Don't make homework a drill-n-kill exercise, says book
The book 'Learning-Driven Schools: A Practical Guide for Teachers and Principals' authored by Barry Beers, states that the practice of assigning homework is common in most schools and it needs to be checked and graded with utmost care.
ACCORDING TO the book ‘Learning-Driven Schools: A Practical Guide for Teachers and Principals’, the practice of assigning homework is common in most schools and it needs to be checked and graded with utmost care to convert it into learning by students.
The author the book, Barry Beers, advices to schools not to make homework a ‘drill and kill’ exercise in which students merely repeat the same thing over and over that they learned in class.
The book suggests some measures to make homework an extension of classroom learning through properly structured assignments leading to self-study and extension of class work.
Some of the noteworthy suggestions made by the book in improving the practice of homework, as gathered by go somewhat as follows.
Making students responsible to share their homework assignments in groups and writing a small feedback report on it.
The book suggests some measures to make homework an extension of classroom learning through properly structured assignments leading to self-study and extension of class work.
Some of the noteworthy suggestions made by the book in improving the practice of homework, as gathered by go somewhat as follows.
Making students responsible to share their homework assignments in groups and writing a small feedback report on it.
- Presenting one’s homework to the whole class for review.
- Making students access community resources for completing the homework assignment.
- Organising revision and notes- making sessions and asking students to extend the skill as a part of homework.
- Providing opportunity for completing the homework assignment as a zero-period.
The book published by the Association for Supervision of Curriculum Development, United States, advices teachers to make teaching adjustments for students’ learning needs after the assessment of homework. The book addresses other issues related to classroom instruction suitable for struggling, intermediate and advanced students as well as meeting the diverse needs of students.
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