A1-We see the purpose of HW as an opportunity to do optional Extra Practice on any prior day's instruction to help close gaps in learning. We also provide spiral review Extra Practice to strengthen retention. It is never on same day instruction. #sblchat
A1: Extra practice or to finish a concept for class - I often have students ask if they can take something home to finish it just do it at home where they focus better. #sblchat
I view homework as targeted work based on achievement gaps like @RoweRikW mentioned. I try and incorporate data from assessments to target specific learning. #sblchat
A1: The purpose of homework is practice. It should be used to reinforce a concept and be used as formative work to determine where the student should go next in their learning. #sblchat
A1: I will also say that sometimes I need students to do work outside of my classroom that I just do the have time to fit into class - reason a novel or wwritingparts of a paper #sblchat
A1 I prefer “work at home” when students want to extend their knowledge or enhance their work. Not many have the unscheduled time to pick up “bonus work” #sblchat
A1: If it must be given, it needs to be to practice what they already know (and can do) in order to strengthen working memory. Too often, Ss are assigned “work to be completed”, rather than to sharpen existing knowledge & skill. #sblchat
A1: If it must be given, it needs to be to practice what they already know (and can do) in order to strengthen working memory. Too often, Ss are assigned “work to be completed”, rather than to sharpen existing knowledge & skill. #sblchat
A1: HW should be designed in a way that it’s MEANINGFUL practice of skills that Ss can do independently (for the most part). It shouldn’t be about parents/ families having to help so much, nor about a major struggle w/unknow content #sblchat
Also don’t disadvantage those that have so many other tasks to complete - had some students who had over hour long bus rides who would be chided for “not taking care in their work” because they’d did school work on the bus do they could do chores at home #sblchat
A1: HW should be designed in a way that it’s MEANINGFUL practice of skills that Ss can do independently (for the most part). It shouldn’t be about parents/ families having to help so much, nor about a major struggle w/unknow content #sblchat
A2-To respect our Learners, any Extra Practice they chose to engage in is optional and always ungraded. We empower our Learners to read, play a sport, exercise, enjoy family time rather than assign repetitive practice. #sblchat#StopBusyWork
One of my favourite moments is always when kids come up and ask (haltingly) if they can “take this and do some work on it at home”. Their choice = relevance and meaning & ownership! #sblchat
A2: Know your students. this answer is different in every school and every classroom. Relationships and flexibility are usually the answer to respect in any scenario #sblchat
A2 For me, I don’t assign specific homework. However, I often have students work on their projects at home. The kicker is that it is when they decide the need to, which means they can work around their already busy schedules. #sblchat
A2 For me, I don’t assign specific homework. However, I often have students work on their projects at home. The kicker is that it is when they decide the need to, which means they can work around their already busy schedules. #sblchat
It can be optional. Don’t grade but give constructive feedback. Don’t make it more than they can handle or more difficult than they have practice or too easy you are wasting their time (and yours). #sblchat
A2: When I design work at home my goal is to be mindful of what my Ss have gone through that day. I try to provide different styles of learning that involve some fun and reinforcement that they will succeed and I have thier back. #sblchat
A2 this is when I like “descriptive feedback loops” so student teacher and parents all understand the “why” (ie acquiring sight words, vocabulary misunderstandings) but not “odd questions MWF even Qs T & Th.... #sblchat
A1 If it must be given it must be meaningful and reinforce the standard learned in class. Students know when they’re given busy work and it’s a waste of everyone’s time. Hwk needs to be relevant and meaningful, but not the only way to practice #sblchat
A2 It’s offered as an option for those who need it. That respects the time of those who don’t. And as long as it’s not graded doesn’t penalize those who take longer/need more practice #sblchat
A3-Any Extra Practice (HW) that our Learners chose to do outside of class is always ungraded. However, we do believe that Extra Practice that they consider is worthwhile does impact learning, retention, and participation in class. #sblchat
Inequity is certainly a heavy point to consider. I only gave a small amount, mostly just finishing classwork, very early in my career. I found it ineffective then. Years later, I find it unfair. #sblchat
A1) I see HW as a chance to recall what we did in class with a little separation of time and to revisit past item (interleave). It isn’t necessary to develop concepts. #sblchat
Ultimately it will through assessment, but by itself no. Don’t double count it, especially if a student doesn’t need it and doesn’t do it. Maybe it could be built into a behavior outcome? #sblchat
A2 #sblchat It isn’t often that I give students something to practice on that doesn’t have class time given. Many students do not utilize in class time because it seems like they’re trying to play catch up for other classes so often ELA seems to be their “only HW.”
@greenbergt That being said, if a student would like to work at home, I fully support that idea. I do check to make sure they aren't overloaded though. :) #sblchat
A1) I see HW as a chance to recall what we did in class with a little separation of time and to revisit past item (interleave). It isn’t necessary to develop concepts. #sblchat
That being said, if a student would like to work at home, I will support that. However I do check to make sure they aren't overloading themselves. :) #sblchat
When the mindset of working at home is about reinforcement and growth the whole grading model is a moot point. I have seen Ss spirits crushed and any love they had for learning vanquished when they are penalized for learning. Convos about HW not grades! #sblchat
I love practice instead of homework. And it frustrates me when my teachers say their students “must have 30mins of homework every night” Your class is not their only class, and it’s probably not needed #sblchat#NeverBusyWork
A3: HW should not be graded. Practice, effort, and time do not represent what a student knows or can do. Our reporting procedures should be a demonstration of learning, not just of “doing” work #sblchat
A3: No! When you grade practice, you are penalizing failure. Failure, in practice, should not only be expected but also be encouraged to allow students to cope with it and use it to learn and grow. #sblchat
A3: The purpose of reviewing Ss practice of skills outside the classroom (aka HW) should be formative to the teacher, first & foremost - - and then relevant & useful feedback should be provided to the S - Not a “grade” #sblchat
A3 I’ve offered to do my kids homework (as a student we had a sharing team in case someone “forgot”) but they keep on politey declining.... intrinsically motivated to learn well! #sblchat
Should also discuss that there is a significant difference between not graded & optional. We still need to set expectations that the work is a mandatory part of the learning cycle; & when it isn’t finished/accurate, Ss will need to get it done.
#sblchat
A2) It is designed to take <15 minutes. It has ~6 questions: 2 process questions, 2 review questions, 2 current concept but deeper thinking questions. It is not for points or grade. We all know it is to practice concepts as needed. #sblchat
A3 Practice is where students should take risks, where they should be challenged, and where they should collaborate. The practice should push students so by the time they are evaluated, they are comfortable with the expectations… don’t grade practice. #sblchat
A4-If our Learners are not engaging in our optional Extra Practice outside of class and we believe that it could positively contribute to learning, we encourage them to seek remedial support during school or stay after for academic supports. #sblchat
Nicholas just wanted to drop you a line and let you know that I really appreciate reading everything you write. You make me a better teacher and thinker! #sblchat
And thank you! Sorry to miss #sblchat tonight. I’ll try to catch it next time. I just started my transition to a #standardsbased approach in my HS American History classes.
Nicholas just wanted to drop you a line and let you know that I really appreciate reading everything you write. You make me a better teacher and thinker! #sblchat
Depends if they need it. If yes, we discuss obstacles. I #flipclass so it’s kind of important to do. No penalty if not done, they have a harder time with daily activity. Still get the chance to do it and help when needed. #sblchat
A4 Does the student need it to master the standards? If so, work with the student to find ways to make it work. Perhaps that’s carving out time during school or changing the type of practice. #sblchat
And is a disincentive to do well on performance tasks. Ss will often defer to the easy tasks (graded HW) over the harder ones (performance assessments). Performing matters. #sblchat
A4 See how they do on the evaluation… maybe they don’t need practice. The evaluation reveals learning needs… allow the evaluation to dictate next steps rather than the practice #sblchat
A4 However, if the student can master the standards without the practice, then perhaps they don’t need to do that exact practice. Though it can be really powerful to talk to the student about how they learn and help them see value in practicing different ways to learn. #sblchat
I have recently run into this with my 8th grade health class. I started having students come down from lunch during my personal plan we can chat and have some 1 on 1 time to find a solution. I do this not as a punishment but an opportunity to expand learning. #sblchat
And is a disincentive to do well on performance tasks. Ss will often defer to the easy tasks (graded HW) over the harder ones (performance assessments). Performing matters. #sblchat
Performance/summative tasks sure do matter! I explain to my Ss that their score in my class will reflect their learning and what they can show. #sblchat
A4) If they’re learning and showing evidence- leave them alone. If they aren’t- 1:1 conference. MTSS as needed. Seek counselor support to find a remedy. #sblchat
A4 Is then practice even needed? If not, then nothing. If so, I think it’s time to have a heart to heart convo with the student to find out why! #sblchat
A4: First response is to try and get at the underlying issue: Skill deficit where work is above independent level & there are missing skills needed to complete it? Or performance deficit where you’re sure they have the skills but just not doing it - if so, why not? #sblchat
A4 However, if the student can master the standards without the practice, then perhaps they don’t need to do that exact practice. Though it can be really powerful to talk to the student about how they learn and help them see value in practicing different ways to learn. #sblchat
I tell my students to take what they need + leave what they don't because if the work doesn't mean anything to them or directly address their needs, it's not really useful. We may have to work with students to revise or come up with new assessments that meet their needs. #SBLChat
@kruevans: thank you for the kind words! #sblchat has helped me development so much (and @NCTE & @ncte_cel). Connecting with each other makes all of us better. I enjoy reading your tweets as well, George!
In reply to
@kruevans, @kruevans, @ncte, @ncte_cel
A4. - We are seeking students who are internally compelled to learn, not externally controlled. Is your homework about controlling behaviour or is it about compelled engagement? How are you helping students to be compelled learners? #sblchat
A4 One on one with S to learn more. If they are showing mastery in class then its a moot point. But if not, they may need additional time during the school day #sblchat Or it could be a matter of value - they don’t see it for some reason
A4: Frankly, if it is that important to have been completed, then time should be given in school to do it. Sometimes, I think we forget that school was created for learners to have a place — and time — to get better at things. #sblchat
A4. - We are seeking students who are internally compelled to learn, not externally controlled. Is your homework about controlling behaviour or is it about compelled engagement? How are you helping students to be compelled learners? #sblchat
We know that learners need time to consolidate learning and that learning needs to be within the zone of proximal development, that engagement is a significant driver of learning, and that brain wants a target.
This knowledge alone must change practices around homework. #sblchat
No problem! If the task is relevant + the ask is meaningful, students will do the work. They want to learn! It's really important that our work be part of a spiraled curriculum: the process should lead them to mastery. #SBLChat
I’ve been shifting to almost no HW (except read a novel every 20 days, but also with 15min/class/day) and I tell my Ss that if they’re working during workshop each day, I don’t need to give HW. Mini-lessons & Workshop have been transformational. Ss are working, not me. #sblchat
Totally agree. I think too many times crucial conversations aren’t had with the students who perform well, cause they’re performing well. They deserve these skill convos too! #sblchat
A5-Our HS Math Learners receive feedback on any Practice they do along with a sticker aligning to our 4-point grading scale. The sticker communicates a ballpark understanding about proficiency.
Blue-Exemplary
Green-Proficient
Yellow-Approaching
Red-Beginning
#sblchat
A4. So homework versus no homework… I’m not convinced that is the right question… do students trust you? Do Ss believe who they can be as learners? Do Ss want to learn the material? If they are engaged, and if they believe in where it will get them, they will dive in #sblchat
No problem! If the task is relevant + the ask is meaningful, students will do the work. They want to learn! It's really important that our work be part of a spiraled curriculum: the process should lead them to mastery. #SBLChat
A5 My favorite way of providing feedback is always 1:1 face-to-face conferences. This works well in my PBL room because not everyone is at the same place at the same time. Would be hard to do w/ all the students in the class on the same day. #sblchat
A5...That’s good/now this. Success intervention feedback. Always remember to provide positive words, then point them in the right direction if needed. #sblchat Focus on the work, not the person...
It's also a really good reading strategy, too. We're not reading to find the "right" answer, we're reading to generate complex questions, to puzzle through, to love language + to make meaning together. We don't need compliance quizzes to get students to read + learn. #SBLchat
#School was created to provide a place & time for students to learn: words of wisdom from @mrdyche. This makes so much sense when we consider workload! #sblchat
A4: Frankly, if it is that important to have been completed, then time should be given in school to do it. Sometimes, I think we forget that school was created for learners to have a place — and time — to get better at things. #sblchat
This hits the mark! Ss who have taken ownership of their learning will be the ones putting in the effort. I see teachers who are well-meaning but work themselves into burnout because "they care more than their students." It's called enabling. #sblchat
I’ve been shifting to almost no HW (except read a novel every 20 days, but also with 15min/class/day) and I tell my Ss that if they’re working during workshop each day, I don’t need to give HW. Mini-lessons & Workshop have been transformational. Ss are working, not me. #sblchat
A4. So homework versus no homework… I’m not convinced that is the right question… do students trust you? Do Ss believe who they can be as learners? Do Ss want to learn the material? If they are engaged, and if they believe in where it will get them, they will dive in #sblchat
A5: I love @OtusK12 and the comment ability. This gives me a space to reflect on Ss work and provide authentic feedback. I feel at times my written feedback is clearer than what I provided in class because I had time to reflect on the Ss's work. #sblchat
A5...That’s good/now this. Success intervention feedback. Always remember to provide positive words, then point them in the right direction if needed. #sblchat Focus on the work, not the person...
Can people share some data on how practice and performance relate in their school/district? HW can be meaningful, but does it muddy grading/reporting? #sblchat
Q4 #sblchat We have ZAP during lunch. Asking students to come in before or after school to work with you to complete. If it’s important enough to assign, it’s important enough for us to do everything in our power to ensure students complete it.
First… they have to trust you as a T. If a S doesn’t trust that you have their best interests at heart… they won’t look at the feedback. Ss have to know you are fighting for them, and at the end of the day, the goal is not the mark… it is to increase their learning #sblchat
I am floating/jumping/running around conferring with Ss during workshop, but they’re doing the work. I can clarify a concept, discuss organization, suggest sentence structure, or talk about a book they’re reading, but THEY’RE working (most of them, most of the time) #sblchat
Q5 #sblchat This is one I struggle with! Conferencing with students whenever possible. Having time for students to come in and discuss confusion is a must!
A5: Don't. Let the kids do the work - gallery walks with peer feedback - or just provide time for them to ask questions after doing the practice. #sblchat
We can be really good at punishing efficiency. Why should a focused learner with strong self management skills who efficiently completes learning tasks be “punished” with more work (at home, no less!)? 🤔 #sblchat
A5 whenever practicing Descriptive Feedback (and any homework should be practice...) I always suggest Two Stars and a Wish. Good at the dinner table & good for ongoing formative feedback. Only ever one thing to work on next #sblchat
80 min: 15min reading, 20min lesson, 45min workshop.
Things can alternate with shorter classes, but I love each every day.
My process: https://t.co/VjAf3whZmL#sblchat
A4
Too often teachers confuse homework with formative assessment.
HW is NOT formative assessment -
Formatives must be individual and done in class. #sblchat
All my conferences happen during class time. Students suggested it years ago. The entire structure of my room had to change to make it possible. I wouldn't trade it for the world. :) #sblchat
I totally agree… we might also change the task… to one with more choice, and to one where it can’t just be “done”. We need to create deeper learning experiences where students dig into the learning #sblchat
A6-We offer our Learners choice about which Extra Practice they need to engage in and when they need it. Let's respect their decision-making while we do our best to support their progress. #sblchat
A5: In the end, the feedback should be more work for the S than the T - therefore it should be actionable for the S where they can take it & do something with it to continue forward on their path of learning #sblchat
A6 Give students control over amount of time, type of practice, type of resource, or time/day of practice. Lots of options, depending on what works for each particular class and student. #sblchat
A6. S. choice can’t be thought of as the practice… it is the learning. Therefore, if a S needs to continue to work at home to engage in the learning, they do. I avoid the word “homework”, but I do say there might be times that learning goes home w/ them - they get it #sblchat
A6 Give Ss options for extra practice. It’s a great skill for them to reflect on where they’re at in they’re learning and to figure out what they need to do to “get there” #sblchat
We English Language Arts folk use it all the time! Reading-Writing Workshop: Ts present mini-lesson, Ss work, Ts then confer/conference. There are many who do it far better than I! #sblchat
A6: When I create work at home I offer 2 or 3 options. I try to incorporate different learning styles. I really try to let my Ss choose thier path because all of them lead to mastery of the standard. The ability to choose their path gives ownership and they appreciate it #sblchat
A6 In the past, we created individual targeted practice that kids could choose based on goals they had set.
These were targets we had already introduced & worked on and it was optional
#sblchat
Here is the old link that has all the targeted assignments: https://t.co/hJNk8fG5xI
