PDH Education

Homework is a hot topic. Many people have strong opinions on either side. Vatterott (2009) suggests that there is a movement away from the pro-homework stance (p. 2). Kohn, (2007) in his article in Principal, relays his distain of it. He outlines three observations of homework:

It has negative effects
The positive effects are mythical
It has no value (p. 1)

Kohn’s take on homework and his opinions are very clear. He does not see any benefit of homework at any age. I disagree with this statement. I do believe homework as it is assigned by many teachers does not have any benefits; I do believe when the assignments are thoroughly planned, they can have a great deal of positive outcomes for the students.

Cooper (2007), on the other hand, attempts to find common ground for administers, parents, and teachers. It is clear of his views about the benefits of homework. He provides extensive data which seems to rationalize his views. As I was reading, I found points that were very interesting and aligned with my own views; however, many that I disagreed with. He referred to homework as “mental exercise” which I thought was brilliant. In today’s day and age, with video games and computers in every house, children often go home and sit in front of the TV. It is not like when we were growing up. I remember coming home and playing outside until dark. We never watched TV or played video games; we didn’t want to. I see how homework can help encourage students to continue to exercise their brain; however, assignments need to be thoroughly thought through before they are assigned.

I usually get the opposite of what Kohn described in parents; I typically get parents who are upset that I am not assigning enough homework. They want me to send more worksheets and assignments for their children to do at home. I find myself trying to explain my view on homework.

In my personal opinion, homework should be the practice of a skill set at home. Homework should not be teaching a new skill or expecting parents to know how to solve the problems. Homework should be work the students have been taught, but may need extra help. For example, reading is a great homework assignment. Having the students practice reading will build fluency. The more reading practice, the better the student gets and the stronger reader they become. Likewise, practicing math facts is also a good homework assignment, in my opinion. Having students practice math facts will help them learn them, get faster at them, and do better in math.

I feel with many of the homework assignments I see teachers hand out today, it is assumed the families know how to do it. Especially with the new standards in math and all of the different strategies. Families do not necessarily know what “doubles plus 1” means. They have the student do the math problem the traditional way they were taught, and do not understand why the student gets the problem wrong on the test. It is very confusing for the students when they are taught one way at school, then go home and the families do not know how to do it that way so tell the student to do it “their way”. Some times instead of giving the student extra practice, the student gets further confused.

My definition of homework:
Homework is practice of a skill-set at home.

My philosophy on homework:
Homework needs to be something the students can do on their own, it needs to be assignments that build fluency through repetition. Homework should have meaning, not given because “you’re supposed to give homework.”

Cooper, H. (2007). The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents. Thousand Oaks, CA: Corwin Press.

Kohn, A. (2007). Rethinking Homework. Principal (January/February 2007). Retrieved from http://www.alfiekohn.org/article/rethinking-homework/?print=pdf.

Vatterott, C. (2009). Rethinking Homework: Best Practices that Support Diverse Needs. Alexandria, VA: ASCD.

In Defense of Chocolate

For one of my assignments in “Building Core Ready ELA” students, I require course learners to defend an argument. The idea is to create a quick argument map and then compose a small purposeful paragraph. The main tenets of an argument must be presented: the subject content, a crafted question (the premise/argument), what is already known about the topic (prior knowledge), and the evidence that bolsters the premise/argument. Upon completion, an explanation of how the argument was utilized and what evidence was used to support the argument. Of course, since this was an assignment, there also had to be text citations and real-life teaching experiences included. Below is my sample:

Argument Map:

My Topic	Dark Chocolate
My argument	I believe that eating dark chocolate every day can boost your immune system, make you feel better about yourself, and help you to get through your day.
What I know about my topic	Dark chocolate is better for you than milk chocolate
Evidence that bolsters my argument	Dr. Oz, says, “A little daily dose of chocolate as a health food – what could be better than that?” (Dr. Oz, Good Chocolate). Cleveland Clinic’s Health Hub article also promotes the benefits of chocolate boasting that the cocoa bean is rich in flavonoids and antioxidants. Further research from Mayo Clinic purports that those who eat about 1 ounce of dark chocolate daily may experience increased cardiovascular health, improved cognitive functions, and may protect your skin from the sun’s ultraviolet radiation.
What I want to share with my colleagues	So eating dark chocolate is good for you. Go ahead, relax with a tall mug of delectable hot cocoa (dark with no added sugar), or eat a few yummy morsels for dessert, and see your skin radiate and your brain on fire!

Of course you are, but are you teaching them to read effectively for information?

Will your PK-5th grade students be ready for the demands of intermediate grades or life beyond the classroom?

How do your elementary students measure up when exposed to textbooks to reference materials and to nonfiction trade books to research texts?

Can they access information effectively?

Do they experience active student engagement and understanding?

Do they comprehend specialized vocabulary and core concepts and can they develop them more fully?

Can they synthesize the information to make meaning?

Come back next week and we’ll look at text-mapping and learn how to teach it to your PK-5th graders!

Homework is a hot topic is today’s society.
Merrian-Webster defines homework as, “an assignment given to a student to be completed outside the regular class period”.

Contributor: Christa N. King,
Elementary Special Education Teacher

(Edited by B.E. Walker)

“A leader’s role is to raise
people’s aspirations for what they can become
and to release their energies so they will try to get there”

In Defense of Chocolate

Argument Map:

Of course you are, but are you teaching them to read effectively for information?

Will your PK-5th grade students be ready for the demands of intermediate grades or life beyond the classroom?

How do your elementary students measure up when exposed to textbooks to reference materials and to nonfiction trade books to research texts?

Can they access information effectively?

Do they experience active student engagement and understanding?

Do they comprehend specialized vocabulary and core concepts and can they develop them more fully?

Can they synthesize the information to make meaning?

Come back next week and we’ll look at text-mapping and learn how to teach it to your PK-5th graders!

Homework is a hot topic is today’s society. Merrian-Webster defines homework as, “an assignment given to a student to be completed outside the regular class period”.

Contributor: Christa N. King, Elementary Special Education Teacher

(Edited by B.E. Walker)

“A leader’s role is to raise people’s aspirations for what they can become and to release their energies so they will try to get there”

In Defense of Chocolate

Argument Map:

Homework is a hot topic is today’s society.
Merrian-Webster defines homework as, “an assignment given to a student to be completed outside the regular class period”.

Contributor: Christa N. King,
Elementary Special Education Teacher

“A leader’s role is to raise
people’s aspirations for what they can become
and to release their energies so they will try to get there”