Let’s call it “practice” or an “opportunity” to showcase learning!
Homework is a hot topic with many different philosophical beliefs. Learning is becoming
a 24/7 endeavor for students, especially with respect to technology that is readily at their
hands. So, is homework necessary? I do believe there is a place for strategic “practice”
outside the school day. When I was teaching, I would ask students to finish their
“opportunity” at home. It was their “opportunity” to showcase their learning for the day!
The word “homework” tends to have a negative connotation, whereas “opportunity” or
“practice” can empower learning and learners. I understand that it is just a word; however,
it is a powerful word, and changing our mindset can transform traditional homework
assignments into empowered practice.
Watch this inspirational Youtube video via Rick Wormeli:
- We call it practice in our classroom.
- Homework has emotional baggage… between parent and child or child and
teacher.
- Give different practice for different levels of readiness.
- Homework is formative in nature
What percentage of a student's grade should homework be counted toward?
Should I give the same homework assignment to each student in the class?
And if a student demonstrates mastery, yet doesn't turn in homework, is it accurate to give
them a lower grade for the course? Rick Wormeli (Fair Isn't Always Equal) offers his take
on the burning issue of homework.
As a staff, we watched Rick Wormeli’s video and organized dialogue with respect to our
homework beliefs and expectations. We asked the questions:
· How do we give feedback on homework?
· What do our parents think about homework?
· What do our students think about homework?
· What do teachers think about homework?
· What is the roll of homework?
These questions, along with academic research and watching videos like the one above,
truly shape our conversations about after-school learning. We want students to be
motivated and empowered to learn outside the school day. Throughout the year we will
continue to analyze our philosophical beliefs and discuss methods to enhance our current
procedures. Continuing to find ways to make after-school learning more relevant and
differentiated for learners of diverse readiness levels is vital. We plan to utilize the
attached chart as a guide to generate conversation in our never-ending quest to improve
student engagement. Alternatives to Traditional Homework
Homework conversations are not just isolated to my career as a building principal. I am
experiencing these conversations as a parent of two school-aged children. They both
receive appropriate practice that is congruent with their developmental level; however,
my son doesn’t enjoy homework. Can you believe it? The son of a principal doesn’t enjoy
homework! It definitely can be a challenge for him, particularly reading and writing
assignments. He becomes very frustrated, not because he is unable to do the work, because
he thinks it is boring. We try to make it a game and provide some incentives from time to
time. We always “talk it up,” showing excitement when he brings it home, giving
accolades for his efforts and breaking assignments into chunks so it isn’t as overwhelming.
His homework is appropriate (needed practice), focused on skill building, and the
assignments seem to connect to student interests and ability level.
My son’s teacher has also implemented an interesting Team Approach to completing
homework assignments. The process is differentiation with student choice being at the
forefront of many practice assignments. My son is even excited about receiving points.
I imagine that his teacher is modeling enthusiasm surrounding this approach and it is
catching on with her students. My son is also enjoying the choices involved within the
spelling practice. It is giving him ownership over the practice, where he is assuming
responsibility for his own learning. The extra effort seems very empowering and I applaud
the teacher! My only suggestion would be to change the word "homework" to "practice,"
but it is a difficult thing to do when the word is so embedded into our culture. All in all,
my son seems to be off to a nice start in 2nd grade in regard to nightly homework...
I mean... practice
The debate will carry on and homework will continue to be given to students. Children need to be assigned practice and activities to build skills; such as memorizing facts, spelling, word study, etc. My suggestion to all educators and parents is to provide targeted and differentiated practice, allowing for choice and empowering students to assume responsibility of their own learning.
Remember to embark on all homework decisions with a basic question: Is it good for children?
Have a great week!
Repost from- See more at: http://principalhowell.blogspot.com/2014/09/lets-call-it-practice-or-opportunity-to.html#sthash.ADMd7o5O.dpuf
Statewide ELA Assessments and IEP Team Decision Making
Statewide ELA Assessments and IEP Team Decision Making
In an effort to parallel the changes brought about by the Common Core standards and new Smarter Balanced assessments, the new Extended Assessment has combined reading and writing into ELA (English/Language Arts). Further, the new IEP under development at ODE will reflect these changes as well and ODE will be disseminating guidance with the new IEP around how teams should select either the Smarter Balanced ELA or Extended Assessment ELA. Until this detailed guidance is developed and disseminated, ODE recommends that IEP teams consider the following guidance when making decisions related to this issue: If a student’s reading (vs writing) skills are stronger, then all things being equal the IEP team should lean towards having the student participate in the Smarter ELA assessment. However, if the student’s writing (vs reading) skills are stronger, then
all things being equal the IEP team should lean towards having the student participate in the Extended Assessment for ELA.
For additional information, please contact Brad Lenhardt at brad.lenhardt@state.or.us.
Kindergarten Assessment Review Window
The Kindergarten Assessment Review Window is open from Tuesday, November 18 to Friday, November 28. During the review window, districts have the opportunity to view and correct identified audit items, checked against 1st Period ADM, that include: Missing assessment records, gender, race/ethnicity, date of birth, merged SSIDs, students in 1st Period ADM with no records in KA collections/submissions, and students with records in the Kindergarten Assessment collections but are not in 1st Period ADM.
The Audit Manual for the Kindergarten assessment collections can be found here.
As a reminder, preliminary school and district rosters and aggregate reports will be sent to District Test Coordinators on December 8. Districts will have from December 9-19 to review these reports and notify ODE of any discrepancies. Final school and district aggregate reports will be released to the public on January 13, 2015.
Contact Kara Williams at kara.williams@state.or.us with questions.
Videos to check out!:
Rural PLC (12 min)
Rural Ed...strengths and challenges (4 min)
Thanksgiving Parody (2 min)
Feb 26-27 K and Early Literacy Summit
April 10--Harney County Tech Conference 2015 @ BHS
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