Homework+&+Practice

Homework and Practice = = =Read and Reflect=

Homework Pg 120
My purpose for homework is to provide students with extra practice or an opportunity to review what we learned in class. Often times in math class, I use the math homework to gauge student level of understanding and determine who may require some one-on-one time. This sometimes proves difficult when students and parents complete homework together and parents ensure that their student receives 100%.

Often times in math, I assign practice problems. In science and social studies, I attempt to assign reading reflection questions or some other type of innovative assignment. Maybe a R.A.F.T. or collages that allow student to display their understanding in diverse ways.

Homework is effective when it is purposeful and not just given for the sake of giving homework.

Reflection: I believe that I currently have homework all wrong. I use homework as an assessment of student understanding, but it is difficult for me to understand their level of understanding when they are sometimes receiving intense support from home. I definitely do not want to discourage students receiving support from home, but sometime this support/pressure inhibits student’s abilities to take chances and risks. Plus it does not provide me with a clear picture of how students are progressing. And we also miss out on the learning opportunity of what to do when we are not as successful as we would like to be. I think I created some of this pressure, because such a large portion of student grades are based on student homework. It is rolling around in my mind to switch things up next year. Provide some assignments that go home possible modeled after the T.I.P.S. program and then other assignments that are completed in class that I check in the evening to guide my instruction for the next day. I have also been following innovators in the FLIPPED class program. This included the Khan Academy and Ben Rimes who creates Video Story Problems. And have implemented some of those activities in my class as well. This will allow me to work more directly with the students on areas where they may be having difficulties and not rely on parent support so heavily.

My current questions about homework swirl around how I am going to implement these changes and how will these changes impact my ability address student needs?

Pracitce Pg 132
I guess I currently think of homework and practice synonymously. I ask students to practice a skill and if they do not finish in the time that I have provided, they have to take it home for homework. I think that may be part of my “issue.” I should probably think of those as two separate entities.

After teaching math for six years, I have a pretty good grasp on the topics that require student to practice more than other. I really place an emphasis on practicing the foundational skills that will help students approach the more difficult skills that we learn throughout the year

Once again, skill practice is most effective when it is purposeful. I also know that students benefit the most from practice that catches their attention and they have the desire to complete.

My current question about practice is how do I skillfully separate practice from homework?

=Apply and Reflect=

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I think that Quizlet would be a very fun resource for my students to you. I would like for them to create the resources. It would be more memorable and impactful if they are the ones to create the products. Maybe I could assign students small chunks of the whole and then combine all of their pieces to create a master class resource.

I have also dabbled in creating some FLIPPED lessons. We have completed 2 lessons. I just wanted to get my feet wet. There are still a lot of kinks to work out, but I have watched a webinar and have started following a few blogs and people on twitter to see how they are making FLIPPED lessons work in their classrooms. I am excited about the possibilities that the FLIPPED lessons provide for myself and my students.