#TakeAwayHmk Beginners Webinar ( Cultivating engaging homework. ) by @TeacherToolkit by.

#TakeAwayHmkBeginners Webinar

( Cultivating engaging homework. )

by @TeacherToolkit

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Organised?

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1. Connections working?2. Sound? / Video?

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3. Do you have a

copy of any homework

tasks?

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Get connected!Tweet me and everyone else!

#TakeAwayHmkShare thoughts/photos

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Coming up: Introduction

#TakeAwayHmk

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The need for homework will never go away!

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Humph!

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#TakeAwayHmk will not solve whole-school homework issues overnight.

Great teachers set great

homework!

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Researchhow homework is set is likely to be very important.

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http://bit.ly/PrimaryHmk and http://bit.ly/SecondaryHmk

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CognitiveNon-cognitive

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Timeplan:

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• 0-10mins: Setup. Now is the introduction • 10-20mins: The concept / context• 20-35mins: A walk-through• 35-45mins: The importance of homework• 45-55mins: The boring stuff / Evidence…• 55-60mins: Going whole-school• Further information

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The aims:

This webinar is for beginning users who wish to:

1. to design and use your own template.2. review homework across your own T&L setting.3. think cognitively and consider evidence and impact.

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Coming up: The concept

The concept.

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Useful reminders for every teacher

4. PLAN AND TEACH WELL STRUCTURED LESSONS4(c) set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

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The original

• For the past 2 years, I have set homework as a professional goal to improve in my own classroom practice.

• The reason for this focus, is that I’ve been teaching in over 4-6 classrooms, in each academic year …

• … and have been teaching in 2-3 subject-areas (each year) to help support students in under-allocated faculties.

• This is challenging enough; even without the demands of setting/collecting meaningful homework that contributes to learning and progress!

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Context:

Quick Test!by

Activity or Learning?

• The challenge of setting homework is ultimately about raising standards.

• The result of this professional journey was #TakeAwayHmk – an alternative model for setting homework in the classroom.

• It is about developing a quality framework and overview of homework, linked to schemes of work; then leading into the actual process of setting homework.

• This process (in the classroom) can be quick, but stooped in classroom rigour, teacher-clarity and inspiration.

• The outcome is a portable homework solution for teachers, teaching multiple subjects; age-groups and in a large number of classrooms.

• #TakeAwayHmk was born! Differentiated; personalised; self-selecting; inspiring; rewarding and medium-term learning.

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Context:

Updated versionby

• I re-discovered how homework makes a significant difference to the learning process and the bridge between teacher-led and student-led learning for:

1. extending learning time2. creating opportunities for creativity and choice3. developing the skills required for independent learning4. reducing the diverging effect of home support5. equal opportunities 6. and, not least, communicating the values of the school and the teacher.

• I firmly believe, that differentiated; targeted and independent homework, followed with targeted feedback, leads to student ownership and improved levels of progress.

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Context:

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Live demonstration!

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Starter:

What homework?

Main:

What homework?

Dessert:

What homework?

Homework is served!

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Useful reminders for every teacher

4(d) reflect systematically on the effectiveness of lessons and approaches to teaching

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Reflection Questions:

Homework:1. Homework which is planned is more beneficial than routine homework

and not linked with what is being learned in class.

2. It should not be used as a punishment or penalty for poor performance.

3. A variety of tasks with different levels of challenge is likely to be

beneficial.

4. The quality of homework is more important than the quantity. Pupils

should receive feedback on homework which is specific and timely.

5. Have you made the purpose of homework clear to children? e.g. to

increase a specific area of knowledge, or fluency in a particular area. An

assessment criteria?

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Source: EEF - http://bit.ly/PrimaryHmk and http://bit.ly/SecondaryHmk

Questions?

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Coming up: A walk-through

A walk through

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Planning stage:1. Locate an existing scheme of work.2. What homework is set and why?3. Where can homework be improved?

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Step by step.

Providing choice:1. List 20-30 homework that focus on learning (not an

activity).2. Why have you identified this as a suitable homework

option?3. How will students be expected to report back?

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Step by step.

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Subliminal assessment:1. What tasks can be sorted into top, middle and bottom?2. Why does that homework vary in difficulty?3. How will students receive feedback? And in what format?

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Step by step.

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Differentiation:1. What homework can be increased in difficulty?2. Why would a student want to opt for this harder homework?3. Add a chili or a vegetarian icon to add difficulty /

differentiation.

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Step by step.

Context for each homework:1. What is the homework?2. Why will this homework add value to (student) learning?3. How do you provide a snapshot?

For example:Include a statement for each homework. A simple sentence will do.

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Step by step.

Director’s Ideas *

Annotate a piece of script from the play you have been exploring, so that you can consider decisions for stage directions, actions & sound

effects.

Success criteria:1. What is the success criteria for each homework?2. Why? Does that assessment and completing that

homework add value to the learning / progress?3. A second crib-sheet with success-criteria may need to be

considered.

I will discuss how to assess #TakeAwayHmk later …

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Step by step.

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Take-Away means Take it Away!1. Remember how the concept came about. Meaningful

homework that is: differentiated; personalised; 2. Why? So that it is self-selecting and inspiring.3. How? By adding value to the learning, supported by

medium-term planning/deadlines. Give extended deadlines.

4. This will add consolidation space between lessons…

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Step by step.

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Reflection Questions:

Progress:1. Is your homework rigorous? 2. Does each homework challenge students at all levels?3. How will the homework be assessed?4. If 25 students handed in 25 different formats / pieces

of homework, how would you go about assessment?5. What feedback can students expect from you? What

improvements would you insist?

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End of

step by step

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Questions?

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Coming up: The importance of homework

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The importance

of setting homework

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Time to think!

Reminder!

1. Homework should always be planned.

2. Homework should be differentiated.

3. Students should expect feedback from you!

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Academic Research: Effect sizes

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• An effect size of 0.5 is equivalent to a one grade leap at GCSE

• An effect size of 1.0 is equivalent to a two grade leap at GCSE

Questions to ask students (in observations) about homework:

1. Does your teacher set challenging homework?2. Describe a typical homework to me…3. Is the homework at a suitable (challenging) level for you to learn?4. Can you tell me which homework has helped you learn? Why? How?5. How often is your homework marked?6. Do you receive feedback on your homework? Give me an example…7. Are you allowed time to improve (re-draft) your homework?8. Is it okay to make mistakes?9. Do you enjoy completing homework in the subject? Why?10. Does your teacher links what you are learning in homework, to what you have

learnt in class? All of the time?

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Cognitive homework planning?

Going whole-school?

The guidelines for secondary school children are:Years 7 and 8 - 45 to 90 minutes per dayYear 9 - 1 to 2 hours per dayYears 10 and 11 - 1.5 to 2.5 hours per day

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Questions about whole-school?

1. What does homework do for your students?2. Why don’t all students complete homework?3. What are the rewards and sanctions?4. What makes the most difference to homework completion / quality?5. Why do we set homework? For what purpose?

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Homework: DO NOT SET

1. homework if you will not mark it!2. homework if you do not expect students to invest the time.3. homework if you will not give feedback.4. homework if students are not aware of the assessment.5. homework on a whim. Last minute lesson-filler.

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Student planner:

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Timetable:

Questions?

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Coming up: The boring bit…

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The boring

bit . . .

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“Teachers use well-judged and often imaginative teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.”

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Interestingly the word “regular” was removed in iterations after January 2012.

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Homework …

Doh! Son, if your teacher needs to set

homework, the clearly cannot teach you everything they need to

in that lesson … Stupid!

The importanceevidence and impact

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#TakeAwayHmk

Evidence-based

research

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Putting research into context:

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As ever, data is only one side of the story. We need a context for each point of reference.

For example; despite me in the classroom, setting meaningful homework; providing astonishing feedback; and providing students with quality reflection time in class; this could all be lost if students do not have a suitable home environment in which to work. Many of my students do (not have a suitable home environment for completing homework)!

Just take a look at the influences of Home Effects on student achievement. These are the conditions that could tip the balance for meaningful (set) homework being completed!

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• An effect size of 0.5 is equivalent to a one grade leap at GCSE

• An effect size of 1.0 is equivalent to a two grade leap at GCSE

The Teacher

Putting research into context:

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Regarding Hattie’s 138 influences scale. Here is an overview of the Hattie effect size list that contains 138 influences and effect sizes across all areas related to student achievement.

Can homework be a contributing factor to student achievement? I think so! I have circled aspects that I believe are some of the instrumental factors that can make a difference beyond home environment..

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Teacher:Effect-size and influence above home environment.

• An effect size of 0.5 is equivalent to a one grade leap at GCSE

• An effect size of 1.0 is equivalent to a two grade leap at GCSE

Questions?

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Coming up: The end . . .

Real-time Tweets:by

https://twitter.com/search?f=realtime&q=%23takeawayhmk&src=tyah

Real-time photos:by

https://twitter.com/search?q=%23takeawayhmk&src=tyah&mode=photos

Find out more . . .

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#TakeAwayHmk

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Further reading: by

http://teachertoolkit.me/2014/01/28/takeawayhmk-is-unhomework/

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Tom Sherrington

• Put time and energy into setting great homeworks,

• Add in routine consolidation tasks.

• Don’t get overly bogged down in setting detentions.

• The greatest sanction of all is learning…

• As soon as homework is associated directly with punitive sanctions, the battle

has been lost – and you get a canteen full of students copying out last minute

bits of work just to have something to hand in!

• My most well-worn teacher-cliche, as I refuse to accept the scrappy, half-

hearted, last-ditched effort: “you are not doing it for me, you are doing it for

yourself!”

Homework Matters: Great teachers set great homework:

http://headguruteacher.com

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Thank you…

#TakeAwayHm

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Thank you!

• [email protected] • @TeacherToolkit• www.TeacherToolkit.m

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Disclaimer

This slideshow forms part of a formal presentation to be given online.

This has been produced for#TakeAwayHmk webinar – Beginner Level

There are several slides that will need to be adapted to suit you (the presenter) and your own school context.

DISCLAIMERThis is a webinar download from www.teachertoolkit.me

@TeacherToolkit(Feedback appreciated)

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Copyright notice:This presentation by @TeacherToolkit ( Ross Morrison McGill ) and is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Based on all work published at www.teachertoolkit.me@TeacherToolkit Limited.

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