Difference between revisions of "Victoria Robey-Hicks Mini Course: Effective Homework Assignments!"
m (Jianwei Zhang moved page Victoria Robey-Hicks Mini Course to Victoria Robey-Hicks Mini Course: Effective Homework Assignments!: mini-course name)
|(One intermediate revision by the same user not shown)|
|Line 70:||Line 70:|
Latest revision as of 17:12, 12 December 2021
Overview and Purpose
Welcome to Effective Homework Assignments!
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.
1. Instructional Problem
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.
2. What is to be learned?
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.
3. The Learners
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.
4. Context for Instruction
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.
5. Exploring the Instructional Problem and Solution
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.
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.
- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.
-Learners will distinguish between effective and ineffective homework practices.
-Learners will determine the qualities of effective homework designs.
-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.
This mini-course includes the following units. To navigate, click the title of the lesson you want to start.
Unit 1: To Give or Not to Give Homework
Unit 2: How to Make Homework Meaningful
Unit 3: Redesigning Homework as We Know It