the case for and against homework - asiamsprincipals.pptVIP

* The Case FOR and AGAINSTHomework Based on the article: “The Case For and Against Homework” (Marzano and Pickering 2007) Summarized by: Angela Orlikowski Additions by: Lori Key Provocative Quotations* “Homework is one of the sacred cows of education” (Conrath 1992) “According to a 2003 study, that homework load has since increased to 22 minutes a day. That is less time than it takes to watch one episode of ‘SpongeBob SquarePants’, but maybe I am missing something.” (Challis, President of the Saskatchewan School Boards Association, 2006) And More Provocative Quotations* “Students view [homework] as a monster, and it is the bane of all parents” (Shultz [NPTA] 1995) Abolishing HW completely is like a school “throwing away a powerful instructional tool” (Cooper 2007) Number One Misconception about HW: The best teachers (and the best schools) give homework regularly. (Kohn 1996) Attitudes Toward HomeworkTIMELINE 1910-1920: POSITIVE HW helped create disciplined minds 1940: NEGATIVE HW interfered with other home activities 1950: POSITIVE Launch of Sputnik led to concern that “U.S. education lacked rigor…more rigorous homework” (p.1) 1980: NEGATIVE “Homework could be detrimental to students’ mental health” (p.1) 1980 -1990: POSITIVE Increased homework as a reaction to lower international and national standardized test scores Today: Intersection between positive and negative attitudes toward homework. The Common Ground* HW that is inappropriate has little or no benefit and may even decrease achievement “Even for the oldest students, too much HW may diminish its effectiveness or even become counterproductive” (Cooper, Robinson, and Patall 2006) The Case FOR Homework* “Homework Research and Policy: A Review of the Literature” (Cooper 1994) Immediate effects on achievement and learning: better retention of factual knowledge (2) increased understanding and critical thinking problem solving The Case FOR Homework* Long-term ef