Is Homework a Waste of Time? Teachers Weigh In

teaching and homework

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The debate over homework rages on.

In response to an Opinion essay by a teacher titled “ What Do You Mean My Kid Doesn’t Have Homework? ”, many Facebook users took to the comments section to voice their perspectives on whether assigning homework is outdated and unnecessary—especially during a pandemic—or whether it’s a critical step to cultivating learning.

The benefits of homework have long been disputed, especially at the elementary school level. In 2018, Marva Hinton wrote about how homework was assigned at early grades and the potential effects on these young students. Some schools embraced homework, like Arlington Traditional School, a countywide elementary school in Arlington, Va., where kindergartners were expected to complete a minimum of 30 minutes of homework a night, Monday through Thursday. But some teachers such as Cathy Vatterott, a professor of education at the University of Missouri-St. Louis and the author of Rethinking Homework worried that adjusting to school routines combined with homework could sour young students on school.

But what about the benefits for older students? In a 2019 article , Education Week Assistant Editor Stephen Sawchuk unpacked the results of a Center for American Progress analysis, which found that while much of the homework assigned to the students in the study aligned with the Common Core State Standards, it did not contribute to building more difficult skills called for in the standards, like analyzing or extending their knowledge to new problems.

Beyond considering the efficacy of homework, the debate over how much time students should spend daily on take-home assignments dates back to the early 1900s. The public furor even led some state lawmakers to ban homework entirely at one point. Multiple studies over the years have examined different angles of the homework debate, including just how much homework students were assigned. In 2003, a pair of national studies found that most American students spent less than an hour daily on homework, and the workload was no bigger than it was 50 years prior.

“There is this view in the popular media that there has been this terrible burden of homework on children, and that the homework is increasing,” said Tom Loveless, the director of the Brown Center on Education Policy at the Brookings Institution to Education Week’s Debra Viadero in a 2003 article . “That is not the case.”

Fast-forward to the present, teachers and students alike might find themselves at another crossroads in the homework debate. The pandemic brought with it the advent of strategies like “flipped learning” , which relies heavily on homework as an integral component of the lesson. While this might work for some, many students grew weary of the reliance on homework during remote and hybrid learning. This is on top of the potential equity issues arising from lack of internet access affecting students’ ability to complete the steady stream of homework being assigned, and the uptick in mental health issues in students .

So what do teachers really think about homework? Here’s what they had to say in response to the recently resurfaced essay by Samantha Hulsman.

A Disconnect Between Parents and Educators

“i teach 1st grade. i had parents ask for homework. i explained that i don’t give homework. home time is family time. time to play, cook, explore and spend time together. i do send books home, but there is no requirement or checklist for reading them. read them, enjoy them, and return them when your child is ready for more. i explained that as a parent myself, i know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. something kids need more than a few math problems a week.”.

- Colleen S.

“I tried the ‘no homework’ policy one year and received so much pushback from my parents that I began sending home a weekly packet. I pass it out on Monday and it is due on Friday. Parents [are] happy, I’m happy, and life goes on. I say pick your battles. Now, I refuse to give packets over school breaks (winter/spring). If a parent asks, I simply tell them to have them work on any app that we use in class.”

“i literally only assign homework because some parents always make a huge deal of it if i don’t.”, “parents are the driving force behind homework ... they demand it and will complain about not receiving it even after explaining your philosophy of education and providing them with pedagogy that refutes the ‘benefits’ of it.”, homework can be useful for certain subjects or grades, “as a teacher of nearly 40 years, i believe homework has its place. especially in math math needs to be practiced to learn it. i don’t believe in giving homework just because. i think it should be purposeful.”.

- Sandra S.

“For those leading the charge against homework, please think about the expectation for students beyond your classroom. If you teach elementary school, will they be asked to do homework in middle school, high school, and beyond? If so, organization, time management, and study skills are not so easily learned at a later age, when the expectation has never been present. I can’t imagine being a student, who enters college, having never had the expectation of nightly HW.”

- Bobbie M.

Is Homework Actually Helpful for Learning?

Some agree that at its core, homework is practice, which is a needed element to achieving learning.

“Homework is practice. Practice the skills we learned about in class so we can review and add to them. My instrumental students are required to practice every day. When they don’t it’s evident.”

Others aren’t as convinced it’s actually a good tool for assessing comprehension.

“As a teacher, if the kids were assigned homework, guess when the papers were graded ... After discovering a Mom had been doing the homework and was making failing grades ... I gave it up ... taught 25 years without it and my students did much better ...”

- Martha H.

Heightens Equity Issues

“no homework ever it is unnecessary it is so elitist and ableist and teaches kids that it is expected to take work home after hours of a job. nope never”, “homework just further separates the students. those who have parents home who understand the work, or can afford a tutor will do so. families already struggling financially tend not to have parents home to help and cannot afford tutors.”.

- Rebecca J.

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The role of homework

Homework seems to be an accepted part of teachers’ and students’ routines, but there is little mention of it in ELT literature.

teaching and homework

The role of homework is hardly mentioned in the majority of general ELT texts or training courses, suggesting that there is little question as to its value even if the resulting workload is time-consuming. However, there is clearly room for discussion of homework policies and practices particularly now that technology has made so many more resources available to learners outside the classroom.

Reasons for homework

  • Attitudes to homework
  • Effective homework
  • Types of homework
  • Homework is expected by students, teachers, parents and institutions.
  • Homework reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language.
  • Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books. Research shows that homework also benefits factual knowledge, self-discipline, attitudes to learning and problem-solving skills.
  • Homework offers opportunities for extensive activities in the receptive skills which there may not be time for in the classroom. It may also be an integral part of ongoing learning such as project work and the use of a graded reader.
  • Homework provides continuity between lessons. It may be used to consolidate classwork, but also for preparation for the next lesson.
  • Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the classroom.
  • Homework bridges the gap between school and home. Students, teachers and parents can monitor progress. The institution can involve parents in the learning process.
  • Homework can be a useful assessment tool, as part of continual or portfolio assessment.

Attitudes to homework Teachers tend to have mixed feelings about homework. While recognising the advantages, they observe negative attitudes and poor performance from students. Marking and giving useful feedback on homework can take up a large proportion of a teacher’s time, often after school hours.

  • Students themselves complain that the homework they are given is boring or pointless, referring to homework tasks that consist of studying for tests, doing workbook exercises, finishing incomplete classwork, memorising lists of vocabulary and writing compositions. Where this is actually the case, the negative effects of homework can be observed, typified by loss of interest and a view of homework as a form of punishment.
  • Other negative effects of poorly managed homework include lack of necessary leisure time and an increased differential between high and low achievers. These problems are often the cause of avoidance techniques such as completing homework tasks in class, collaborating and copying or simply not doing the required tasks. In turn, conflict may arise between learners, teachers, parents and the institution.

Effective homework In order for homework to be effective, certain principles should be observed.

  • Students should see the usefulness of homework. Teachers should explain the purpose both of homework in general and of individual tasks.
  • Tasks should be relevant, interesting and varied.
  • Good classroom practice also applies to homework. Tasks should be manageable but achievable.
  • Different tasks may be assigned to different ability groups. Individual learning styles should be taken into account.
  • Homework should be manageable in terms of time as well as level of difficulty. Teachers should remember that students are often given homework in other subjects and that there is a need for coordination to avoid overload. A homework diary, kept by the learner but checked by teachers and parents is a useful tool in this respect.
  • Homework is rarely co-ordinated within the curriculum as a whole, but should at least be incorporated into an overall scheme of work and be considered in lesson planning.
  • Homework tends to focus on a written product. There is no reason why this should be the case, other than that there is visible evidence that the task has been done.
  • Learner involvement and motivation may be increased by encouraging students to contribute ideas for homework and possibly design their own tasks. The teacher also needs to know how much time the students have, what facilities they have at home, and what their preferences are. A simple questionnaire will provide this data.
  • While homework should consolidate classwork, it should not replicate it. Home is the outside world and tasks which are nearer to real-life use of language are appropriate.
  • If homework is set, it must be assessed in some way, and feedback given. While marking by the teacher is sometimes necessary, peer and self-assessment can encourage learner independence as well as reducing the teacher’s workload. Motivating students to do homework is an ongoing process, and encouragement may be given by commenting and asking questions either verbally or in written form in order to demonstrate interest on the teacher’s part, particularly in the case of self-study and project work.

Types of homework There are a number of categories of useful and practicable homework tasks.

  • Workbook-based tasks Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. Most workbooks claim to be suitable for both class and self-study use, but are better used at home in order to achieve a separation of what is done in class and at home. Mechanical practice is thus shifted out of class hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
  • Preparation tasks Rarely do teachers ask learners to read through the next unit of a coursebook, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles and realia which are relevant to the next topic, particularly where personalisation or relevance to the local context requires adaptation of course materials.
  • Extensive tasks Much can be gained from the use of graded readers, which now often have accompanying audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class. Extensive reading and listening may be accompanied by dictionary work and a thematic or personalised vocabulary notebook, whereby learners can collect language which they feel is useful.
  • Guided discovery tasks Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for themselves at home. This leads to the sharing of knowledge and even peer teaching in the classroom.
  • Real-world tasks These involve seeing, hearing and putting language to use in realistic contexts. Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. Technology facilitates chat and friendship networks, while even in monolingual environments, walking down a shopping street noticing shop and brand names will reveal a lot of language. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio.
  • Project work It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a coursebook, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership.

Conclusion Finally, a word about the Internet. The Web appears to offer a wealth of opportunity for self-study. Certainly reference resources make project work easier and more enjoyable, but cutting and pasting can also be seen as an easy option, requiring little originality or understanding. Conferring over homework tasks by email can be positive or negative, though chatting with an English-speaking friend is to be encouraged, as is searching for visual materials. Both teachers and learners are guilty of trawling the Net for practice exercises, some of which are untried, untested and dubious in terms of quality. Learners need guidance, and a starting point is to provide a short list of reliable sites such as the British Council's  LearnEnglish  and the BBC's Learning English  which provide a huge variety of exercises and activities as well as links to other reliable sources. Further reading Cooper, H. Synthesis of Research on Homework . Educational Leadership 47/3, 1989 North, S. and Pillay, H. Homework: re-examining the routin e. ELT Journal 56/2, April 2002 Painter, L. Homework . English Teaching Professional, Issue 10, 1999 Painter, L. Homework . OUP Resource Books for Teachers, 2003

First published in October 2007

Mr. Steve Darn I liked your…

Mr. Steve Darn I liked your method of the role of the homework . Well, I am one of those laggard people. Unfortunately, when it comes to homework, I definitely do it. Because, a student or pupil who understands new topics, of course, does his homework to know how much he understands the new topic. I also completely agree with all of Steve Darn's points above. However, sometimes teachers give a lot of riff-raff homework, just like homework is a human obligation. This is a plus. But in my opinion, first of all, it is necessary to divide the time properly, and then to do many tasks at home. Only then will you become an "excellent student" in the eyes of the teacher. Although we live in the age of technology, there are still some people who do not know how to send homework via email. Some foreign teachers ask to send tasks by email. Constant email updates require time and, in rare cases, a fee. My above points have been the cause of constant discussions.

  • Log in or register to post comments

exam and certificate

Setting homework, busy work or homework, setting homework.

I could not agree more!

Homeworks are an excellent way to revise and learn.

However, students are not likely to accept homeworks. That is why, as you claimed, the homeworks need to be useful, to have purpose.

I like your idea of ,, Real-world tasks,, since they definitely involve their background knowledge and such a type of homework is interesting and contemporary!

I totally agree. I am one of those teachers who give a lot of homework, and sometimes pupils don't like it. But homework help a lot. I mostly prefer project works, especially to upper levels.

I want to learn more about upper English specially law and business English all terms and words that we can use when we are making business.

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A daughter sits at a desk doing homework while her mom stands beside her helping

Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

Posted in Voices+Opinion

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Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

Mother helping son with homework at home

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

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Do your homework

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Help your students succeed in exams with these targeted and teacher-tested homework strategies

shutterstock_1916933567 [Converted]-01

Source: © Natalia Smu/Shutterstock

Targeted homework tasks can be a student’s (and their teacher’s) best friend when it comes to exam performance

Homework plays a vital role in consolidating in-class learning. Effective science homework provides the extension to learning that students need to succeed, and gives us vital data to inform our planning. An EEF study on the impact of homework in secondary schools  says that regular homework can have the same positive effect as five additional months in the classroom, as well as ‘enabling pupils to undertake independent learning to practise and consolidate skills and revise for exams’. That said, getting students to complete homework is no mean feat.

There are multiple strategies we can implement to ensure homework has meaning and students appreciate the benefits of homework in their learning. This is especially useful when they’re preparing for exams.

Strategies to engage your students

A few strategies have worked well for me with exam classes.

I deliver the homework in chunks (eg half termly), clearly explaining the rationale. As an example, my year 11 chemistry students performed poorly on electrolysis and titration calculation in their mock exams so, after reteaching, I wanted to ensure they rehearsed the concepts. As part of the homework they had to repeat tasks on these concepts. We then reviewed and adjusted the plan as a class to focus on their weaker areas.

I give praise often. Students love rewards in whatever form. I always discuss what rewards the class prefers. You can use stickers, certificates, etc.

It’s important to be flexible. An exam year can be a stressful time for students and so flexibility is key. I ask my students about the minimum they could manage. They feel valued and part of the decision-making process, making them more likely to complete it.

Identify students/parents/carers who need support. With some of my students, I had the most success in this area by meeting with or emailing their parents/carers and providing strategies for completion, such as doing the homework every Saturday at a specific time. An email every so often to check how they are doing goes a long way.

Using online platforms

When I was a faculty lead, homework was a key focus for our department and so we did some research into online retrieval platforms which were easy to manage, self-marking and provided both students and teachers with information on learning gaps. We found several platforms to fit our criteria, such as quizzing platforms,  Kay Science  – great for missed learning catch up, revision and intervention for small groups – and  Carousel – that helps students embed long-term knowledge. We then took a few key steps to increase buy-in.

Often students struggled with passwords, regardless of ease, so we booked laptops for all classes and the teacher modelled logging in, and checked every student could log in and complete a task. At times students would say they didn’t know the answers, but often this was because they’d not watched the videos. So we reminded them to do that first. There was also a short video of how to log in on the school’s homework platform for extra support.

We mapped homework to the curriculum. Students had to be familiar with the content, so homework tasks supplemented in-class learning.

We did everything we could to minimise barriers. All students who had a record of incomplete homework were encouraged to attend homework club and we allowed extensions in case they just forgot. The barriers to completing homework varied between households and sometimes a conversation to identify them and offer support was all that was needed.

The senior leadership team knew what platform we were using, so they could discuss it with all students, parents and governors. We also presented the chosen retrieval platform to parents and carers to increase buy-in.

Over time we noticed a spike in submissions as students got more familiar with the platform. Teachers praised students who showed the most progress, which meant previously disengaged students felt successful and motivated to complete more tasks.

Thandi Banda

Thandi Banda

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

teaching and homework

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

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Is Homework Necessary? Education Inequity and Its Impact on Students

teaching and homework

The Problem with Homework: It Highlights Inequalities

How much homework is too much homework, when does homework actually help, negative effects of homework for students, how teachers can help.

Schools are getting rid of homework from Essex, Mass., to Los Angeles, Calif. Although the no-homework trend may sound alarming, especially to parents dreaming of their child’s acceptance to Harvard, Stanford or Yale, there is mounting evidence that eliminating homework in grade school may actually have great benefits , especially with regard to educational equity.

In fact, while the push to eliminate homework may come as a surprise to many adults, the debate is not new . Parents and educators have been talking about this subject for the last century, so that the educational pendulum continues to swing back and forth between the need for homework and the need to eliminate homework.

One of the most pressing talking points around homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:

“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”

[RELATED] How to Advance Your Career: A Guide for Educators >> 

While students growing up in more affluent areas are likely playing sports, participating in other recreational activities after school, or receiving additional tutoring, children in disadvantaged areas are more likely headed to work after school, taking care of siblings while their parents work or dealing with an unstable home life. Adding homework into the mix is one more thing to deal with — and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school day.

While all students may groan at the mention of homework, it may be more than just a nuisance for poor and disadvantaged children, instead becoming another burden to carry and contend with.

Beyond the logistical issues, homework can negatively impact physical health and stress — and once again this may be a more significant problem among economically disadvantaged youth who typically already have a higher stress level than peers from more financially stable families .

Yet, today, it is not just the disadvantaged who suffer from the stressors that homework inflicts. A 2014 CNN article, “Is Homework Making Your Child Sick?” , covered the issue of extreme pressure placed on children of the affluent. The article looked at the results of a study surveying more than 4,300 students from 10 high-performing public and private high schools in upper-middle-class California communities.

“Their findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story. “That children growing up in poverty are at-risk for a number of ailments is both intuitive and well-supported by research. More difficult to believe is the growing consensus that children on the other end of the spectrum, children raised in affluence, may also be at risk.”

When it comes to health and stress it is clear that excessive homework, for children at both ends of the spectrum, can be damaging. Which begs the question, how much homework is too much?

The National Education Association and the National Parent Teacher Association recommend that students spend 10 minutes per grade level per night on homework . That means that first graders should spend 10 minutes on homework, second graders 20 minutes and so on. But a study published by The American Journal of Family Therapy found that students are getting much more than that.

While 10 minutes per day doesn’t sound like much, that quickly adds up to an hour per night by sixth grade. The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD). It is also to be noted that this figure does not take into consideration the needs of underprivileged student populations.

In a study conducted by the OECD it was found that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance .” That means that by asking our children to put in an hour or more per day of dedicated homework time, we are not only not helping them, but — according to the aforementioned studies — we are hurting them, both physically and emotionally.

What’s more is that homework is, as the name implies, to be completed at home, after a full day of learning that is typically six to seven hours long with breaks and lunch included. However, a study by the APA on how people develop expertise found that elite musicians, scientists and athletes do their most productive work for about only four hours per day. Similarly, companies like Tower Paddle Boards are experimenting with a five-hour workday, under the assumption that people are not able to be truly productive for much longer than that. CEO Stephan Aarstol told CNBC that he believes most Americans only get about two to three hours of work done in an eight-hour day.

In the scope of world history, homework is a fairly new construct in the U.S. Students of all ages have been receiving work to complete at home for centuries, but it was educational reformer Horace Mann who first brought the concept to America from Prussia. 

Since then, homework’s popularity has ebbed and flowed in the court of public opinion. In the 1930s, it was considered child labor (as, ironically, it compromised children’s ability to do chores at home). Then, in the 1950s, implementing mandatory homework was hailed as a way to ensure America’s youth were always one step ahead of Soviet children during the Cold War. Homework was formally mandated as a tool for boosting educational quality in 1986 by the U.S. Department of Education, and has remained in common practice ever since.  

School work assigned and completed outside of school hours is not without its benefits. Numerous studies have shown that regular homework has a hand in improving student performance and connecting students to their learning. When reviewing these studies, take them with a grain of salt; there are strong arguments for both sides, and only you will know which solution is best for your students or school. 

Homework improves student achievement.

  • Source: The High School Journal, “ When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math ,” 2012. 
  • Source: IZA.org, “ Does High School Homework Increase Academic Achievement? ,” 2014. **Note: Study sample comprised only high school boys. 

Homework helps reinforce classroom learning.

  • Source: “ Debunk This: People Remember 10 Percent of What They Read ,” 2015.

Homework helps students develop good study habits and life skills.

  • Sources: The Repository @ St. Cloud State, “ Types of Homework and Their Effect on Student Achievement ,” 2017; Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.
  • Source: Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.

Homework allows parents to be involved with their children’s learning.

  • Parents can see what their children are learning and working on in school every day. 
  • Parents can participate in their children’s learning by guiding them through homework assignments and reinforcing positive study and research habits.
  • Homework observation and participation can help parents understand their children’s academic strengths and weaknesses, and even identify possible learning difficulties.
  • Source: Phys.org, “ Sociologist Upends Notions about Parental Help with Homework ,” 2018.

While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. 

Students with too much homework have elevated stress levels. 

  • Source: USA Today, “ Is It Time to Get Rid of Homework? Mental Health Experts Weigh In ,” 2021.
  • Source: Stanford University, “ Stanford Research Shows Pitfalls of Homework ,” 2014.

Students with too much homework may be tempted to cheat. 

  • Source: The Chronicle of Higher Education, “ High-Tech Cheating Abounds, and Professors Bear Some Blame ,” 2010.
  • Source: The American Journal of Family Therapy, “ Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background ,” 2015.

Homework highlights digital inequity. 

  • Sources: NEAToday.org, “ The Homework Gap: The ‘Cruelest Part of the Digital Divide’ ,” 2016; CNET.com, “ The Digital Divide Has Left Millions of School Kids Behind ,” 2021.
  • Source: Investopedia, “ Digital Divide ,” 2022; International Journal of Education and Social Science, “ Getting the Homework Done: Social Class and Parents’ Relationship to Homework ,” 2015.
  • Source: World Economic Forum, “ COVID-19 exposed the digital divide. Here’s how we can close it ,” 2021.

Homework does not help younger students.

  • Source: Review of Educational Research, “ Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003 ,” 2006.

To help students find the right balance and succeed, teachers and educators must start the homework conversation, both internally at their school and with parents. But in order to successfully advocate on behalf of students, teachers must be well educated on the subject, fully understanding the research and the outcomes that can be achieved by eliminating or reducing the homework burden. There is a plethora of research and writing on the subject for those interested in self-study.

For teachers looking for a more in-depth approach or for educators with a keen interest in educational equity, formal education may be the best route. If this latter option sounds appealing, there are now many reputable schools offering online master of education degree programs to help educators balance the demands of work and family life while furthering their education in the quest to help others.

YOU’RE INVITED! Watch Free Webinar on USD’s Online MEd Program >>

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Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities

  • Open access
  • Published: 19 May 2023

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  • Slaviša Radović   ORCID: orcid.org/0000-0001-8840-6053 1  

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Current research on the use of digital technology in education has overgrown. It is becoming clear that technology will not unfold its pedagogical potential outlined in the literature on its own. To harness its full benefits, it is paramount to thoroughly understand the educational context and underlying pedagogical principles. This research reports how an educational technology can support students’ knowledge development from homework mathematics learning practices for 11 to 14 year-old students. The article describes the shift learning goals from producing the correct answer to understanding how to address current and future mathematical challenges as an important interaction between educational technology, teaching practices and student learning activities. The study revealed specific features of technology integration with mathematics teaching and learning practices. The findings highlighted the effectiveness of digital support for homework activities, indicating that there were benefits only when students and teachers used the full range of features and engaged in the process. Finally, the report provides practical tips and ground rules that can contribute to the successful implementation of educational technology for homework activities.

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Avoid common mistakes on your manuscript.

Introduction

From very earliest studies it has been shown that technology-enhanced mathematics education can significantly contribute to various aspects of students’ learning process and their learning outcomes. Current research regarding the use of digital technology has overgrown (e.g., Ball et al., 2018 ; Drijvers, 2019 ; Hillmayr et al., 2020 ). It ranges from: providing quick and reliable feedback (Drijvers, 2019 ); supporting students self-regulation and analysis of their mistakes (Radović et al., 2019 ); creating simulations for exploring mathematical problems (Hillmayr et al., 2020 ); seeing relations between algebraic and geometric representations of objects (Godwin & Sutherland, 2004 ); learning with applets and dynamic images (Ball et al., 2018 ); and enabling students to practice various skills and techniques at the speed and pace that suits them (Metwally et al., 2021 ).

The results of empirical studies have recognized numerous pearls (e.g., Drijvers, 2019 ), perils (e.g., Hillmayr et al., 2020 ), challenges (Bray & Tangney, 2017 ), as well as the opportunities that technology-enhanced learning brings for both students and teachers (e.g., Hillmayr et al., 2020 ). Metwally et al. ( 2021 ) argued in their research that technology has the potential to enhance cognitive potentials of students, support their development of problem-solving and higher thinking skills, and expand students’ knowledge. Moreover, technology in learning is often correlated with increase of students’ motivation during learn (Radović et al., 2019 ). Radović and Passey ( 2016 ) argued that the responsibilities of learning are shifted to students so that they develop their skills of self-management and self-assessment. However, there are many factors with an impact on the outcome of technology integration into mathematics learning (Bray & Tangney, 2017 ). Studies often emphasize technology design, curriculum specificities, teacher practices, and underlaying instructional design (Godwin & Sutherland, 2004 ; Lim & Oakley, 2013 ). To harness its full potential, it is of utmost importance to thoroughly understand the educational context and underlying pedagogical principles (Drijvers, 2019 ; Hillmayr et al., 2020 ). To focus the discussion of previous research on the educational problem that is central to the research outlined in this manuscript, we will concentrate on a specific aspect of technology enhanced learning practice: homework in mathematics.

Researchers have studied various technological approaches developed for homework, including online homework platforms that automatically assign homework, management systems that improve the efficacy of homework organization and control, and anti-plagiarism systems that reduce copying activity and increase engagement during homework (Zhai et al. ( 2023 ). Other researchers have introduced different tools that enhance the process, such as MathAid (Viberg et al., 2023 ) or ASSISTments (Murphy et al., 2020 ). The outcome of these initiatives reviled affirmative characteristics that include providing feedback on answers and analysing mistakes (Ceviker et al., 2022 ), adaptive questions with appropriate levels of knowledge and difficulty (Zhai et al., 2023 ), and personalized study plans based on the collected data targeting each student's individual strengths and weaknesses (Serhan & Almeqdadi, 2020 ).

Moreover, technology for homework has made it possible for students to practice and improve their understanding at their own pace and comfort (Ceviker et al., 2022 ; Diara, 2023 ; Magalhães et al., 2020 ), with automatic feedback immediately available (Diara, 2023 ; Zhai et al., 2023 ). This also enables teachers to shift their focus from grading to adapting their instruction to meet students’ needs (Murphy et al., 2020 ). For instance, teachers can analyse common errors and misconceptions among students and modify their following teaching classes accordingly (Ceviker et al., 2022 ; Diara, 2023 ; Murphy et al., 2020 ).

Nonetheless, integrating technology into mathematics homework comes with several challenges. Viberg et al. ( 2023 ) stressed out the need to shift the teacher's role from being an instructor to that of a facilitator, which requires a planned and structured approach to instructions. In recent research, Murphy et al. ( 2020 ) recognized that the quality of homework is perceived higher by students when the homework process supports their learning and is relevant to what happens in class, including teacher follow-up. Other scholars emphasize the importance of relevant and innovative teaching and learning methods, highlighting the challenge for teachers to design effective learning experiences that incorporate technologies for homework with appropriate pedagogical methods (Magalhães et al., 2020 ; Viberg et al., 2023 ).

It is becoming clear that technology will not unfold its pedagogical potential, outlined in the literature, on its own. Rather, effective and efficient integration of digital technology is about the instructional interplay between educational technology, teaching strategies, and student learning practices (Bray & Tangney, 2017 ; Metwally et al., 2021 ). In order to achieve a comprehensive understanding (Viberg et al., 2023 ), the next section of this paper will establish the theoretical and research foundation for homework activities, examining both the advantages and challenges faced by both students and teachers. “ Research questions for this study ” section will then focus on defining the research questions, exploring how technology can be best utilized to enhance the benefits of homework activities. The subsequent section, “ Research Methods ” section, will introduce the research methodology, including the study's context, as well as the experimental and control learning environments. The following sections will present data analysis and research findings, concluding with a discussions, limitations, and conclusions.

The term “homework” refers to tasks assigned to students that are meant to be completed outside of regular school hours (Cooper et al., 2006 ; Magalhães et al., 2020 ). In Serbia’s education system, homework serves an important pedagogical purpose with several prominent characteristics: it is assigned after each lesson, typically takes students between half an hour to an hour to complete, aims to help students review and reinforce the material learned in class, while also allowing teachers to identify areas where students may be struggling or misunderstanding the concepts being taught. Teachers and educators have long viewed homework as an important way for students to practice and reinforce material taught in class (Ceviker et al., 2022 ). However, the value of homework continues to be debated both in the scientific community and in broader society, particularly in the United States (Gill & Scholssman, 2004 ; Murphy et al. ( 2020 )). Interestingly, historical reports from the late 19th and early twentieth centuries reveal that homework was not always viewed as a critical component of the learning process. Critics referred to it as “mechanical schooling,” with some even suggesting that it could be detrimental to student learning (Heffernan, 2019 , p. 80). Gill and Schlossman ( 2004 ) note that the most negative attitudes toward homework were present in 1901, when California law abolished homework for children under 15 and limited it in public high schools. However, during the space race of the 1960s, homework became more widespread and was mandated at all levels of education, with policies dictating the number of hours students were required to work (Cooper et al., 2006 ).

In current mathematics education and research, data on homework point to both positive and undesirable influences on students’ learning and learning outcomes (Heffernan, 2019 ; Metwally et al., 2021 ; Scheerens et al., 2013 ). Existing literature indicates that traditional, paper-based homework assignments may be viewed by students as a mundane aspect of their education, often leading to negative attitudes towards them (Ceviker et al., 2022 ; Cooper et al., 2006 ; Magalhães et al., 2020 ). This can lead to procrastination, frustration, and burden to complete assignments, which can lead to copycat reactions from students (Magalhães et al., 2020 ). Studies also imply that student interest in homework can often diminish, especially when its characteristics are not balanced (e.g., amount, difficulty, pedagogical value, instructional rationale) (Cooper et al., 2006 ; Corno & Xu, 2004 ).

Despite these perils, homework is still valued by students (Murphy et al., 2020 ). Several literature reviews (Cooper et al., 2006 ; Fan et al., 2017 ; Magalhães et al., 2020 ) recognized several categories of benefits: (1) direct impact on learning and achievement, (2) connecting math learning at home and at school, and (3) increasing teachers’ knowledge of students' thinking and understanding.

Learning outcomes

Numerous research studies comparing students who regularly do homework and those who do not have shown that completing homework has a direct positive impact on learning outcomes (Cooper et al., 2006 ; Fan et al., 2017 ). Homework is highly valued for its potential to develop time management skills, study habits, self-regulation, and lead to better academic performance and higher grades (Corno & Xu, 2004 ; Fan et al., 2017 ). According to Huyen Tham et al. ( 2020 ), students have reported that homework can facilitate the development of a self-study routine, reduce stress levels, and enhance their sense of learning autonomy. A review study by Cooper et al. ( 2006 ) found a positive correlation of approximately 0.60 SD between homework completion and academic achievement. Although a more recent meta-analysis by Baş et al. ( 2017 ) found a smaller average effect of around 0.20, it was still significant. However, the amount of time spent on homework is still a topic of scientific debate. Metwally et al. ( 2021 ) conducted a review that showed a positive relationship between homework time and student achievement, including retention of knowledge, exam and final grades, homework assignments completed, and overall performance. However, as noted by Scheerens et al. ( 2013 ), who reviewed 128 research articles, the results are inconclusive, with 32% of studies showing negative effects, 33% showing no significant effects, and 35% showing positive effects.

Connecting mathematics learning at home and in schools

Homework not only has academic value, but also fosters student responsibility and blurs the line between formal and informal learning contexts, facilitating knowledge acquisition both inside and outside the classroom (Radović & Passey, 2016 ; Radović et al., 2019 ). This is demonstrated in the findings of Murphy et al., ( 2020 ), Diara ( 2023 ), and Ceviker et al. ( 2022 ) research, which identified benefits such as a shift toward self-regulated learning; increased flexibility and autonomy for students; and better connection between home and school activities. Homework breaks down the traditional boundary between home and school learning, allowing classroom materials and educational obligations to be applied to informal learning situations (Fig.  1 ).

figure 1

An overview of learning settings and learning activities (Radović & Passey, 2016 )

Enhancing teachers’ knowledge of students’ thinking from analyzing their homework

As Cooper and colleagues ( 2006 ) argued, one way to gain insight into students’ knowledge and skills can be done through evaluation of homework. Moreover, it can help teachers not only deepen their understanding of students’ way of thinking and level of understanding of mathematical concepts, but also in planning instructions (Ceviker et al., 2022 ). Such an approach allows teachers to respond in a timely manner to clarify perceived ambiguities, adapt homework assignments and follow-up classroom discussions to students’ needs and to demonstrated misconceptions (poorly formed, fragile or missing concepts) (Murphy et al. ( 2020 )). In addition, analysing students’ homework allows teachers to be aware of individual needs of each student (Cooper et al., 2006 ; Radović et al., 2019 ; Zhai et al., 2023 ). Murphy et al. ( 2020 ) found that the type of intervention or tools used can impact teachers’ ability to target specific problems during their classroom review of homework.

Homework copying between students

Despite the potential benefits of completing homework, students in the traditional learning settings and paper-based homework often resort to copying it (Diara, 2023 ; Zhai et al., 2023 ). Academic dishonesty undermines the student’s integrity and places a burden on teachers who must invest time and effort into preventing it or handling the aftermath when their efforts fail (Emerson & Smith, 2022 ). According to Sweet’s ( 2017 ) report, 80% of surveyed students admitted to copying homework at least once a month. Similarly, Felder's ( 2011 ) study found that 49% of surveyed students engaged in unauthorized collaboration on homework. Students often justify their misconduct as a means to manage their workload given their time and resource constraints (Magalhães et al., 2020 ). Other reasons cited by Palazzo et al. ( 2010 ) include difficult homework problems that require too much time and a lack of interest in the learning that comes with homework. Felder ( 2011 ) suggests that this behavior is more prevalent in academic environments that prioritize students’ academic performance over the quality and quantity of their knowledge acquisition.

When students copy homework, teachers lack accurate information about their work, which can lead to incorrect assumptions about their mathematical abilities and the causes of their errors (Palazzo et al., 2010 ; Radović et al., 2019 ). This creates an ongoing challenge for teachers and researchers to develop more effective approaches to encourage and incentivize students to complete homework regularly, as well as to assist teachers in analyzing homework to better understand students' thought processes and plan their instruction accordingly (Heffernan, 2019 ).

Research questions for this study

Numerous studies examined the empirical relationship between homework and academic achievement, motivation, and self-regulation (Heffernan, 2019 ; Magalhães et al., 2020 ). Studies have also analyzed practices such as copying homework and possible remedies (Felder, 2011 ; Palazzo et al., 2010 ; Radović et al., 2019 ). Another strand of literature considered educational technology as an enabling tool for students’ homework engagement and academic gains (e.g., Cooper et al., 2006 ; Hillmayr et al., 2020 ; Murphy et al., 2020 ; Radović & Passey, 2016 ).

In researching the instructional interplay between educational technology, teaching strategies, and student learning practices, this study operates under two main postulates while acknowledging the potential benefits and drawbacks of homework. The first postulate is that the use of technology in education can brings many benefits, but vary in terms of implementation, student activities, and the teacher’s role. The second postulate is that homework is not necessarily effective, and its success depends on its characteristics and pedagogical implementation. This study was conducted to address a gap in research and evaluate students' learning gains in different learning environments where technology was implemented, and students’ and teachers’ activities were affected by the method of homework technology implementation. The study sought to answer one main research question:

RQ: To what extent do student learning outcomes differ in different learning environments where technology was implemented and students’ and teachers’ activities were affected by the method of homework technology implementation?

Research methods

To evaluate different instructional interplays between technology and homework activities this study employs mix method research design (quantitative and qualitative) with pre and post testing. Three variants of learning environments were designed: (1) Traditional Homework (control group, CON); (2) Technology supported homework with final solutions (experimental group 1, EXP1); and (3) Technology supported homework with explanations (experimental group 2, EXP2). The detailed differences will be explained in the “ Treatment and the context of the study ” Section. Treatment and the context of the study.

The study was conducted during the period of 8 weeks. Multiple data sources were used: PreTest assessment (initial knowledge test), every second weeks’ knowledge test (progress test), and at the end of the study PostTest assessment (assess students' overall knowledge acquired during the intervention time). Additionally, student individual responses to homework tasks were collected, and used in qualitative part of the analysis.

Participants

This study took place in four different elementary schools in Serbia. Participants were 325 students from 12 different classroom cohorts who gave written consent to participle in the study. There were 165 fifth, 103 sixth, 35 seventh and 22 eighth grade students (from 11- to 14-year-old). Classes were randomly assigned to one of three conditions within each school: CON group ( n  = 120), EXP1 group ( n  = 97), and EXP2 group ( n  = 101).

Treatment and the context of the study

The experimental conditions were three variations of the mathematics learning environment. The different interactions between educational technology, teaching practices and students’ learning activities are shown in Table 1 .

In the control condition, students did homework as usual, without using educational technology. At the end of each lesson, the teacher provided students with a list of homework assignments that were the same for all students. In the subsequent lesson, during the introduction (usually lasting a few minutes), the teacher briefly reviewed the students' paper-based solutions, addressed any issues with the tasks, resolved any doubts raised by students, and proceeded with the scheduled lesson material.

Students in the experimental groups (EXP1 and EXP2) completed their homework on the eZbirka web platform, which differed from the control group in several ways. Firstly, the tasks were slightly randomized for each student, making it difficult for them to copy from others. Secondly, the platform provided automatic feedback on students’ submissions, allowing them to self-assess and compare their answers with rubrics. This feature allowed students to practice as many times as they wanted. In contrast, the control group completed homework as usual, with no automatic feedback and no opportunity for redoing their work. Teachers in the experimental groups also had the advantage of checking students’ results before the next lesson, which enabled them to address any issues or concerns before class began. This personalized approach allowed teachers to adjust their teaching plans in advance according to the needs of their students.

The experimental conditions differed in the type of solution submitted by students. In EXP1, students provided short answers, enabling teachers to check if the homework was completed and whether the answers were correct. However, teachers were unable to determine the nature of any errors made by the students (such as calculation errors or misconceptions). In contrast, students in EXP2 not only provided the final answer but also detailed the steps they took to arrive at the solution and the reasoning behind their chosen problem-solving strategy. If they were unable to solve the problem, they also explained the reason for their difficulty. This provided valuable insight to the teachers, who could use it to address any misunderstandings in the next lesson.

Each homework assignment comprised of six tasks intended to aid students in comprehending the material taught after each lesson. The tasks were adjusted to align with the curriculum and encompassed various levels of complexity and mathematics competencies. Using the eZbirka web platform (depicted in Fig.  1 ), students typed in their solutions for each task in the designated answer field. The answers were then saved in the database and promptly available for teachers to review and analyze. Upon submission, students were given feedback and had the option to self-assess their solutions. If the feedback helped them enhance their learning and comprehension, they could attempt another homework assignment with different tasks Fig.  2 .

figure 2

An example of homework for the teaching unit “Addition and subtraction of fractions with the same denominator” for students in the eighth grade

Analysis of knowledge tests result

Since the data were normally distributed, a parametric test was performed. Analyses of variance (ANOVA) were used to determine whether there was a statistically significant difference between the study groups in terms of knowledge developed. The significant results, adjusted with the correction for multiple testing, were further examined by post hoc tests and pairwise comparisons between groups.

The comparison of the mean values and effect of the different learning environments on students’ learning performance and test results are shown in Table 2 . Although the participants in the Exp 2 group tended to score higher on the PreTest, the ANOVA test showed no statistically significant difference between the groups in terms of students' performance on the PreTest.

Regarding students’ results on the assessment of knowledge during study (knowledge test 1–4), we can observe some significant differences between the groups. As for knowledge test 1, the analysis of the results shows that the students of the three groups achieved relatively similar results (Table 2 and Fig.  3 ). After the first 2 weeks, the results of the experimental groups begin to improve (with several significant statistical differences depending on the research condition). As for the Knowledge Test 2, the ANOVA showed that there was a statistically significant difference in the mean test score between groups ( F (2, 296) = 3.97, p  = 0.02). The post hoc multiple comparisons test showed that the mean value of the test score differed significantly only between the control group and EXP2 ( Mean Diff  = 0.525, p  = 0.02). As for knowledge test 3, analysis of the results showed no statistical difference. For knowledge test 4, however, the ANOVA showed that there was again a statistically significant difference in the mean test score between the groups ( F (2, 111) = 3.8, p  = 0.02). The post hoc multiple comparison test showed that the mean value of the test score was again significantly different only between the control group and EXP2 ( Mean Diff  = 0.878, p  = 0.02).

figure 3

Comparison of mean scores of Knowledge tests performance by group

Finally, the posttest scores of the three groups of students were compared (Table 2 ). The results of the ANOVA showed a statistically significant difference in the mean test score between the groups with respect to students’ final test knowledge ( F (2, 313) = 4.47, p  = 0.01). The post hoc multiple comparisons test showed that the mean value of the test score was again significantly different only between the control group and EXP2 ( Mean Diff  = 0.574, p  = 0.01). Students in the Technology-assisted homework with explanations (EXP2) group developed significantly more knowledge.

Pearson's rank correlation was performed to determine the relationship between the knowledge test results of students in EXP2. The analysis suggested that students' results were completely correlated (Table 3 ). Increase in knowledge on the knowledge test was correlated with higher results on the final test.

Analysis of student homework task solving description

The purpose of this qualitative part of the study is to analyze and illustrate students’ errors and misconceptions while working on homework tasks (Prakitipong & Nakamura, 2006 ; Trance, 2013 ). To this end, Newman’s Error analysis shame was used to code errors based on four types: (1) Comprehension (errors in understanding the task), (2) Transformation (error in problem transformation), (3) Mathematical processing (errors in process skills), and (4) Encoding errors (errors in writing answers) (Newman, 1977 , 1983 ; Trance, 2013 ). From homework solutions of students in the EXP2 group, we selected characteristic tasks and answers to illustrate the extent to which teachers were able to analyze and classify student errors as a reference for choosing appropriate teaching strategies for the next lesson to reduce and even eliminate student errors and misconceptions. This process could not be replicated with homework solutions from the EXP1 participant group because the students’ thinking process and problem-solving steps were often missing.

Homework task: comprehension errors

With comprehension errors, students have problems with misunderstanding the requirements of the task. They do not understand the meaning of symbols or questions, or they misunderstand mathematical terms. It also includes the inability of students to determine what is known and what is required of the problem (Newman, 1977 , 1983 ). One of the most common ways of making these types of errors was selecting information incorrectly, or not being able to distinguish between relevant and irrelevant information (e.g., using all the information provided in a task or neglecting relevant information), or not being able to recall information that was not provided directly in the task.

The student solved all the previous tasks in the same lesson, where he had to calculate and handle systems of equations. In this case, the student was confused because one of variables was missing. Here an error occurred because student was not able to gather required information that was not directly provided in the task.

This lesson incorporates solving real-world examples of equations that contain fractions. The student demonstrates pure mathematical knowledge of solving equations, but also a degree of misunderstanding of the relationship between the unit of measurement and the measured value.

Homework task: transformation errors

The transformation error is an error when the student incorrectly transforms the problem into a mathematical model such as equation, picture, graph, or table. This type of error is also noted when students try to answer the task without using all the mathematical procedures. It also occurs when students use an incorrect operation or mathematical concept without analyzing whether it is possible.

Student made the proportion correctly, was able to solve it, but did not understand how to answer the authentic and real-world question—learner did not understand the mathematical concept of percentage. The result reported as a solution suggests that the student answered even without analyzing whether the solution was possible.

Homework task: mathematical processing errors

Errors of this type correspond to students’ failure to perform mathematical rules or procedures, or lack of practice in solving mathematical prblem. Process skill error is when student using the correct procedure but making mistakes in calculation or computing. These include errors in solving algebraic expressions, or functions, errors in arithmetic and mathematical interpretation.

The teacher may notice the student’s handling of fractions (three-fifths of 400 does not equal 220), but the lack of understanding of the mathematical requirements (in the second part of the answer “5/8 equals 250” is calculated from the original value noted in the task requirement—400, and not from what is left form calculation).

The learner, in this case, self-defining a problem in knowledge. This error corresponds to students' failure to perform the mathematical process of grouping sums.

Homework task: mathematical encoding errors

Encoding error is the student’s error in writing the answer correctly, unable to show the truth of the answer or validate the mathematical solution in terms of the real-world problem, or not writing the conclusion of the answer. This error is often reflected in student’s impossible or unrealistic answer.

Although the student showed that he understood the requirements of the assignment, his solution suggests that he was unable to correctly apply the mathematical laws to solve the real problem. The solution given by the student cannot be implemented. The characteristic of the diameter is that it passes through the center of the circle, but without knowing where the center is—it is impossible to determine the diameter.

This is an example of the student’s failure to interpret a mathematical answer as a solution that fits into the real-world context of a task. His answer of 5 kg is, within the context of this task, an answer that makes no sense.

The literature by Cooper et al. ( 2006 ), Heffernan ( 2019 ), Bray and Tangney ( 2017 ), Radović et al. ( 2019 ), and others suggest that students and teachers should utilize technology to enhance the homework process. However, to facilitate wider adoption of technology, it is essential to provide teachers with adequate support to develop appropriate teaching strategies and promote effective interactions (Viberg et al., 2023 ). The goal of the present study was to provide empirical evidence on how to optimize learning outcomes for students in both home and school settings (Bray & Tangney, 2017 ; Hillmayr et al., 2020 ) by researching the interaction between educational technology, teaching practices, and student learning activities. The study yielded both qualitative and quantitative findings, which provide several important points of discussion.

The present study found statistically significant differences in students’ grades between the Technology-assisted homework with explanations (EXP2) group and the Traditional homework group. This was demonstrated through two knowledge tests during the study, as well as the final knowledge test, at the end of the experimental period. To some extent, this result is consistent with prior research on assigning and collecting student homework. For instance, Murphy et al. ( 2020 ) noted that information about common wrong answers for each task helped teachers to address students’ cognitive issues and promote better comprehension. In the present study, students who provided explanations for their problem-solving activities (EXP2), enabled teachers to better identify those who struggled with various aspects of the homework and mathematical concepts. As Murphy et al. ( 2020 ) observed in an earlier study, providing more and better explanations may be especially helpful for lower-performing students. One could interpret students’ activities as providing them with more time for self-reflection and awareness of their understanding. By writing down the steps they took to arrive at a solution, as well as the reasoning behind their chosen problem-solving strategy, or explaining the reason for their difficulty, students were able to clarify better their understanding.

However, the present study brings another important result to be discussed. While technology can be advantageous for homework activities, its benefits may not always be statistically significant for students’ learning. Specifically, the present study found no statistically significant differences in learning outcomes between students who used the same technologies for homework but with writing only final solutions (EXP1) and those who completed traditional homework. This outcome suggests that effective practices must be developed through interaction between teachers and students, and as Viberg et al. ( 2023 ) have noted, the development of these practices should be led by teachers. Moreover, according to Zhai et al. ( 2023 ), the effectiveness of technology depends on the role of the teacher and students’ activities. Therefore, for technology integration in education it is essential to have a comprehensive understanding of the educational context, pedagogical principles, and lesson design. This aligns with previous research on the subject, which emphasizes the challenges of effectively integrating digital technology into the mathematics classroom (Bray & Tangney, 2017 ; Hillmayr et al., 2020 ). Later, we will discuss several specific practical features of technology integration in mathematics education during homework based on the study's findings.

The qualitative component of the study showcased how teachers could effectively analyze and comprehend students’ errors and misconceptions while reviewing their work. In the EXP2 group, teachers were able to adjust their instruction to cater to their students’ needs by scrutinizing patterns of misconceptions in homework, which was not feasible for students’ homework in the EXP1 group. Through a systematic process that involves identifying the errors and misunderstandings’ patterns, analysing their causes, adapting lessons to meet students' needs, and implementing corrective action, teachers made significant progress in comprehending and addressing students’ difficulties in learning mathematics (Murphy et al., 2020 ; Viberg et al., 2023 ). This study demonstrated that this pedagogical process of teacher was highly beneficial for student learning.

Limitations

Several limitations of this study must be considered. First, we only measured students’ direct learning outcomes—knowledge development. Studies are needed that use measures other significant variables than grades, and take into account motivation, satisfaction during learning, development of self-regulatory skills, etc. Second, in this study we did not evaluate the teachers’ perspective on the process, which may help to better understand the overall effect of technology integration in education. The third limitation pertains to the implementation of technologies in homework specifically for mathematics courses. Therefore, generalizing the findings of this research to evaluate its effectiveness in other STEAM subjects (such as science, technology, engineering, and the arts) or other learning activities cannot be confirmed. The fourth limitation is the relatively short period of experimentation, which was limited to 8 weeks. To obtain more accurate results, it would be worthwhile to conduct a longitudinal study that spans an entire semester or academic year. It is also essential to recognize the strong possibility of the existence of unobserved confounding variables, including unobserved mediators that may be correlated with targeted homework activities and student achievement, such as homework time, number of tasks completed, homework completion rates, and cognitive load during students’ learning.

In the future research, we will try to apply this research method and expand this work to include larger samples of students and teachers to allow for more comprehensive findings.

Conclusions

In conclusion, this study has contributed to the field in two significant ways. Firstly, we conducted a rigorous experiment that intersected three crucial elements of contemporary education: (a) technology, (b) mathematics homework practices, and (c) teacher-student interactions. The results demonstrate that this overlap provides a promising area for intervention in the ongoing pursuit of enhancing students’ mathematics achievement, as well as the teachers’ activities of identifying patterns of errors and misunderstandings, analysing their causes, adapting lessons to suit students’ needs, and implementing corrective measures. Secondly, we show that technology cannot independently establish effective connections between learning environments and situations. The critical factors are the pedagogical activities that the technology supports, how it is implemented in the learning process, and the teaching approach employed (Bray & Tangney, 2017 ; Drijvers, 2019 ; Radović et al., 2019 ). It is essential to have a comprehensive understanding of the educational context, pedagogical principles, and lesson design.

Taken together, the findings of this study suggest four practical recommendations that can contribute to the successful implementation of technology for homework activities (also presented in Table 1 and Fig.  4 ):

Provide opportunities for students to articulate their problem-solving methods and thought processes. Students should use language that reflects their comprehension of the subject matter and the complexity of the concept or problem they are describing.

Use students’ answers to gain valuable insights into their cognitive processes, identify any misconceptions, and assess their level of understanding. This information can then be used to tailor the teaching approach and provide targeted guidance that addresses student needs.

Provide students with timely feedback on their homework performance or rubric for self-assessment to enhance their learning experience. By receiving immediate feedback, students can identify areas of strengths and weaknesses and take steps to address any gaps in their understanding.

Allocate sufficient time in the next class to briefly summarize the main errors and misconceptions that students exhibited. Adjust teaching approach to address common areas of difficulty and create a classroom culture that values learning from mistakes and encourages students to ask questions and seek clarification.

figure 4

The schema of successful implementation of technology for homework activities (Radović et al., 2019 )

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Radović, S. Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. J. Comput. Educ. (2023). https://doi.org/10.1007/s40692-023-00277-9

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teaching and homework

Teaching with Homework

Introduction

The debate of whether or not schools assign too much homework has been around for about as long as schools have. Over the years, experts have changed their opinions about whether schools should lower or raise the number of assignments they give, leaving teachers often confused. Recently many schools have banned homework altogether, but many other schools stand firmly against this practice. Those against excess allotment assert that it could lead to unhealthy stress levels and sleep deprivation, especially for older students. However, older students are the ones that reap the most benefits from the practice. Homework does ultimately create extra work for teachers to grade and for parents to help, but are the student-learning benefits strong enough to outweigh all else?

Nearly every school in the world has assigned some form of homework to its students. As a result, plenty of articles, studies, and activities exist to provide educators with the best strategies.

Lesson Plan

  • Why Do Homework : McGill University provides this packet of ten lesson plans, teaching students the importance of completing homework. The first lesson introduces the benefits of completing assignments, and includes a contract and journal. Each lesson plan references a set of worksheets that teachers can use to keep track of their lessons, and to distribute to their students. With these lessons, kids can better understand the purposes of their work and further motivate themselves at home.
  • Improving Assignments : Education World provides this short lesson plan intended for grades 5-12. This plan allows teachers to take student input into account by opening up discussions on the effectiveness of homework assignments. Teachers can use this lesson halfway through or towards the end of the school year to gain adequate feedback from their students. Allowing students to feel partially in control of their assignments through lesson plans like this one can motivate them in the future.
  • Learning to Be Your Own Coach : This plan from the New York Times’ Learning Network offers a plan for teaching students self-sufficiency in completing assignments. The page includes a warm-up, activity, and blurb entailing strategies for going further. It also provides links to resources including worksheets and case studies that teachers can use in addition to the activity. 
  • The Cult of Homework : The Atlantic published this article addressing the debate of homework allotment. Many researchers suggest a strong correlation between homework and better performances on tests among older students. This finding fits with the commonly cited “10-minute rule,” which suggests that educators should assign about 10 minutes of homework per night, per grade level, giving a first grader 10 minutes per night, 20 minutes for a second grader, and so on. The article also examines the other side of the argument, citing countries such as Japan and Denmark, which it says perform better academically than the United States and assign less work.
  • How Homework Can Boost Learning : Forbes provides this incredibly insightful article about distributing homework in grade schools. The article tackles different perspectives about the issue, taking into account the different ways that teachers can assign and the effects on different groups of students. The author acknowledges low-income and less-educated families, citing research that finds a positive correlation between such assignments and student performance. With such families, homework allows parents opportunities to become more involved in their children’s schoolwork. Researchers find that homework as a whole improves performance among middle and high schools, but not elementary schools. However, similar studies have found that math practice proves more effective in helping elementary schoolers than any other age group. In turn, teachers should consider carefully how the types of tasks they are appointing are affecting each of their students.
  • Is Banning Homework a Good Idea? In this article, McRel International’s Howard Pitler responds to a recent policy at a Quebec elementary school, banning homework. The author goes on to discuss whether or not schools should be banning such assignments. He references four pieces of advice for teachers when assigning, and with these strategies, acknowledges the influence of parental pressure for teachers to give out more chores. Many parents view assignments as a way to show rigor. As a result, teachers can feel tempted to assign students “busy work.” Pitler provides yet another list of strategies for teachers to deal with this kind of pressure and make the best of the students’ homework time.

Informational Sites

  • Research Spotlight on Homework : National Education Association’s (NEA’s) page blueprints the best homework practices in education. This page assesses the different studies conducted, suggesting that educators “ take into account grade-specific and developmental factors when determining the amount and kind of homework.” The article weighs both sides of the debate, citing several studies throughout, and includes helpful references and related links surrounding the issue. This source does a good job of presenting the homework debate from a very neutral point of view. Educators can use this resource to gain a better understanding of the issue before picking a stance.
  • Effective Practices : Reading Rockets writers Kathy Ruhl and Charles Hughes comprised this article based on research on teaching practices with students with learning disabilities. In the article, Ruhl and Hughes outline the most and least effective practices when assigning homework. The article addresses homework’s four innate purposes: practice, preparation, studying, and elaboration. This article provides insight for teachers on how, what, and when to assign.
  • Designing Meaningful Assignments : The Association for Supervision and Curriculum Development details the difficulty of finding a balance when addressing different student needs when assigning homework. Teachers should avoid issuing dull, or busywork, but such a feat proves harder than expected. This article provides tips and insight for teachers in assigning more meaningful work that can most improve a student’s learning. These strategies encourage teachers to empower their students’ with creativity and freedom, further motivating the students to take charge of their own education.

Homework’s purpose is to reinforce classroom topics, but oftentimes shortened classes can interrupt such protocol. Many claim that introducing topics for homework can put pressure on parents and marginalize less educated families. But these tasks can also teach students lessons in responsibility and self-sufficiency. Overall, teachers should find a healthy balance of work and cater it towards their students’ ages. After all, many of them are still kids.

Additional Resources

  • Developing Good Habits : Mali Anderson from Parents.com offers six strategies for laying a foundation for children’s good study habits. Parents and educators need to find a balance of control by sitting students down to do their homework, but leaving them to complete it on their own. This resource is intended for parents and educators of younger students. Educators can share this resource with parents in order to improve students’ habits and performances on assignments. 
  • Should Students Have Homework? : Suzanne Tingley from Western Governors University criticizes homework practices in America. With the type of assignments that most teachers allot, she cites, assignments do not necessarily develop students’ mastery in a topic, but rather train them for tackling standardized tests. The article suggests that schools do not necessarily need to assign nightly, but feel pressured to because it is “what [schools] have always done. She encourages teachers to think carefully about their policies, praising the quality of lessons over the quantity.
  • The School That Banned Homework : The Washington Post covered this story, checking in on a Vermont elementary school that banned homework six months earlier. The school reported positive results and even found that kids are reading more on their own now than they did when teachers assigned them readings. Educators can look to this school’s approach when considering whether or not to lessen the influx of assignments on their students. With the trend of lowering homework levels gaining in popularity in recent years, it is important that educators learn about the schools whose policies succeeded.

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Differentiated Homework: What it is, Benefits and How to Apply

Author: Bethany Spencer

Posted: 17 Apr 2018

Estimated time to read: 5 mins

Differentiated instruction in education has been a practice which schools and educators have been embracing since the 1960s. The concept of differentiated instruction was born from the want and need to cater for large numbers of students in single classes so they could all individually learn effectively.

In practice, teachers offer students different avenues to learning so they can all progress and learn, within this teachers will have different expectations for students’ individual needs providing them with their own personalised instruction.

What is differentiated homework?

Differentiated homework is an extension of differentiated instruction that happens outside of the classroom. When working in mixed ability classes and following the method of differentiated instruction, the homework teachers set also needs to be differentiated in order to extend students’ learning outside of school.

This will further students’ progression and provide them with effective personalised learning. One-size fits all teaching doesn’t work, and the same applies for homework - in fact, it’s even less effective than having a blanket approach for lesson plans as (if you’re following conventional teaching methods)  there’s no teacher to provide guidance if students are assigned homework which they struggle to complete.

Execution 

Personalising homework for each student is inevitably going to be time consuming and because of this, it isn’t feasible. When looking at how to differentiate homework, grouping students based on similar abilities or learning styles will make planning differentiated homework easier and will follow the same process as when you are lesson planning. Additionally, taking input from your students will help to steer their learning in the right direction and make the task of setting homework less strenuous on you.

Take differentiated instruction into consideration

Homework is an extension of knowledge learnt during class time. In order for homework to work and help students progress in their studies, they need to be able to complete it and in order for this to happen, it has to be matched to their ability.

Therefore, when planning your differentiated instruction lessons, think of homework as a separate extension for each instruction. Different directions and tasks will need to be assigned for different ability groups in order for them to learn effectively.

Deep Dive into Differentiated Homework

Clear communication

When differentiating homework you need to be clear in how you communicate the tasks students are expected to complete. Having multiple tasks to choose from can get confusing for students. If they aren’t clear about which task they’re meant to be completing for homework, it could result in students completing homework that is either above or below their capability which will be counterproductive to their progression.

Creating groups in class can be an easy way to get around this, and labelling homework in conjunction with these group names  to assign differentiation. Alternatively, if there aren’t set abilities in your class, clearly labelling the different tasks and displaying a list of names which correspond to each task if a simple way around it. When naming groups and tasks, be wary of how public these names are; generic or vague names are best and those that give indication toward the level of difficulty should be avoided.

Teach students how to choose well

Teaching students to think independently and become autonomous learners is part of our duty as educators - we can help to develop these transferable skills by teaching students the power of making choices that will benefit their learning.

Differentiated homework need not always be assigned to students, instead, it can be left for the class to decide which tasks would be most beneficial to them. Display the different tasks and ask students to complete the one they feel will be of the greatest help to them. This will help you to save time allocating tasks to specific students but also encourage autonomy in your class.

Give students good choices

Ultimately, the success of students’ differentiated learning comes down to the content they are being delivered. In order for your differentiated homework to provide students with effective learning and to help them progress, students need to achieve their best, and the content needs to be good quality.

The effort you put into creating standard homework tasks should be replicated in each variation of differentiated homework you offer your students to ensure they are getting the intended results from them. This includes ensuring your homework has a clear purpose, is efficient, that students take ownership, it appeals to them aesthetically and information is clear.

Don’t overwork yourself

Creating multiple different pieces of homework to support differentiation can be a lot of work on top of your already demanding workload. However, integrating this into your original planning will help to make the task more manageable.

It’s important to remember that not all tasks lend themselves to differentiation, so not every piece of homework needs variations. Additionally, remember that not every task needs new content created - you will already have an abundance of tasks and resources readily available to you that you can use.

Benefits of differentiated homework

  • There is no single way in which homework can be differentiated which means it can be personalised for your individual students and classes. Having the ability to differentiate home-learning based on amount, skill area, purpose and difficulty means that students are getting work assigned to them which will assist in them being successful in their studies.
  • Delivering differentiated and personalised homework tasks can help to improve completion rates of homework. Common reasons for students not completing homework is due to it being too difficult or them simply not being engaged in the task. Differentiating work based on ability and learning styles makes tasks more appealing to students, making their desire to complete work increase and completion rates to rise.
  • With large and mixed ability classes becoming ever more the norm within UK secondary schools, differentiating homework alongside instruction is the best and most effective way to cater to the varying needs of students in your classroom.
  • Differentiation promotes an inclusive and personalised classroom. Students’ learning styles are catered to, mixed ability classes are able to progress at their own rate and  SEN pupils are involved in home-learning so that students can all learn effectively. 

Differentiated homework and Show My Homework

Differentiation is at the core of teaching and learning today, and as a result, should be reflected in homework. The process of setting differentiated homework can be overwhelming and time-consuming which is why Show My Homework has its own Differentiated Homework feature.

Show My Homework acts as a school’s centralised point for homework whereby teachers upload their own homework content into cleanly formatted templates which students then have access to 24/7 with any supporting documents or links attached. In order to further support differentiation and personalised content, Show My Homework have developed a feature that easily allows teachers to assign differentiated homework to classes through the setting of separate ‘trays’.

By making the setting of differentiated homework this simple, teachers are more inclined to choose this style of homework task, and as a result, students will receive home-learning that will help them progress most effectively.

Differentiated Homework Deep Dive

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How to Help: Show That You Think Education and Homework Are Important

Children need to know that their family members think homework is important. If they know their families care, children have a good reason to complete assignments and to turn them in on time. You can do many things to show your child that you value education and homework.

Set a Regular Time for Homework

Having a regular time to do homework helps children to finish assignments. The best schedule is one that works for your child and your family. What works well in one household may not work in another. Of course, a good schedule depends in part on your child’s age as well as her specific needs. For instance, one child may do homework best in the afternoon, completing homework first or after an hour of play and another may do it best after dinner. However, don’t let your child leave homework to do just before bedtime.

Your child’s outside activities, such as sports or music lessons, may mean that you need a flexible homework schedule. Your child may study after school on some days and after dinner on others. If there isn’t enough time to finish homework, your child may need to drop some outside activity. Let her know that homework is a high priority.

You’ll need to work with your elementary school child to develop a schedule. An older student can probably make up a schedule independently, although you’ll want to make sure that it’s a workable one. You may find it helpful to write out his schedule and put it in a place where you’ll see it often, such as on the refrigerator door.

Some families have a required amount of time that their children must devote to homework or some other learning activities each school night (the length of time can vary depending upon the child’s age). For instance, if your seventh grader knows she’s expected to spend an hour doing homework, reading or visiting the library, she may be less likely to rush through assignments so that she can watch TV. A required amount of time may also discourage her from “forgetting” to bring home assignments and help her adjust to a routine.

Pick a Place

Your child’s homework area doesn’t have to be fancy. A desk in the bedroom is nice, but for many children, the kitchen table or a corner of the living room works just fine. The area should have good lighting and it should be fairly quiet.

Your child may enjoy decorating a special area for homework. A plant, a brightly colored container to hold pencils and some favorite artwork taped to the walls can make homework time more pleasant.

Remove Distractions

Turn off the TV and discourage your child from making and receiving social telephone calls during homework time. (A call to a classmate about an assignment, however, may be helpful.)

Some children work well with quiet background music, but loud noise from the CD player, radio or TV is not OK. One history teacher laments, “I’ve actually had a kid turn in an assignment that had written in the middle, ‘And George Washington said, “Ohhhhh, I love you.”’ The kid was so plugged into the music that he wasn’t concentrating.”

If you live in a small or noisy household, try having all family members take part in a quiet activity during homework time. You may need to take a noisy toddler outside or into another room to play. If distractions can’t be avoided, your child may want to complete assignments in the local library.

Provide Supplies and Identify Resources

Have available pencils, pens, erasers, writing paper and a dictionary. Other supplies that might be helpful include a stapler, paper clips, maps, a calculator, a pencil sharpener, tape, glue, paste, scissors, a ruler, a calculator, index cards, a thesaurus and an almanac. If possible, keep these items together in one place. If you can’t provide your child with needed supplies, check with her teacher, school guidance counselor or principal about possible sources of assistance.

For books and other information resources, such as suitable computer websites, check with the school library or your local public library. Some libraries have homework centers designed especially to assist children with school assignments (they may even have tutors and other kinds of individual assistance).

You may want to ask your child’s teacher to explain school policy about the use of computers for homework. Certainly, computers are great learning and homework tools. Your child can use her computer not only for writing reports and for getting information through Internet resource sites, but for “talking” with teachers and classmates about assignments. In many schools, teachers post information about homework assignments and class work on their own websites, which also may have an electronic bulletin board on which students can post questions for the teacher and others to answer. (For more information about using the Internet, see the U.S. Department of Education’s booklet,  Parents’ Guide to the Internet ).  However, you don’t have to have a computer in your home for your child to complete homework assignments successfully. Some schools may offer after-school programs that allow your child to use the school computers. And many public libraries make computers available to children.

Set a Good Example

Show your child that the skills he is learning are an important part of the things he will do as an adult. Let him see you reading books, newspapers and computer screens; writing reports, letters, e-mails and lists; using math to balance your checkbook or to measure for new carpeting; doing other things that require thought and effort. Tell your child about what you do at work.

Help your child to use everyday routines to support the skills he is learning—for example, teach him to play word and math games; help him to look up information about things in which he is interested—singers, athletes, cars, space travel and so forth; and talk with him about what he sees and hears as the two of you walk through the neighborhood, go shopping at the mall or visit a zoo or museum.

Be Interested and Interesting

Make time to take your child to the library to check out materials needed for homework (and for enjoyment) and read with your child as often as you can. Talk about school and learning activities in family conversations. Ask your child what was discussed in class that day. If she doesn’t have much to say, try another approach. For example, ask her to read aloud a story she wrote or to talk about what she found out from a science experiment.

Attend school activities, such as parent-teacher conferences, plays, concerts, open houses and sports events. If you can, volunteer to help in your child’s classroom or at special events. Getting to know some of your child’s classmates and their parents builds a support network for you and your child. It also shows your child that his home and school are a team.

How to Help: Monitor Assignments

Children are more likely to complete homework successfully when parents monitor their assignments. How closely you need to monitor your child depends upon her age, how independent she is and how well she does in school. Whatever the age of your child, if she is not getting assignments done satisfactorily, she requires more supervision. Here are some ways to monitor your child’s assignments:

Ask about the School’s Homework Policy

At the start of the school year, ask your child’s teacher about any rules or guidelines that children are expected to follow as they complete homework. Ask about the kinds of assignments that will be given and the purposes for the assignments.

Talk with the teacher about your role in helping with homework. Expectations for parent involvement vary from teacher to teacher. Some teachers want parents to monitor homework closely, whereas others want them simply to check to make sure the assignment is completed on time.

Ask the teacher to call if any problems with homework come up. Let her know that you will do the same.

Be Available

Many elementary school students often like to have someone with them to answer questions as they work on assignments. If your child is cared for by someone else, talk to that caregiver about how to deal with homework. For an older child, if no one will be around, let him know when you want him to begin work and call to remind him, if necessary.

However, if the teacher has made it known that students are to do homework on their own, limit your assistance to your child to assuring that assignments are clear and that necessary supplies are provided. Too much parent involvement can make children dependent—and takes away from the value of homework as a way for children to become independent and responsible.

Look over Completed Assignments

It’s usually a good idea to check to see that your elementary school child has finished her assignments. If your middle school student is having trouble finishing assignments, check his work, too. After the teacher returns completed homework, read the comments to see if your child has done the assignment satisfactorily.

Monitor Time Spent Viewing TV and Playing Video Games

American children on average spend far more time watching TV or playing video games than they do completing homework. In many homes, more homework gets done when TV viewing and “game” time is limited.

Once you and your child have worked out a homework schedule, take time to discuss how much TV and what programs she can watch. It’s worth noting that television can be a learning tool. Look for programs that relate to what your child is studying in school, such as programs on history or science or dramatizations of children’s literature. When you can, watch shows with your child, discuss them and encourage follow-up activities such as reading or a trip to the museum.

Likewise, limit the amount of time your child spends playing video games. As with TV programs, be aware of the games she likes to play and discuss her choices with her.

How to Help: Provide Guidance

The basic rule is, “Don’t do the assignments yourself.” It’s not your homework—it’s your child’s. “I’ve had kids hand in homework that’s in their parents’ handwriting,” one eighth-grade teacher complains. Doing assignments for your child won’t help him understand and use information. And it won’t help him become confident in his own abilities.

Here are some ways that you can provide guidance without taking over your child’s homework:

Help Your Child Get Organized

Help your child to make a schedule and put it in a place where you’ll see it often. Writing out assignments will get him used to the idea of keeping track of what’s due and when. If your child is not yet able to write, write it for him until he can do it himself.

A book bag or backpack will make it easier for your child to carry homework to and from school. Providing homework folders in which your child can tuck his assignments for safekeeping also can help him to stay organized.

Encourage Good Study Habits

Teachers generally give students tips on how to study. But it takes time and practice to develop good study habits. To reinforce good habits at home, you can:

  • Help your child manage time to complete assignments.  For example, if your eighth grader has a biology report due in three weeks, discuss all the steps she needs to take to complete it on time, including:
  • selecting a topic
  • doing the research by looking up books and other materials on the topic and taking notes
  • figuring out what questions to discuss
  • drafting an outline
  • writing a rough draft
  • revising and completing the final draft

Encourage your child to make a chart that shows how much time she expects to spend on each step.

  • Help your child to get started when he has to do research reports or other big assignments.  Encourage him to use the library. If he isn’t sure where to begin, tell him to ask the librarian for suggestions. If he’s using a computer for online reference resources—whether the computer is at home, school or the library—make sure he’s getting whatever help he needs to use it properly and to find age-appropriate websites. Many public libraries have homework centers with tutors or other kinds of one-on-one assistance. After your child has completed the research, listen as he tells you the points he wants to make in the report.
  • Give practice tests.  Help your third grader prepare for a spelling test by saying the words as she writes them. Have her correct her own test as you spell each word.
  • Help your child avoid last-minute cramming.  Review with your fifth grader how and what to study for his social studies test long before it’s to be given. You can have him work out a schedule of what he needs to do to, make up a practice test and write down answers to the questions he’s made up.
  • Talk with your child about how to take a test.  Be sure she understands how important it is to read the instructions carefully, to keep track of the time and to avoid spending too much time on any one question.

Talk about the Assignments

Talking and asking questions can help your child to think through an assignment and break it down into small, manageable parts. Here are some questions to ask.

  • Do you understand what you’re supposed to do?  After your child has read the instructions, ask her to tell you in her own words what the assignment is about. (If she can’t read yet, the teacher may have sent home instructions that you can read to her.) Some schools have homework hotlines that you can call or websites that you can access by computer for assignments in case your child misplaced a paper or was absent on the day it was given. If your child doesn’t understand the instructions, read them with her and talk about the assignment. Does it have words that she doesn’t know? How can she find out what the words mean? If neither you nor your child understands an assignment, call one of her classmates or get in touch with the teacher.
  • Do you need help in understanding how to do this assignment?  See if your child needs to learn more, for example, about subtracting fractions before she can do her assignment. Or find out if the teacher needs to explain to her again when to use different kinds of punctuation marks. If you understand the subject yourself, you may want to work through some examples with your child. However, always let her do the assignment herself.
  • Do you have everything you need to do the assignment?  Sometimes your child needs special supplies, such as colored pencils, metric rulers, calculators, maps or reference books. Check with the teacher, school guidance counselor or principal for possible sources of assistance if you can’t provide the needed supplies. Check with your local library or school library for books and other information resources.
  • Does your answer make sense to you?  To check that your child understands what he is doing, ask him to explain how he solved a math problem or have him summarize what he has written in a report.

Watch for Frustration

If your child shows signs of frustration, let him take a break. Encourage him and let him see that you know he can do the work.

Give Praise

People of all ages respond to praise. And children need encouragement from the people whose opinions they value most—their families. “Good first draft of your book report!” or “You’ve done a great job” can go a long way toward motivating your child to complete assignments.

Children also need to know when they haven’t done their best work. Make criticism constructive, however. Instead of telling a sixth grader, “You aren’t going to hand in  that  mess, are you?” say, “The teacher will understand your ideas better if you use your best handwriting.” Then give praise when the child finishes a neat version.

How to Help: Talk with Teachers to Resolve Problems

Homework problems often can be avoided when families and caregivers value, monitor and guide their children’s work on assignments. Sometimes, however, helping in these ways is not enough. If you have problems, here are some suggestions for how to deal with them.

Tell the Teacher about Your Concerns

You may want to contact the teacher if:

  • your child refuses to do her assignments, even though you’ve tried hard to get her to do them
  • the instructions are unclear
  • you can’t seem to help your child get organized to finish the assignments
  • you can’t provide needed supplies or materials
  • neither you nor your child can understand the purpose of the assignments
  • the assignments are too hard or too easy
  • the homework is assigned in uneven amounts—for instance, no homework is given on Monday, Tuesday or Wednesday, but on Thursday four assignments are made that are due the next day
  • your child has missed school and needs to make up assignments.

In some cases, the school guidance counselor or principal also may be helpful in resolving problems.

Work with the Teacher

Continuing communication with teachers is very important in solving homework problems. As you work with your child’s teacher, here are some important things to remember:

  • Talk with each of your child’s teachers early in the school year.  Get acquainted  before  problems arise and let each teacher know that you want to be kept informed. Most elementary and middle schools hold regular parent-teacher conferences or open houses. If your child’s school doesn’t provide such  opportunities, call the teacher to set up a meeting.
  • Contact the teacher as soon as you suspect your child has a homework problem  (as well as when you think he’s having any major problems with his schoolwork). Schools have a responsibility to keep you informed about your child’s performance and behavior and you have a right to be upset if you don’t find out until report-card time that your child is having difficulties. On the other hand, you may figure out that a problem exists before the teacher does. By alerting the teacher, you can work together to solve a problem in its early stages.
  • Request a meeting with the teacher to discuss homework problems.  Tell him briefly why you want to meet. You might say, “Rachel is having trouble with her math homework. I’m worried about why she can’t finish the problems and what we might do to help her.” If English is your second language, you may need to make special arrangements, such as including in the meeting someone who is bilingual. Approach the teacher with a cooperative spirit. Believe that the teacher wants to help you and your child, even if you disagree about something. Don’t go to the principal without giving the teacher a chance to work out the problem with you and your child.
  • Let the teacher know whether your child finds the assignments too hard or too easy.  (Teachers also like to know when their students are particularly excited about an assignment.) Of course, not all homework assignments can be expected to interest your child and be perfectly suited to her. Teachers just don’t have time to tailor homework to the individual needs of each student. However, most teachers want to assign homework that their students can complete successfully and they welcome feedback.

          Many teachers structure homework so that a wide range of students will find assignments interesting. For example:

  • They offer students options for different approaches to the same topic or lesson
  • They give extra assignments to students who want more challenge
  • They give specialized assignments to students who are having trouble in a particular area.
  • During your meeting with the teacher, explain what you think is going on.  In addition, tell the teacher if you don’t know what the problem is. Sometimes a student’s version of what’s going on isn’t the same as the teacher’s version. For example, your child may tell you that the teacher never explains assignments so that he can understand them. But the teacher may tell you that your child isn’t paying attention when assignments are given.
  • Is the homework often too hard? Maybe your child has fallen behind and will need extra help from the teacher or a tutor to catch up.
  • Does your child need to make up a lot of work because of absences? The first step might be working out schedule with the teacher.
  • Does your child need extra support beyond what home and school can give her?

        Ask the teacher, school guidance counselor or principal if there are mentor programs in your community. Mentor programs pair a child with an adult volunteer who assists with the child’s special needs. Many schools, universities, community organizations, churches and businesses offer excellent mentoring programs.

  • Make sure that communication is clear.  Listen to the teacher and don’t leave until you’re sure that you understand what’s being said. Make sure, too, that the teacher understands what you have to say. If, after the meeting, you realize you don’t understand something, call the teacher to clarify.

         At the end of the meeting, it may help to summarize what you’ve agreed to do:

         OK, so to keep track of Kim’s assignments, I’ll check her assignment book each night and write my initials beside new assignments. Each day you’ll check to make sure she’s written down all new assignments in her book. That way we’ll be certain that I know what her assignments are.

  • Follow up to make sure that the approach you agreed to is working.  If the teacher told you, for example, that your child needs to spend more time practicing long division, check back in a month to talk about your child’s progress.

Homework can bring together children, families and teachers in a common effort to improve children’s learning.

Helping your child with homework is an opportunity to improve your child’s chances of doing well in school and life. By helping your child with homework, you can help him learn important lessons about discipline and responsibility. You can open up lines of communication—between you and your child and you and the school. You are in a unique position to help your child make connections between school work and the “real world,” and thereby bring meaning (and some enjoyment) to your child’s homework experience.

Reprinted with permission from:  U.S. Department of Education; Office of Communications and Outreach;  Helping Your Child with Homework;  Washington, D.C., 2005

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IE 11 Not Supported

Fcc connectivity fund for closing homework gap is sunsetting, money for the emergency connectivity fund is expected to run out june 30. the federal communications commission will continue reviewing public input on the proposal until a determination is made..

A hand holding up a smartphone that says "Wi-Fi connect" on the screen. City street blurred in the background.

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/02/19/mobile-phones-in-schools-are-they-being-banned/

Mobile phones in schools: are they being banned?

mobile phone ban

By the age of 12, 97% of children own a mobile phone, but the use of mobile phones in school can lead to distractions, disruption and can increase the risk of online bullying.  

Many schools have already introduced rules which prohibit the use of phones at school, to help children focus on their education, and the friends and staff around them.   

We’re introducing guidance which encourages all schools to follow this approach, so that more pupils can benefit from the advantages of a phone-free environment. Here’s everything you need to know.  

Are you banning mobile phones in schools?  

The new guidance says that schools should prohibit the use of mobile phones, but they will have autonomy on how to do this.  

Some may allow phones to be brought onto the premises but not to be used during school hours, including at breaktime.  

This brings England in line with other countries who have put in place similar rules, including France, Italy and Portugal.  

Will this apply to all pupils?   

The guidance sets out that there will be some limited cases where pupils should be exempt from the rule.  

While the majority of pupils won’t be allowed to use their mobile phones during the school day, we know that some children need their mobile phones for medical reasons, or because they have special educational needs and/or disabilities.   

How will prohibiting mobile phones work in schools?  

Schools will be able to choose an approach to prohibiting mobile phones which suits them.  

This could include banning phones from the school premises, handing in phones on arrival at school, or keeping phones locked away.   

What else are you doing to improve school behaviour?  

We’re investing £10 million in Behaviour Hubs across the country, supporting up to 700 schools to improve behaviour over three years.  

Behaviour Hubs help schools that have exemplary positive behaviour cultures to work closely with other schools that want to turn around their behaviour, alongside providing access to central support and a taskforce of advisers.  

You may also be interested in:

  • 5 ways we support schools to deal with bullying
  • How to improve your child’s school attendance and where to get support
  • The Advanced British Standard: Everything you need to know

Tags: behaviour in schools , mobile phone ban , mobile phones , mobile phones in schools , phones

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South Florida Parenting | Charity watch: Do your homework before giving |…

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South Florida Parenting

Subscriber only, south florida parenting | charity watch: do your homework before giving | opinion.

Norman B. Gildin

A multitude of donation requests from nonprofits typically take place during the holiday season. For many organizations, 70% of their revenue comes in during the last two or three months of the year. Still, don’t be surprised if you check your daily mail (emails and postal mail) now, well after the holidays, and find that many worthy causes urgently need support more than ever.

According to Giving USA 2023’s “Annual Philanthropy Report 2022,” individuals, bequests, foundations and corporations donated $499.33 billion to U.S. charities in 2022. We are wonderful people who are charitable and kind. This enormous generosity, however, can also lead to abuse.

Frank Abagnale, a former con artist and best-selling author, published a fascinating book, “Scam Me If You Can.” Leonardo DiCaprio stars in “Catch Me If You Can,” a movie based on the “scamploits” (my word) of Abagnale. In his book, he describes charity scams and how to avoid them, especially when charity appeals are abundant. It’s worth a read.

Let the donor beware

Doubtless, most of us are familiar with the email that promises an enormous fortune from a Nigerian prince. You need only mail the prince, or his charity, a sum of money to redeem your riches. There are still many people who fall for this scam, believe it or not. Some people cannot resist the lure — hook, line and sinker. What a shame.

Then there are telemarketers asking for donations to the local boys’ or girls’ club. Sometimes, telemarketers request your sponsorship for the local police benevolent association or another honest-sounding organization. Some are legitimate; others aren’t. Sadly, the naïve among us ante up generous donations without due diligence. This is like pouring hard-earned money into a bottomless pit.

From time to time, disaster relief appeals also relieve you of well-intended, but stolen, gifts. Earthquakes in Turkey, tsunamis in Japan, wars in the Middle East, and the list runs on. Watching images from these areas wrenches our hearts, and we empty our wallets to support counterfeit pleas. These situations provide an ideal opportunity for evil doers to set up bogus charities to entrap unsuspecting people.

In today’s technological age, many philanthropists fall victim to misleading tactics and contribute to nonexistent charities. Despicable individuals often set up GoFundMe accounts, Facebook pages or websites. On a GoFundMe page, a couple raised hundreds of thousands of dollars for a “so-called” homeless veteran a few years ago. These scofflaws pocketed the money. Luckily, they were all charged with theft and conspiracy to commit thievery by deception, according to the authorities.

The internet is not the only platform for fraud. Beware of in-person, slick miscreants claiming to represent charities, but without a 501(c)(3) nonprofit organization. To create a nonprofit organization, IRS guidelines require certain steps. In addition, a charity must register in the state where it solicits funds, and sham charities do not.

Authentic eleemosynary institutions rely on your generosity, and they lose out because of crooks who defraud the innocent. You may ask: Is there any way to protect yourself from fraudsters?

Here are some common-sense steps compiled by the AARP . It’s not an exhaustive list, but it’s worth considering.

  • Do not give in to pressure to make a gift right away. Charities that are legitimate welcome donations at any time.
  • Avoid letters asking you to renew your gift that include a return envelope for a donation you did not make. Charlatans target the naïve and gullible.
  • There are very few charities that give 100% of their donations to services. You should be skeptical of such a claim.
  • Verify a charity’s legitimacy with nonprofit watchdogs, such as Charity Navigator, GuideStar, and the Better Business Bureau’s Wise Giving Alliance.
  • Examine the charity’s track record — make sure it lives up to its promises.
  • Beware of charities with similar website names to real charities.
  • Never divulge personal information such as your birth date, Social Security number or bank account numbers. These are high risk for misuse.
  • Contribute by credit card or check. There are safeguards built into them.
  • Never assume that requests on social media are legitimate.
  • Use caution when clicking on links. These can release harmful viruses or malware that steal your private financial information and even hold you hostage until you consent to their perverse demands.

A final note of caution

Unethical and predatory offenders often exploit emergency situations for nefarious purposes. Criminals manipulate artificial intelligence to produce fake videos, pictures and stories. People of all educational levels can be deceived into contributing to nonexistent charity websites. Don’t dump your hard-earned money in a sinkhole. Unless you can vouch for the charity, investigate it first. The last thing we want is people holding back and not giving to those truly in need. So, when you donate, I ask you, do you want to help victims or become one?

Norman B. Gildin is the author of a book on nonprofit fundraising, “Learn From My Experiences.” He lives in Boynton Beach with his wife, Barbara. Visit normangildin.com .

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Cryptopolitan

AI Chatbots to Reshape Education and Parental Roles

A s students return to school, parents often find themselves in the role of homework helpers. However, a new ally has emerged in this educational journey: AI chatbots equipped with artificial intelligence. In the realm of education, AI chatbots have become invaluable tools for both students and parents. These AI-powered assistants, including well-known ones like ChatGPT, offer unprecedented support in various educational tasks. To ensure your child’s academic success, it’s crucial to understand how AI chatbots work and their potential benefits.

AI chatbots like ChatGPT have gained immense popularity, and your child might already be familiar with them. These chatbots raise intriguing questions about their role in education. Can a machine complete homework assignments? It’s a tempting proposition for tech-savvy students.

The integration of AI in schools

Many schools are adopting AI chatbots as part of their teaching methods. It’s natural for parents to wonder if these AI tools could hinder the development of critical thinking, creativity, and moral understanding in their children. The Globe and Mail, a Canadian newspaper, delves into the concerns and insights of parents, family coaches, and media experts on this matter.

The rapid advancement of chatbots and AI-driven writing tools has left parents feeling anxious about the implications for their children’s education. To address these concerns, experts recommend open communication with children regarding their schoolwork and the responsible use of technology. Understanding the purpose and consequences of using AI tools is essential.

Many schools are developing policies around AI tool usage and distributing them to parents. It’s crucial for parents to acquaint themselves with these policies, which cover AI, writing tools, and other academic aids. Being informed allows parents to support their children’s education effectively.

Insights from child psychologists

Linda Pagani, a child psychologist, emphasizes the importance of parents understanding AI tools alongside their children. This collaborative approach helps children comprehend the utility, pitfalls, and ethical considerations of AI chatbots. Creating a conducive homework environment, such as a common area in the home, can also promote a strong work ethic.

One major concern with AI tools is the potential for cheating. Matthew Johnson, a media literacy expert, advises parents and teachers to emphasize the value of learning as an ongoing process rather than focusing solely on final grades. Encouraging self-expression, exploring museums, and cultivating interests can complement traditional education.

Open dialogues on sensitive topics

AI chatbots can sometimes provide inaccurate or harmful information. Therefore, open discussions with children are essential, ensuring they know they can seek help when faced with challenges. Building a child’s self-esteem and self-reliance is equally important. The pressure to be ultra-efficient should come later, after fundamental skills, faculties, and values have been nurtured.

Leveraging AI chatbots for positive learning

Parents can harness the power of AI chatbots to enhance their children’s education in several ways:

1. Research assistance

Utilize AI chatbots like Bing AI and Google’s Bard integrated into search engines to help with research and information gathering. These tools can complement traditional research methods and teach children about discerning information sources.

2. Clarifying Assignment Instructions

AI chatbots can explain assignment instructions and unfamiliar terms, fostering self-reliance in children as they learn to seek answers independently.

 3. Generating Practice Questions and Quizzes

Use AI chatbots to create practice questions and quizzes on specific topics. Reviewing answers together promotes independent learning while providing support.

4. Encouraging Exploration

Ask AI chatbots to suggest additional resources, such as books or websites, to expand a child’s understanding of a topic. This instills curiosity and the importance of exploring multiple sources.

Top AI Chatbots for Educational Support

Several AI chatbots cater to various educational needs:

1. ChatGPT: Developed by OpenAI, ChatGPT generates high-quality text and is a versatile educational companion.

2. Bard (Google): Google’s Bard offers similar capabilities to ChatGPT and can assist with a wide range of tasks.

3 . Bing AI (Microsoft): Bing AI incorporates ChatGPT’s technology and is a useful tool for research and information retrieval.

4. Claude (Anthropic): In beta testing, Claude focuses on creating helpful, honest, and harmless AI models.

As AI continues to reshape the educational landscape, parents play a pivotal role in guiding their children’s interaction with AI chatbots. By fostering open dialogues, nurturing critical thinking, and leveraging AI chatbots as educational aids, parents can ensure that their children benefit from technology while developing essential skills and values for the future. AI chatbots are not foes but allies in the quest for knowledge and learning.

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COMMENTS

  1. Key Lessons: What Research Says About the Value of Homework

    Indeed, some primary-level teachers may assign homework for such benefits, which include learning the importance of responsibility, managing time, developing study habits, and staying with a task until it is completed (Cooper, Robinson and Patall 2006; Corno and Xu 2004; Johnson and Pontius 1989; Warton 2001).

  2. PDF Practice and Homework Effective Teaching Strategies

    Practice and homework are effective instructional strategies to help students retain content. All classrooms contain students with diverse learning styles. To guarantee mastery and retention of new learning for all students, teachers should use several variations of practice and homework.

  3. PDF Increasing the Effectiveness of Homework for All Learners in the ...

    Homework, when designed and imple-mented properly, is a valuable tool for reinforcing learning. This essay provides a summary of educational research on homework, discusses the elements of ef-fective homework, and suggests practical classroom applications for teachers.

  4. Is Homework a Waste of Time? Teachers Weigh In

    Some schools embraced homework, like Arlington Traditional School, a countywide elementary school in Arlington, Va., where kindergartners were expected to complete a minimum of 30 minutes of...

  5. The Value of Homework: Is Homework an Important Tool for Learning in

    Homework is seen as a valuable resource for teaching, allowing students to practice, and in doing so, learn the unit material. This study documented the importance of flexibility in the assignment and evaluation of quality homework assignments, but also the alarming lack of a written homework policy in 50% of the participating schools.

  6. The role of homework

    Homework reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language. Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books.

  7. Homework

    Homework refers to tasks given to pupils by their teachers to be completed outside of usual lessons. Homework activities vary significantly, particularly between younger and older pupils, including but not limited to home reading activities, longer projects or essays and more directed and focused work such as revision for tests.

  8. Does homework still have value? A Johns Hopkins education ...

    What kind of homework training do teachers typically get? Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units.

  9. Should Kids Get Homework?

    Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...

  10. Effective strategies for homework success

    Homework plays a vital role in consolidating in-class learning. Effective science homework provides the extension to learning that students need to succeed, and gives us vital data to inform our planning.

  11. Should We Get Rid of Homework?

    The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students.

  12. Is Homework Necessary? Education Inequity and Its Impact on Students

    The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD).

  13. Full article: The Creation and Implementation of Effective Homework

    In her 2018 book Rethinking Homework: Best Practices That Support Diverse Needs, Cathy Vatterott, Professor of Education, explores how "Educational trends are changing the role of homework in the teaching and learning process" [Citation 7, p. xii]. Vatterott observes that the traditional approach to homework—assigning the same problems to ...

  14. Homework and Teacher: Relationships Between Elementary School Teachers

    1 This work was supported by JSPS KAKENHI Grant JP21K03029 and Nashiro Scholarship of University of the Ryukyus. Sections PDF Tools Share Abstract This study aimed to identify elementary school teachers' beliefs in homework and examine the relationships between such beliefs and homework assignments.

  15. Full article: The Creation and Implementation of Effective Homework

    Ideally, homework should extend and complement the classroom, regardless of the teaching approach. However, many faculty find themselves teaching larger and larger classes without sufficient grading support. Often times the homework system of choice is not feasible given available resources, and faculty grapple to find an optimal alternative.

  16. (PDF) Investigating the Effects of Homework on Student Learning and

    Homework has long been a topic of social research, but rela-tively few studies have focused on the teacher's role in the homework process. Most research examines what students do, and whether and ...

  17. Homework and Teacher: Relationships Between Elementary ...

    Homework and Teacher: Relationships Between Elementary School Teachers' Beliefs in Homework and Homework Assignments Homework and Teacher: Relationships Between Elementary School Teachers'...

  18. The Pros and Cons of Homework

    Pro 1: Homework Helps to Improve Student Achievement. Homework teaches students various beneficial skills that they will carry with them throughout their academic and professional life, from time management and organization to self-motivation and autonomous learning. Homework helps students of all ages build critical study abilities that help ...

  19. Is it only about technology? The interplay between educational

    The term "homework" refers to tasks assigned to students that are meant to be completed outside of regular school hours (Cooper et al., 2006; Magalhães et al., 2020).In Serbia's education system, homework serves an important pedagogical purpose with several prominent characteristics: it is assigned after each lesson, typically takes students between half an hour to an hour to complete ...

  20. Teaching with Homework

    Teaching with Homework Introduction The debate of whether or not schools assign too much homework has been around for about as long as schools have. Over the years, experts have changed their opinions about whether schools should lower or raise the number of assignments they give, leaving teachers often confused.

  21. Differentiated Homework: What it is, Benefits and How to Apply

    Differentiated homework is an extension of differentiated instruction that happens outside of the classroom. When working in mixed ability classes and following the method of differentiated instruction, the homework teachers set also needs to be differentiated in order to extend students' learning outside of school.

  22. How to Help: Show That You Think Education and Homework Are Important

    Homework can bring together children, families and teachers in a common effort to improve children's learning. Helping your child with homework is an opportunity to improve your child's chances of doing well in school and life. By helping your child with homework, you can help him learn important lessons about discipline and responsibility.

  23. Homework in the 21st Century Teaching and Learning

    Teachers assign homework to help students review, apply and integrate what has been learned in class; to extend student exploration of topics more fully than class time permits, and to help students prepare for the next class session. Teachers believe that homework helps children to acquire effective habits of self-discipline and time management.

  24. Medial L Words

    The medial L word list can be used in numerous ways to support the diverse needs of your learners during your literacy sessions. In contrast, the illustrated flashcards can be used as homework activities, practice activities, etc. Here are some of our suggestions: 🏠Individual Medial L Word List Homework

  25. FCC Connectivity Fund for Closing Homework Gap Is Sunsetting

    K-12 Education FCC Connectivity Fund for Closing Homework Gap Is Sunsetting The Federal Communications Commission will continue reviewing public input on the proposal until a determination is made.

  26. Mobile phones in schools: are they being banned?

    Many schools have already introduced rules which prohibit the use of phones at school, to help children focus on their education, and the friends and staff around them. We're introducing guidance which encourages all schools to follow this approach, so that more pupils can benefit from the advantages of a phone-free environment. Here's ...

  27. Charity watch: Do your homework before giving

    According to Giving USA 2023's "Annual Philanthropy Report 2022," individuals, bequests, foundations and corporations donated $499.33 billion to U.S. charities in 2022. We are won…

  28. AI Chatbots to Reshape Education and Parental Roles

    As students return to school, parents often find themselves in the role of homework helpers. However, a new ally has emerged in this educational journey: AI chatbots equipped with artificial ...