Homework is an important tool in a teacher’s arsenal of teaching tricks. Because teachers are responsible for teaching a lot of different content throughout the day, independent practice and homework become a time and place when teachers can observe how their students are applying the learning that has gone on during the day. For ELL students and non-ELL students alike, independent practice is a time when they can digest the information they’ve learned and apply it in ways that make sense to them. According to the research-based strategies by the Northwest Regional Educational Laboratory, “effective teachers approach this kind of learning experience [independent practice and homework] as any other—matching the planned activity to the learning goal.” This point is especially important for ELL students. Often times teachers send homework home that has very little to do with that day’s learning. For ELL students, in order for the homework to be meaningful, they must be able to relate to it in some way. If the homework does not resemble anything they had learned that day, they will be lost and frustrated.
In Hill and Flynn’s (2006), Classroom instruction that works with English language learners, they suggest that “the amount of homework assigned to students should increase as the progress from elementary school through high school” (p 78). I believe that homework should be given in preschool through 12th grade, with some changes for the younger students. In preschool and kindergarten, the homework is designed to get families working together with their students. Although the homework does relate to the day’s learning, as was suggested above, it requires more than independent practice. Parental involvement is encouraged in preschool and kindergarten. As students get older and are more used to the routines of school, I believe homework should require very little parental involvement, but not until they are used to the routines of school work.
For ELL students, homework should be modified to fit their level of English language development. Similar steps should be taken to ensure that the student has success with their homework just as in school. Providing homework with picture support can help with any reading problems ELL students may have. Clearly stating the directions to the student before he goes home can help with confusing assignments. Shortening homework assignments to focus on only a couple of key learning points can help the student feel less overwhelmed.
Reference
Hill. J.D. & Flynn, K.M. (2006). Classroom instruction that works with English language learners. Association for Supervision and Curriculum Development: VA
Northwest Regional Educational Laboratory (2005). Focus on Effectiveness.
Jonell, I agree that homework expectations should change as students progress through the grades. I thought your explanation about getting families to work together for students in preschool and kindergarten was enlightening. Parent involvement is key in these early years to help both the student and the family to see the connection between home and school.
ReplyDeleteAlso, I found your point about the necessity for homework to be related to the learning that occurred on that particular school day to be right on target.
Jonell-
ReplyDeleteI was interested to read that you feel homework should be assigned in preschool. It seems like a great way to set the stage for elementary school expectations. The parent involvment at this age would be so important. It seems like this would provide a nice opportunity for parents to spend time with their children as well.
I couldn't agree more with you when you state that homework needs to be adjusted for ELLs. Teachers need to be aware of their stage of language acquisition when making assignments so that the expectations are realistic and obtainable.