The National Education Association (NEA) has released guidelines about the right amount of homework--the amount that helps kids learn without getting in the way of their developing other parts of their life.
What we don’t hear, is the research on how to excuse-proof our classrooms for homework.
It seems, we are in the dark about engaging students in the homework process.
As we better understand how students learn, we have come to determine that for many students, they can get just as much benefit, if not more, from smaller amounts of work than larger homework loads.
This knowledge has helped teachers create more effective assignments that can be completed is shorter amounts of time.
Students will know if homework is really benefiting them or not so be sure to make it worth their while or they will be less willing to complete assignments in the future.
Let’s take a look at the different steps you can take when it comes to using homework appropriately.
While many educators and parents believe that young children are ready for direct instruction, studies have shown that kids learn more when they are simply allowed to play.
For example, young children who were showed how to make a toy squeak only learned this one function of the toy, while kids who were allowed to experiment on their own discovered many flexible uses of the toy.
Specifically, what contributes to homework resistance? How can we better support students in not only completing, but learning (gasp) from assigned homework?
To answer these questions, I examined a number of research articles.