Homework and Practice

Extend the learning opportunities for students to practice, review, and apply knowledge.

Enhance students' ability to reach the expected level of proficiency for a skill or process.

Generalizations From Research

 * 1) The amount of homework assigned to students should be different from elementary to high school.
 * 2) Parental involvement should be kept to a minimum.
 * 3) The purpose of homework should be identified and articulated.
 * 4) If homework is assigned, it should be commented on.
 * 5) Mastering a skill or a process requires focused practice.
 * 6) While practicing, students should adapt and shape what they have learned.

Example Activities

 * Class Websites/Blogs/Wikis
 * PowerPoint Jeopardy (Could be developed online)

Recommendations & Ideas

 * 1) Establish and communicate a homework policy
 * 2) Design homework assignments that clearly articulate the purpose and outcome
 * 3) Vary the approaches to providing feedback
 * 4) Ask students to chart their speed and accuracy
 * 5) Design practice that focuses on specific elements of a complex skill or process
 * 6) Plan time for students to increase their conceptual understanding of skills or processes

Information presented above in the definition is from McREL, and generalizations from research, and recommendations & ideas is from Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (ASCD)(Robert J. Marzano, Debra J. Pickering, Jane E. Pollock).

Web 2.0 Connections
"Y" Under each category indicates that this tool can be used with this strategy.

"Free +" Indicates that the tool is free at the basic level, but that more advanced versions are available at a cost.

Category Key:

SD = Identifying Similarities and Differences CL = Cooperative Learning SNT = Summarizing and Note-Taking ER = Reinforcing Effort and Providing Recognition HP = Homework and Practice NR = Nonlinguistic Representation OF = Setting Objectives and Providing Feedback HYP = Generating and Testing Hypotheses QCO = Questions, Cues, and Advance Organizers



Examples from teachers, students, classrooms, schools
Please click on the "edit" tab to share your examples here.

Contributor:  Jennifer Clark Evans

Students in my literature classes practice writing and reading skills by recording reading logs on their own personal blog pages. Others can access and leave comments on individual student entries. Because of the universal access to the blog, students take more ownership in completing homework assignments in a timely fashion and extending ideas presented in class into their homework time as well. By the end of the school year, each student has a year-long record of their reading and can easily review for the final exam, as well as reflect on the progress of their understandings throughout the year. American Literature British Literature study of Shakespeare's "Twelfth Night" www.jclarkevans@fredericksburgacademy.org

Contributor: Louise Maine Students will prepare portions of class assignments at home as homework and place on their individual wiki page. As a small group, they determine information to be placed on the group page in order to complete the assignment. Students are then challenged to review information found and be a contributor of information to the group. Students also place homework on the wiki for a continuing portfolio of their work. Students also blogged in a smaller degree this year but will be an increasingly used way to determine student understanding of the material next year.