Group items tagged

noting page numbers to make sure each student had read at least 20 pages the night before.

unable to understand the texts.

But fans of the reading workshop say that assigning books leaves many children bored or

they’re actually interacting

every kid in my classroom is engaged

Students need the practice. I can't cover the curriculum unless I give homework. It teaches responsibility.

The research provides little or no support for number one. What little support it does give could be accomplished by giving them time in class to practic

So if we just made up this number, how is that "data-driven"? Perhaps we need to sit down and rethink this and decide if that's truly the best number.

Data-Driven Schools: Homework

What kind of research did we do to determine that 120 minutes was the appropriate and most effective amount of homework each night?

if we did that, then we'd probably also want to look at the research on the effectiveness of homework in general

research shows no support for homework at all at the elementary level

at the high school level there is only a weak correlation between homework and increased test scores

There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”

even most of what I've read in support of homework tends to show it having a relatively small effect on student "achievement"

So why do we assign homework?

Students need the practice. I can't cover the curriculum unless I give homework. It teaches responsibility

The research provides little or no support for number one.

Instead of assigning homework (and assigning students a "second shift") in order to cover the curriculum, we should change the curriculum.

I would suggest that giving them meaningful and important things to do might teach them responsibility better than assigning homework of dubious value.

any homework we assign should be justified.

Yes, and it was statistically significant but “very modest”:

When you’re standing in front of a classroom of students who’re not quite sure they even want to be in your class, much less pay attention to what’s being said

Brain Target 2: Creating the Physical Learning Environment

Brain Target 1: Establish the emotional climate for learning

Brain Target 3: Designing the Learning Experience

Neuroscience: The brain feels before it thinks. The amygdala (think fight/flight) receives stimuli 40 milliseconds

Neuroscience: The brain craves novelty. Posner & Rothbart, 2007); lighting, background noise impact on attention;

Neuroscience behind it: The brain looks for patterns between known and unknown information (Posner & Rothbart

Brain Target 4: Teaching for Mastery

Neuroscience behind it: In order for information to be retained it must make its way from short-term to long-term memory.

Brain Target 5: Teaching for the Extension Neuroscience behind it: The brain is plastic. Significant changes occur in the brain due to repeated sensory experience (Fu & Zuo,2011, Karmarkar & Dan, 2006)

Brain Target 6: Evaluating Learning Neuroscience behind it: Assessments provides feedback that informs and motivates students; retrieval of information recruits memory systems, reinforcing memory for that information.

Grade Level

Grades   3 - 8  |  Game & Tool Trading Card Creator

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his identity of the school system forces us to recognize the profound world-wide identity of myth, mode of production, and method of social control, despite the great variety of mythologies in which the myth finds expression.

The alternative to dependence on schools is not the use of public resources for some new device which "makes" people learn; rather it is the creation of a new style of educational relationship between man and his environment. To foster this style, attitudes toward growing up, the tools available for learning, and the quality and structure of daily life will have to change concurrently.