A balanced approach to homework in the primary years
By Rene Peitsch |
March 28, 2012, Wednesday
|
Print Edition
Print Edition
AS Cathy Vattertrott highlights in her book "Rethinking Homework," homework is a "longstanding educational tradition that until recently has seldom been questioned." Her book gives an interrogative description of the purpose and benefits of homework while at the same time highlighting the importance of catering for the differing needs of our learners and encouraging balanced lifestyles for our young people. So what should a balanced approach to homework look like?
Homework tasks should be differentiated: Each individual brings a unique set of skills and knowledge. Just as learning tasks address their individual abilities so to should their homework tasks. By setting different tasks for children we can set them up for success.
Time limited but flexible: Schools have homework policies to give parents guidelines of the expectation for homework at different age levels. Throughout the primary years, students should spend from 30 minutes to one hour on homework tasks per night, four nights a week. Many teachers set up flexible schedules that rotate on a weekly basis so that students also have the weekends to complete tasks. Balance is the key. Students should have time for sports, friends and relaxation as well as homework.
Allow students to practice skills independently: Homework should provide the opportunity for students to independently practice and demonstrate what they have learned in class rather than teaching new content or skills.
Provide feedback for teachers: Homework tasks provide information for teachers about what students can and cannot do independently. With this information teachers are able to adjust their programs by extending or reteaching as needed.
Build home and school connections: Home based tasks can provide a wonderful forum for developing home and school connections. Open ended tasks such as monitoring environmental practices or preparing a 'Show and Share' on a topic connected to learning in the classroom provide opportunities for families to be involved in the construction of learning.
(Renée Peitsch is deputy principal of Primary Years Program at WISS.)
Homework tasks should be differentiated: Each individual brings a unique set of skills and knowledge. Just as learning tasks address their individual abilities so to should their homework tasks. By setting different tasks for children we can set them up for success.
Time limited but flexible: Schools have homework policies to give parents guidelines of the expectation for homework at different age levels. Throughout the primary years, students should spend from 30 minutes to one hour on homework tasks per night, four nights a week. Many teachers set up flexible schedules that rotate on a weekly basis so that students also have the weekends to complete tasks. Balance is the key. Students should have time for sports, friends and relaxation as well as homework.
Allow students to practice skills independently: Homework should provide the opportunity for students to independently practice and demonstrate what they have learned in class rather than teaching new content or skills.
Provide feedback for teachers: Homework tasks provide information for teachers about what students can and cannot do independently. With this information teachers are able to adjust their programs by extending or reteaching as needed.
Build home and school connections: Home based tasks can provide a wonderful forum for developing home and school connections. Open ended tasks such as monitoring environmental practices or preparing a 'Show and Share' on a topic connected to learning in the classroom provide opportunities for families to be involved in the construction of learning.
(Renée Peitsch is deputy principal of Primary Years Program at WISS.)
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