Homework Response

Caryn Snow
Edu 600
January 27, 2014

After examining my classroom expectations, homework philosophy and

practices, I believe that my assignments are not in line with the theories and best
practices presented in Dean et al. (2012). For homework to be beneficial it
should reinforce skills students learn throughout the day and can complete
independently (Dean, Hubbell, & Pitler, 2012). While the homework I assign is
meant to reinforce skills, and be completed independently, only lasting
approximately 10 minutes, I do find that in First grade assigning homework in
general may not be in the students best interest (Dean et al. 2012).
In order to make homework more in line with Dean et al. (2012) and other
research (Sorrentino, 2013; Marzano & Pickering, 2007), which supports less
homework for younger students, would be to assign more of a goal to accomplish
for the week, rather than tasks to be completed.
At the moment, I hand out a packet every Monday that has the students spelling
words. Every day one page is due from the packet to show me they have
completed their homework. I worry that, although we review the spelling words,
pages, and spelling rules for the week as a class, these are seen as menial
tasks, and not supports for studying the words. Marzano and Pickering (2007),
Sorrentino (2013), and Dean et al. (2012) all support that homework lasting
longer than ten minutes in First Grade may be more detrimental than beneficial.
We want to foster positive early educational experiences, that encourage
learning, not frustrate students. Perhaps by assigning a weekly goal (like
knowing how to spell a list of words with _____ pattern), and suggesting rather
than assigning tasks (like practice writing words, making them out of play-doh,

using magnetic tiles, verbally saying them) we will address more learning styles
and make homework more engaging for students (Gardner, 1983).
I believe these changes would be more inline with the theories and practices
outlined in Dean et al. (2012) because it would guarantee that no matter the
ability level, each child is still only spending the allotted 10 minutes on their
homework. They would be practicing a skill or strategy that we introduced at
school, and can either practice independently or with an adult using various
modalities (Dean et al. 2012).
These changes could be communicated to parents via a parent-teacher night
where parents are invited to come to the school and explore different ways to
engage their children in healthy and appropriate study habits. I would also send a
weekly reminder with suggestions on how to study, and perhaps a check off,
where students and parents sign how the students practiced their words.
Perhaps their would even be a comment and suggestion area where students or
parents could write in a strategy that worked best for them to study that particular
week.
My current methods for homework are effective depending on the class I have.
This years class has very involved parents, therefore I am getting a majority of
the homework packets returned to me. The students complete their homework,
the parents sign off on it, and I attempt to give immediate feedback whether it be
a sticker, smiley face, or star (Dean et al, 2012). I do find that I struggle to come
up with fun and engaging new homework ideas. I am almost too nervous to
switch up the packet for fear of breaking the routine, and causing students more

stress. I try to cater to various demographics and needs by differentiating

spelling lists. I currently have a on-grade level list with 10 words, a second grade
spelling list, a slightly modified list with only 5 words, and another list with letter
sounds.
I am still in the process of figuring out what homework should consist of in my
classroom. I struggle with my beliefs and what the research supports , versus
what I feel pressured to do by my colleagues (Dean et al, 2012; Sorrentino, 2013;
Marzano & Pickering, 2013) .

References:

Dean, C., Hubbell, E., Pitler., H., & Stone. B (2012). Classroom instruction that
works.
(2nd Ed.). Alexandria, VA:
Marzano, R. & Pickering, D. (2007, 02). The case for and against homework.
Educational Leadership, 63(6). 74-79. Retrieved from
http://www.ascd.org/publications/educationalleadership/mar07/vol64/num06/The-Case-For-And-Against-Homework.aspx
Sorrentino, J. (2013, July 29). The homework debate. Education Magazine,
Retrieved from
http://www.education.com/magazine/article/The_Homework_Debate/?page=2
Theory of multiple intelligences. (n.d.) In Wikipedia

Retrieved January 11, 2014 from:

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences#Bodily.E2.80.93kine
sthetic