We have all seen headlines like, “Are Young Kids Doing Too Much Homework?” and “Homework: Is It Worth the Hassle?” but while this debate continues, homework is a part of K–12 school life for the majority of educators and students. Find strategies and tools that discuss ways to make it more meaningful for students and manageable for teachers with this selection of resources just released on ASCD myTeachSource®.
Join Jonathan Bergmann and host Matt Wachel in this ASCD Learn. Teach. Lead. BAM Radio Podcast, as they discuss Bergmann’s solution to the biggest problem created by sending school work home with our students.
One-Size-Doesn’t-Fit-All Homework (Educational Leadership)
Cathy Vatterott explains how individualized homework can put new life into assignments.
This chapter from The Art and Science of Teaching by Robert J. Marzano discusses the research behind assigning students effective practice assignments to deepen their comprehension of new knowledge. Includes helpful Action Steps at the end across an array of subject matter.
In this excerpt from Margaret Searle’s book Causes & Cures in the Classroom: Getting to the Root of Academic and Behavior Problems, determining the root causes of problems is critical to helping the student. This chapter looks at diagnosing the root cause behind one student’s struggle to complete homework, with suggestions for effective supports and choosing a plan of action.
My Students Don’t Do Homework from Edutopia
One Edutopia contributor explored a different approach on the issue of homework, resulting in their students taking assignments more seriously. In this article, the author shares tips about homework correction, assignments, as well as (re)thinking why we assign homework in the first place.
ASCD Members Only
Student-Owned Homework (Article)
Cathy Vatterott, author of Rethinking Homework: Best Practices that Support Diverse Needs, discusses how by using homework for practice in self-assessment and complex thinking skills, we can put students in charge of the learning process.
Standards-based grading is a shift in how we define, structure, and have students experience learning, as well as in how we use grades. Cathy Vatterott shares how you can implement standards-based grading, whether you are working as a single teacher, team, grade level, or an entire school.
(Premium and Select members log in to read all chapters.) Veteran teacher, trainer, professor, consultant, and author Cathy Vatterott distills her years of experience with all kinds of schools into a balanced approach that ensures homework leads to more opportunities for learning and teaching without turning off parents and students.
Join Myron Dueck for an engaging and personal look at how we can change traditional assessments to improve accuracy, engagement, and student empowerment.
Veteran teacher, trainer, professor, consultant, and author Cathy Vatterott distills her years of experience with all kinds of schools into a balanced approach that ensures homework leads to more opportunities for learning and teaching without turning off parents and students.
In this lively and eye-opening book, educator Myron Dueck reveals how many of the assessment policies that teachers adopt can actually prove detrimental to student motivation and achievement and shows how we can tailor policies to address what really matters: student understanding of content.
In Solving the Homework Problem by Flipping the Learning, Jonathan Bergmann, the cofounder of the flipped learning concept, shows you how. The book outlines why traditional homework causes dread and frustration for students and how flipped learning—completing the harder or more analytical aspects of learning in class as opposed to having students do it on their own—improves student learning.
After careful research and years of experience with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K–12 schools.
She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools.
Giving Students Meaningful Work, Educational Leadership, September 2010
The authors in this issue of Educational Leadership discuss the debate over meaningful work and more—for example, how much and what kind of practice kids need to master a skill or concept; what motivates students to attempt a challenge; what kind of feedback encourages more effort; and how much choice is really helpful. Some of our authors describe how to improve learning inside school—for example, how to differentiate math tasks; make a literature circle more engaging; or plan homework more purposefully.