do-traditional-homework-20110923-1kpaj.html. <br />
<br />
[[Lesson 2: Grading Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=File:5-Table1-1_Homework_Types.png&diff=185203File:5-Table1-1 Homework Types.png2021-11-23T02:24:34Z<p>Victoria.robeyhicks: </p>
<hr />
<div>Homework types</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Traditional_Homework_Structures&diff=185048Lesson 1: Traditional Homework Structures2021-11-22T03:46:24Z<p>Victoria.robeyhicks: </p>
<hr />
<div><br />
== Unit 1 Lesson 1: Tradition Homework Structures> ==<br />
<br />
<br />
'''Objective''': Participants will be able to analyze various homework structures that have been consistently utilized in traditional school settings. <br />
<br />
<br />
'''Introduction''':<br />
<br />
“Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies." (Walker, 2011). <br />
<br />
'''Investigation''': <br />
<br />
1. '''Watch: – What is Guided Reading?''' <html5media height="360" width="640">https://www.youtube.com/watch?v=yw6CyBjkPqw</html5media> <br />
<br />
2. '''Read:''' https://www.througheducation.com/the-history-of-homework/. <br />
<br />
3. '''Discuss'''- How has homework changed over time? Have choices about homework always aligned with the best interests of the student? Please pose a question for your classmates to respond to. Please respond to at least 2 of your peers in the discussion.<br />
<br />
<br />
'''Reflection''': <br />
Reflect on the following questions in a notebook or journal. You will continue to reflect on concepts throughout the course, so keep the notebook on hand!<br />
<br />
How do you assign homework in your classroom? Is it decided by you or the school? <br />
<br />
'''Think:'''<br />
<br />
*How did I feel about homework as a student?<br />
*What is the purpose of homework in my school community? What is the intended function of the homework assignments?<br />
<br />
<br />
'''References:'''<br />
<br />
Walker. R. (2011, September 24). Should children do traditional homework? The Sydney Morning Herald. https://www.smh.com.au/politics/federal/should-children-do-traditional-homework-20110923-1kpaj.html. <br />
<br />
[[Lesson 2: Grading Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185047Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T03:09:15Z<p>Victoria.robeyhicks: /* Course Units */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
Welcome to Effective Homework Assignments!<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students. The course will mainly focus on homework in K-12 settings, specifically at the elementary level.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. To navigate, click the title of the lesson you want to start. <br />
<br />
'''Unit 1: What is the Purpose of Homework?'''<br />
<br />
[[Lesson 1: Traditional Homework Structures]]<br />
<br />
[[Lesson 2: Grading Homework]]<br />
<br />
[[Lesson 3: Setting Intentional Goals]]<br />
<br />
'''Unit 2: What Makes Homework Meaningful?'''<br />
<br />
[[Lesson 1: Attributes of Meaningful Homework Assignments]]<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
'''Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?'''<br />
<br />
[[Lesson 1: Making a New Homework Policy]]<br />
<br />
[[Lesson 2: Designing a Meaningful Homework Assignment]]<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Lesson_1:_Traditional_Homework_Structures&diff=185046Lesson 1: Traditional Homework Structures2021-11-22T03:03:45Z<p>Victoria.robeyhicks: Created page with " == Unit 1 Lesson 1: Tradition Homework Structures> == '''Objective''': Participants will be able to analyze various homework structures that have been consistently utilized..."</p>
<hr />
<div><br />
== Unit 1 Lesson 1: Tradition Homework Structures> ==<br />
<br />
<br />
'''Objective''': Participants will be able to analyze various homework structures that have been consistently utilized in traditional school settings. <br />
<br />
<br />
'''Introduction''':<br />
<br />
“Guided reading is a small-group instructional context in which a teacher supports each reader's development of systems of strategic actions for processing new texts at increasingly challenging levels of difficulty. During guided reading, students in a small-group setting individually read a text that you have selected at their instructional reading level. You provide teaching across the lesson to support students in building the in-the-head networks of strategic actions for processing increasingly challenging texts. Through guided reading, students learn how to engage in every facet of the reading process and apply that literacy power to all instructional contexts.” (Fountas & Pinnell, 2019). <br />
<br />
'''Investigation''': <br />
<br />
1. '''Watch: – What is Guided Reading?''' <html5media height="360" width="640">https://www.youtube.com/watch?v=yw6CyBjkPqw</html5media> <br />
<br />
2. '''Read:''' https://www.literacyideas.com/how-to-teach-guided-reading . Please bookmark this article. Not only are there helpful tips in the article, yet also videos for strategies and activities for guided reading virtually and in the classroom.<br />
<br />
3. '''Discuss'''- What is guided reading? What is the purpose for implementing guided reading in the elementary classroom? How would you discuss benchmarking and guided reading text levels? Please pose a question you may have about guided reading or benchmarking for your classmates to respond to. Please respond to at least 2 of your peers questions. <br />
<br />
'''Application:''' <br />
<br />
As you begin working through each module in this mini-course, your focus is to become more comfortable with discussing the use of guided reading and advancing your guided reading skills. At the end of module 3 you will be expected to write a guided reading lesson that you would be prepared to present to a small group of students. To apply what you have learned in this lesson please begin to draft thoughts for your lesson plan and answer these questions:<br />
<br />
*What is the objective of guided reading?<br />
*What grade level is my lesson for?<br />
*What level text will my students be reading? How did you come to that text conclusion? <br />
<br />
<br />
'''Reflection''': <br />
<br />
To reflect is to channel your thoughts on a topic with careful consideration. Please reflect on your knowledge of guided reading prior to this course. Each module you will be expected to add to your individual K.W.L chart. Please click the link to access your K.W.L Chart <br />
<br />
'''Think:'''<br />
<br />
*What do I know about guided reading?<br />
*What do I want to know and learn about guided reading?<br />
*What have I learned from this course about guided reading?<br />
<br />
https://docs.google.com/document/d/1pGNcExB8tKutlmniKS9i54CfyZ0Vz9MnmE2BLAWue-w/edit?usp=sharing<br />
<br />
'''References:'''<br />
<br />
[[Lesson 2: Grading Homework]]<br />
<br />
[[Victoria Robey-Hicks Mini Course]]</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185042Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:57:31Z<p>Victoria.robeyhicks: /* Overview and Purpose */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
Welcome to Effective Homework Assignments!<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students. The course will mainly focus on homework in K-12 settings, specifically at the elementary level.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. To navigate, click the title of the lesson you want to start. <br />
<br />
Unit 1: What is the Purpose of Homework?<br />
<br />
[[Lesson 1: Traditional Homework Structures]]<br />
<br />
[[Lesson 2: Grading Homework]]<br />
<br />
[[Lesson 3: Setting Intentional Goals]]<br />
<br />
Unit 2: What Makes Homework Meaningful?<br />
<br />
[[Lesson 1: Attributes of Meaningful Homework Assignments]]<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?<br />
<br />
[[Lesson 1: Making a New Homework Policy]]<br />
<br />
[[Lesson 2: Designing a Meaningful Homework Assignment]]<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185041Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:56:06Z<p>Victoria.robeyhicks: /* Course Units */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. To navigate, click the title of the lesson you want to start. <br />
<br />
Unit 1: What is the Purpose of Homework?<br />
<br />
[[Lesson 1: Traditional Homework Structures]]<br />
<br />
[[Lesson 2: Grading Homework]]<br />
<br />
[[Lesson 3: Setting Intentional Goals]]<br />
<br />
Unit 2: What Makes Homework Meaningful?<br />
<br />
[[Lesson 1: Attributes of Meaningful Homework Assignments]]<br />
<br />
[[Lesson 2: Incorporating Homework into the Classroom]]<br />
<br />
Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?<br />
<br />
[[Lesson 1: Making a New Homework Policy]]<br />
<br />
[[Lesson 2: Designing a Meaningful Homework Assignment]]<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185040Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:51:00Z<p>Victoria.robeyhicks: /* Course Units */</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. Click the title of a unit to go to its page. <br />
<br />
[[Unit 1: What is the Purpose of Homework?]]<br />
<br />
Brief overview<br />
<br />
[[Unit 2: What Makes Homework Meaningful?]]<br />
<br />
Brief Overview<br />
<br />
[[Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?]]<br />
<br />
Brief Overview<br />
...<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185039Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:50:48Z<p>Victoria.robeyhicks: </p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. Click the title of a unit to go to its page. <br />
<br />
[[Unit 1: What is the Purpose of Homework?]]<br />
<br />
Brief overview<br />
<br />
[[Unit 2: What Makes Homework Meaningful?]]<br />
<br />
Brief Overview<br />
<br />
[[Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?]]<br />
<br />
Brief Overview<br />
...<br />
<br />
<br />
<br />
<br />
(n.d.). Homework Blackboard. [web graphic]. Retrieved from https://www.dreamstime.com/photos-images/homework.html]<br />
<br />
<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185038Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:47:33Z<p>Victoria.robeyhicks: </p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
[[File:Homework graphic.jpg|thumb|right]]<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. Click the title of a unit to go to its page. <br />
<br />
[[Unit 1: What is the Purpose of Homework?]]<br />
<br />
Brief overview<br />
<br />
[[Unit 2: What Makes Homework Meaningful?]]<br />
<br />
Brief Overview<br />
<br />
[[Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?]]<br />
<br />
Brief Overview<br />
...<br />
<br />
<br />
[[File:Studentsatcomputers.jpg|thumb|300px|left|]<br />
<br />
(n.d.). Homework Blackboard. [web graphic]. Retrieved from https://www.dreamstime.com/photos-images/homework.html]<br />
<br />
To place the above picture, first I uploaded it using the Upload file button in left pane.<br />
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following<br />
<br />
|thumb - puts the image in a frame and allows me to add a width for my image<br />
<br />
|300px - using any number sets the width of the image<br />
<br />
|left - or right sets the alignment and allows text to wrap around the other side<br />
<br />
|any text - place after the final pipe will be added as a caption to the image<br />
<br />
The video for adding images can be found on youtube here.<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=File:Homework_graphic.jpg&diff=185037File:Homework graphic.jpg2021-11-22T00:43:03Z<p>Victoria.robeyhicks: </p>
<hr />
<div>homework</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185036Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:32:38Z<p>Victoria.robeyhicks: </p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Victoria Robey-Hicks' Portfolio Page]]<br />
<br />
<br />
[[File:Classroom-tech.jpeg|thumbnail|300px|source: http://edudemic.com]]<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. Click the title of a unit to go to its page. <br />
<br />
[[Unit 1: What is the Purpose of Homework?]]<br />
<br />
Brief overview<br />
<br />
[[Unit 2: What Makes Homework Meaningful?]]<br />
<br />
Brief Overview<br />
<br />
[[Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?]]<br />
<br />
Brief Overview<br />
...<br />
<br />
<br />
[[File:Studentsatcomputers.jpg|thumb|300px|left|something about the pic]]<br />
<br />
To place the above picture, first I uploaded it using the Upload file button in left pane.<br />
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following<br />
<br />
|thumb - puts the image in a frame and allows me to add a width for my image<br />
<br />
|300px - using any number sets the width of the image<br />
<br />
|left - or right sets the alignment and allows text to wrap around the other side<br />
<br />
|any text - place after the final pipe will be added as a caption to the image<br />
<br />
The video for adding images can be found on youtube here.<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185033Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:09:09Z<p>Victoria.robeyhicks: </p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Project Portfolio Page Template|Name's portfolio page]]<br />
<br />
<br />
[[File:Classroom-tech.jpeg|thumbnail|300px|source: http://edudemic.com]]<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
=='''Needs Assessment'''==<br />
1. Instructional Problem<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.<br />
<br />
2. What is to be learned?<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.<br />
<br />
3. The Learners<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.<br />
<br />
4. Context for Instruction<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.<br />
<br />
5. Exploring the Instructional Problem and Solution<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.<br />
<br />
6. Goals<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.<br />
<br />
-Learners will distinguish between effective and ineffective homework practices.<br />
<br />
-Learners will determine the qualities of effective homework designs.<br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. Click the title of a unit to go to its page. <br />
<br />
[[Unit 1: What is the Purpose of Homework?]]<br />
<br />
Brief overview<br />
<br />
[[Unit 2: What Makes Homework Meaningful?]]<br />
<br />
Brief Overview<br />
<br />
[[Unit 3: How do I Create Homework Assignments Targeted to my Specific Learners?]]<br />
<br />
Brief Overview<br />
...<br />
<br />
<br />
[[File:Studentsatcomputers.jpg|thumb|300px|left|something about the pic]]<br />
<br />
To place the above picture, first I uploaded it using the Upload file button in left pane.<br />
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following<br />
<br />
|thumb - puts the image in a frame and allows me to add a width for my image<br />
<br />
|300px - using any number sets the width of the image<br />
<br />
|left - or right sets the alignment and allows text to wrap around the other side<br />
<br />
|any text - place after the final pipe will be added as a caption to the image<br />
<br />
The video for adding images can be found on youtube here.<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks_Mini_Course:_Effective_Homework_Assignments!&diff=185032Victoria Robey-Hicks Mini Course: Effective Homework Assignments!2021-11-22T00:05:55Z<p>Victoria.robeyhicks: Created page with "'''<u>Navigation Links</u>:''' * ETAP 623 Fall 2021 (Zhang) * Name's portfolio page This is a template that you can use to set up y..."</p>
<hr />
<div>'''<u>Navigation Links</u>:''' <br />
* [[ETAP 623 Fall 2021 (Zhang)]] <br />
* [[Project Portfolio Page Template|Name's portfolio page]]<br />
<br />
This is a template that you can use to set up your own curse intro/front page. You can click the Edit tab of this page, select all, and copy/past to the page you've started for your mini-course. DO NOT ADD YOUR CONTENT IN THIS PAGE. <br />
<br />
This course introduction/front page shows what information should be provided about each mini-course. This is only an example. Feel free to modify/adapt as you'd like. I want our mini-courses to be creative, instead of only uniformed. <br />
<br />
<br />
[[File:Classroom-tech.jpeg|thumbnail|300px|source: http://edudemic.com]]<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
This section provides the learner with an inviting and engaging introduction to the topic of your mini-course, specifies the target learner, and gives an overview of how this course works. The importance of the topic may be demonstrated through problem scenarios, storytelling, case analysis, statistics, etc.<br />
<br />
Feel free to name and organize this section (and other sections) in a way that is most effective for your mini-course. For example, designers from the past sometimes set this section into two parts: Introduction, Course Overview (How This Course Works).<br />
<br />
=='''Needs Assessment'''==<br />
<br />
Briefly summarize what you found out from your needs assessment regarding the learners' gaps of knowledge, skills, and attitudes that your mini-course means to address.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
State the course-level objectives here. Sometimes, when the course objectives actually map onto the unit objectives, it is fine to combine the objectives with the following unit structure to state the objective(s) of each unit.<br />
<br />
== '''Course Units''' ==<br />
<br />
This mini-course includes the following units. Click the title of a unit to go to its page. <br />
<br />
[[Unit 1: xxx]]<br />
<br />
Brief overview<br />
<br />
[[Unit 2: xxx]]<br />
<br />
Brief Overview<br />
<br />
[[Unit 3: xxx]]<br />
<br />
Brief Overview<br />
...<br />
<br />
<br />
[[File:Studentsatcomputers.jpg|thumb|300px|left|something about the pic]]<br />
<br />
To place the above picture, first I uploaded it using the Upload file button in left pane.<br />
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following<br />
<br />
|thumb - puts the image in a frame and allows me to add a width for my image<br />
<br />
|300px - using any number sets the width of the image<br />
<br />
|left - or right sets the alignment and allows text to wrap around the other side<br />
<br />
|any text - place after the final pipe will be added as a caption to the image<br />
<br />
The video for adding images can be found on youtube here.<br />
<br />
==Extended Resources==<br />
...</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=ETAP_623_Fall_2021_(Zhang)&diff=185031ETAP 623 Fall 2021 (Zhang)2021-11-22T00:05:07Z<p>Victoria.robeyhicks: /* Group 6 */</p>
<hr />
<div>[[File:ADDIE-ID.png|360px|right|ID for productive learning]]<br />
<br />
The ETAP 623 class (offered online at http://blackboard.albany.edu/) will use this wiki space to work on our ID project. Each of you will create a mini-course, deploying your knowledge and skills learned about the principles and processes of instructional design. It is our goal to carry out authentic instructional design and development to produce mini-courses for real use, as [[Terri Burke: Exploring Open Educational Resources | Open Educational Resources (OER)]] for teacher learning, improvement, and innovation. <br />
<br />
When you contribute to this open space, please realize that the pages you created here are accessible to your peers (and other visitors if they search and find your page). ''If you have any concern about this openness or want to prevent your work from being publicly visited, please contact Dr. Jianwei Zhang at jzhang1(at)albany.edu to negotiate a special setting or remove your pages from this site after your class is completed.<br />
''<br />
<br />
==An Overview of the ID Project ==<br />
===The ID process===<br />
The ID project expects you to exercise the processes of instructional design as we study/read about each ID process in ETAP 623. The ID processes will be documented in your project portfolio page.<br />
:* Template: [[Sample Student's Portfolio Page]] <br />
:* example 1: [[Brooke Ebersold]] and example 2 [[Rebecca_G.%27s_Portfolio_Page]]<br />
<br />
===End Product===<br />
As your end product, you will produce a mini-course for teacher learning, with teachers as your target learner/audience. Use the [[Mini-Course front page template]] to organize your mini-course with navigation links to the units. You can see a set of example mini-courses featured at [[The Knowledge Network for Innovations in Learning and Teaching (KNILT) | KNILT Home]].<br />
<br />
===Project Agenda===<br />
* The design processes are scheduled as [[ETAP 623 Fall 2021 Design Project Agenda]]<br />
<br />
===Evaluation Criteria===<br />
* This design process (portfolio) and end product (mini-course) will be evaluated based on the following [[Evaluation_criteria]]<br />
<br />
==General Suggestions and Feedback from the Instructor==<br />
<br />
'''* Please click here to see very helpful [[General Suggestions and Feedback]]'''<br />
<br />
* <big>IMPORTANT!</big> Name your wikipages and attached files using unique titles/filenames: This Wiki system will overwrite pages/files with the same name. So IT IS IMPORTANT THAT WE NAME OUR WIKIPAGES USING UNIQUE TITLES. For example, instead of "unit 1" or "lesson 1" you should use "Unit 1: Specific Title..." Similarly, for your curriculum maps and other attached files, please also use unique filenames such as "ICM_your name.doc"<br />
<br />
* It is always a good idea to first draft your text in a word processing package and then save it outside of the wiki. Back-ups are always handy to have!<br />
<br />
==Tutorials about Basic Wiki Editing==<br />
<br />
Our KNILT wiki runs on the Mediawiki platform. Our KNILT site has just gone through a major upgrading over Summer 2019. '''The current version has a better editing toolbar for inserting/uploading images and formatting the text, under '''Advanced'''.'''<br />
<br />
If you are new to wiki editing, Please see the [[Mediawiki beginner user guide | user guide]] created by a former ETAP 623 class member [[User:Marc Freed |Marc Freed]]. Feel free to try any of the editing tricks in [[Sandbox]] page. * You can share specific useful wiki features/tips here: [[KNILT Wiki Tech Tricks]].<br />
<br />
== Class Members and Mini-Courses ==<br />
<br />
'''Please add your name below, followed by the link to "Name's ID portfolio page." You will later add your mini-course title (once decided) after your ID portfolio page link.'''<br />
* '''A completed example''': [[Ashley Howell]]: [[Developing the Joy of Reading in Students]] ''(in this example, the author name is linked to her portfolio page, followed by her mini-course title that is linked to the frontpage of her mini-course)''<br />
* '''A video guide''' on how to work on your portfolio and mini-course pages on KNILT (created for a 2020 class with the same interface we are using now): [https://drive.google.com/file/d/101c6S7NRvfWuywV59YJ2uB9cyub3WR8p/view?usp=sharing Open Video]<br />
<br />
<br />
* '''Template''': [[Sample Student's Portfolio Page]] (''for documenting your ID processes''); [[Mini-Course front page template]] (''for organizing your final mini-course as the ID product'') <br />
<br />
Add your name and link below using this format: <br />
<br><br />
<nowiki>Your Name: [[Your name's ID portfolio page]]; [[your mini-course title]] to be added later when it is decided</nowiki><br />
<br><br />
<br />
Sample Student name: [[Sample Student's Portfolio Page]]; [[mini-course title]]<br />
<br />
<br />
===Group 1 ===<br />
<br />
Christina DeDona: [[Christina DeDona's Portfolio Page]]; [[Fostering Inclusion Through Read Alouds]]<br />
<br />
Anne Messley: [[Anne Messley's Portfolio Page]] ; [[Anne Messley Mini-Course Page]]<br />
<br />
Kazumi Ohata: [[Kazumi Ohata's Portfolio Page]] ; [[Kazumi's Mini-Course Page]]<br />
<br />
Alexandra Mazza: [[User:Alexandra|Alexandra Mazza's Portfolio Page]]<br />
<br />
===Group 2 ===<br />
<br />
Gemelli Briceno: [[Gemelli Briceno's Portfolio Page]]; [[Adding the "A" in STEM Education]]<br />
<br />
Makala Foley: [[Makala Foley Portfolio Page]]<br />
<br />
Emily Duong: [[Emily Duong's Portfolio Page]]; [[Mathematical Modelling: The Foundation of Middle School Math]]<br />
<br />
=== Group 3 ===<br />
Jennifer Weingarten: [[Jennifer Weingarten's Portfolio Page]]; [[Jennifer's Mini-Course Page]]<br />
<br />
Kirby Simone: [[Kirby Simone's Portfolio Page]] ; [[Designing Google Classroom to support Student Learning in a Pandemic]]<br />
<br />
Georgia O'Neill: [[Georgia O'Neill's Portfolio Page]] ; TBD<br />
<br />
Stephanie DeMolfetto: [[Stephanie_DeMolfetto's_Portfolio_Page|Stephanie DeMolfetto's Portfolio Page]]; [[Stephanie's Mini-Course]]<br />
<br />
Celia Marhefka: [[Celia Marhefka portfolio page]]; [[Creating Instructional Videos to Support Student Learning]]<br />
<br />
=== Group 4 ===<br />
<br />
Heather Hoff: [[Heather Hoff's Portfolio Page]] ; [[Quick and Effective Parent/Teacher Communication]]<br />
<br />
Devyn Fairbairn: [[Devyn Fairbairn's Portfolio Page]]; [[Instilling Resilient Mindsets Within Students]]<br />
<br />
Erin Wentworth: [[Erin Wentworth Portfolio Page ]] ; [[Making a Classroom Community using SEL]]<br />
<br />
Abigail Bennett: [[Abigail Bennett Portfolio Page]] ; TBD<br />
<br />
Dan Haber: [[Dan Haber's Portfolio Page]]; [[Dan Haber Mini Course]]<br />
<br />
<br />
=== Group 5 ===<br />
<br />
Chris Plantone: [[Chris Plantone's Portfolio Page]] ; [[Searching for Sources Mini-Course]]<br />
<br />
Nick Ferrelli: [[Nick Ferrelli Portfolio Page]] ; [[Demystifying Scholarly Journals]]<br />
<br />
Isis Marsh: [[Isis Marsh Portfolio Page ]] ; [[Digital Proficiency for Teaching]]<br />
<br />
Josiah Yarger: [[Josiah Yarger Portfolio Page]] ; [[Josiah Yarger's Mini-Course Page]]<br />
<br />
=== Group 6===<br />
James McNamara: [[James McNamara's Portfolio Page]]; [[James McNamara Mini Course]]<br />
<br />
Victoria Robey-Hicks: [[Victoria Robey-Hicks' Portfolio Page]] ; [[Victoria Robey-Hicks Mini Course]]<br />
<br />
Thomas Parker: [[Thomas Parker's Portfolio Page]]; [[Thomas Parker's Mini Course]]<br />
<br />
Jamielynn Baglio's (Cerretto): [[Jamielynn Baglio's (Cerretto) Portfolio Page]] Mini-course: TBD</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks%27_Portfolio_Page&diff=183174Victoria Robey-Hicks' Portfolio Page2021-10-31T22:08:29Z<p>Victoria.robeyhicks: /* Task Analysis */</p>
<hr />
<div>Return to: <br />
[[ETAP 623 Fall 2020 (Zhang)]] |<br />
[[Name's Portfolio Page]]<br />
<br />
<br />
<br />
== '''About Me'''==<br />
[[File:Personal Page.jpg|thumb|right]]<br />
My name is Victoria. I graduated from Towson University with a B.S. in Elementary Education in 2018. I started the CDIT program at UAlbany in the Fall of 2020 and hope to graduate this December.<br />
<br />
I taught in Baltimore City, Maryland for 2 years after graduating from Towson. I taught 4th and 2nd grade at a school that was in an International Baccalaureate PYP candidate school. Creating inquiry-based curriculum for my students is what led to my interest in curriculum development. In July of 2020 I moved to New York, and during the 2020-2021 school year I taught a pod of 6 Kindergarten students. This year I will be teaching 2nd Grade at an elementary school in Brooklyn, New York!<br />
<br />
In my (increasingly limited) spare time I enjoy spending time with my rescue pup Luna, cooking, and listening to true crime podcasts!<br />
<br />
<br />
== '''My Topic and Purpose''' ==<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
<br />
==''' Scope of Learning Outcomes and Content'''==<br />
<br />
Through the units learners will...<br />
<br />
- Learn about various homework models and research relating to homework practices.<br />
<br />
- Discuss effectiveness of homework in different settings.<br />
<br />
- Evaluate how to differentiate homework to meet the needs of their learners.<br />
<br />
By the end of the course learners will be knowledgeable about homework implementation and will be prepared to adapt homework appropriately.<br />
<br />
== '''Needs Assessment''' ==<br />
'''1. Instructional Problem'''<br />
<br />
Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices. <br />
<br />
'''2. What is to be learned?'''<br />
<br />
Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families. <br />
<br />
'''3. The Learners'''<br />
<br />
The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group. <br />
<br />
'''4. Context for Instruction'''<br />
<br />
The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units. <br />
<br />
'''5. Exploring the Instructional Problem and Solution'''<br />
<br />
The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts. <br />
<br />
'''6. Goals'''<br />
<br />
By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
<br />
== '''Performance-Based Objectives''' ==<br />
<br />
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices. <br />
<br />
-Learners will distinguish between effective and ineffective homework practices. <br />
<br />
-Learners will determine the qualities of effective homework designs. <br />
<br />
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
<br />
== '''Task Analysis''' ==<br />
<br />
'''Unit 1:''' What is the purpose of homework?<br />
<br />
'''Unit 2:''' What makes homework meaningful?<br />
<br />
'''Unit 3:''' How do I make homework supportive to my specific learners?<br />
<br />
== '''Curriculum Map''' ==<br />
<br />
[[File:Curriculum Map Robey-Hicks 2.jpg|thumb|Mini-Course Curriculum Map]]<br />
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== '''References and Resources''' ==</div>Victoria.robeyhickshttps://knilt.arcc.albany.edu/index.php?title=Victoria_Robey-Hicks%27_Portfolio_Page&diff=183173Victoria Robey-Hicks' Portfolio Page2021-10-31T22:06:43Z<p>Victoria.robeyhicks: /* Curriculum Map */</p>
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<div>Return to: <br />
[[ETAP 623 Fall 2020 (Zhang)]] |<br />
[[Name's Portfolio Page]]<br />
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== '''About Me'''==<br />
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My name is Victoria. I graduated from Towson University with a B.S. in Elementary Education in 2018. I started the CDIT program at UAlbany in the Fall of 2020 and hope to graduate this December.<br />
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I taught in Baltimore City, Maryland for 2 years after graduating from Towson. I taught 4th and 2nd grade at a school that was in an International Baccalaureate PYP candidate school. Creating inquiry-based curriculum for my students is what led to my interest in curriculum development. In July of 2020 I moved to New York, and during the 2020-2021 school year I taught a pod of 6 Kindergarten students. This year I will be teaching 2nd Grade at an elementary school in Brooklyn, New York!<br />
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In my (increasingly limited) spare time I enjoy spending time with my rescue pup Luna, cooking, and listening to true crime podcasts!<br />
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== '''My Topic and Purpose''' ==<br />
The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.<br />
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==''' Scope of Learning Outcomes and Content'''==<br />
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Through the units learners will...<br />
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- Learn about various homework models and research relating to homework practices.<br />
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- Discuss effectiveness of homework in different settings.<br />
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- Evaluate how to differentiate homework to meet the needs of their learners.<br />
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By the end of the course learners will be knowledgeable about homework implementation and will be prepared to adapt homework appropriately.<br />
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== '''Needs Assessment''' ==<br />
'''1. Instructional Problem'''<br />
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Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices. <br />
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'''2. What is to be learned?'''<br />
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Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families. <br />
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'''3. The Learners'''<br />
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The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group. <br />
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'''4. Context for Instruction'''<br />
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The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units. <br />
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'''5. Exploring the Instructional Problem and Solution'''<br />
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The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts. <br />
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'''6. Goals'''<br />
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By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.<br />
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== '''Performance-Based Objectives''' ==<br />
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- Learners will interact with research-based content that explores the effectiveness of traditional homework practices. <br />
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-Learners will distinguish between effective and ineffective homework practices. <br />
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-Learners will determine the qualities of effective homework designs. <br />
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-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.<br />
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== '''Task Analysis''' ==<br />
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Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.<br />
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== '''Curriculum Map''' ==<br />
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[[File:Curriculum Map Robey-Hicks 2.jpg|thumb|Mini-Course Curriculum Map]]<br />
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== '''References and Resources''' ==</div>Victoria.robeyhicks