Early on in this class, it struck me (and likely a few others), how high Identifying Similarities and Differences scored in effective practices. Luckily, this is one that's easy to apply in my classroom. Identifying similarities and differences between characters, themes, or conflicts can really help students to think more deeply about their texts. I've also tried to start discussing synonyms and the slight differences between them as a way to build vocabulary with my remedial class.
Strategies like generating and testing hypotheses can be done with Language Arts, but really isn't as involved as it is an a Science classroom. Students make predictions, and we eventually see if they came true, but that's not really much of a test. There isn't a process for "testing" like an experiment, and novels are intentionally surprising. So students usually alternate between guessing the extremely obvious, and applying something like The Sixth Sense ending to a prediction about Tom Sawyer. But it is a good exercise to get kids discussing characters and what they would and wouldn't do.
Homework is something that seems like an occasionally contentious issue in education, and I was glad to hear this course not go the way of Alfie Kohn. I think homework is important if for no other reason than making sure students have attained mastery of the material. There are plenty of times students can repeat a process minutes after I explain it, but even over the course of a few hours, their lack of full understanding becomes clear. I'm not insulting my students here- there's no reason to expect mastery after one lesson. For many subject areas, students need plain old repetition to fully understand something. As mentioned, though, it is important that homework has a clear purpose and is connected to curricular goals. The better the students understand why they're doing something, and can track their own progress, the more invested they are in their own learning.
It's nice to see mastery of the material brought into a discussion. Maybe it's just my skewed perspective, but I'm not really all that concerned with the methods of how a teacher helps students achieve mastery as long as they are effective. (I just provide some extra tools and give some pointers on how to use them) The entire class could be based on incredible homework assignments as long as it works. Each teacher does it differently. I think it might be better to evaluate the teacher's effectiveness and not blacklist the method.
ReplyDeleteI also have a hard time using the method of generating and testing hypotheses in my reading class. We also make a lot of predicitions that I guess could be stated as hypotheses, but we don't test them... we just keep reading to see if they are right.
ReplyDeleteAs far as homework, I agree it can be beneficial for mastery which is important, but I also struggle with the validity of it. Some students get a lot of help at home, which is great, while other students struggle to get it done. The students who don't get the help at home are usually the ones that need it and tend to score lower on both at home and in class assignments. I try to do as much as I can in class so I am available for questions and guidance if needed. I do assign homework, but I try to have it be assignments the kids can definitely do on their own.
I think the amount and appropriateness of homework can really depend on the subject area and even could depend on the individual concept. I see math as needing to be somewhat heavier on the quantity of homework than say...language arts. There is a lot more emphasis on memorizing and knowing facts quickly in mathematics and practice is a proven way to increase those. I would never get rid of homework and say that it is not needed but I think technology is allowing us to come up with more interesting ways to disguise it. For example if we "dress up" homework and practice in the form of an online game where students have an avatar and electronic merit badges I think it will generate interest among students and we'll see a lot higher completion rate.
ReplyDeleteThere does seem to be several open questions regarding homework. I have been most impressed with the Team Based Learning/Problem Based Learning approach of distributing preparatory materials (what would have previously taken class/lecture time) then assessing the students on the material. It reminds me of the "pop quiz" which I always hated, but more as an individualization tool and motivator, than as an assessment that directly impacts the student's grade.
ReplyDelete