HOME WORK AND PRACTICE
|REINFORCING EFFORT AND|
|SETTING OBJECTIVES AND|
|CUES, QUESTIONS, AND|
[I hate homework. Why can't we just learn at school and be done with it?
I know how to do these problems, and I've shown that I understand them.
So, why do I have to do 25?] Jeff had expressed this point of view many
times before, but this time his mother had an answer.
[At Back-to-School night, your teachers explained some things about
homework to us and went over what they see as the parent's job. Let me
see if I get this right. If they asked you to do 25 problems, you are probably
supposed to practice in order to increase your accuracy and speed. So it's
probably not a good idea to sit there in front of the TV while you do the
Jeff's mother also remembered some of the tips the parents were given
for helping students with their homework. [OK. Here is the kitchen timer.
When I say 'Go,' do the first five problems and yell 'Stop' when you finish.]
For the next 30 minutes, Jeff charted and tried to beat his time as he did
each set of 5 problems, making sure that he also attended to being accu-
rate. He had to admit that the time flew by and that it was kind of fun.
[Your teacher will love it if you hand in your chart with the completed
problems,] Jeff 's mom suggested. In fact, Jeff 's teacher liked it so much that
the students' speed and accuracy charts became the focus of the teacher's
feedback whenever the goal was to practice a skill.
Homework and practice are instructional techniques that are well known to teachers. Both provide students with opportunities to deepen their understanding and skills relative to content that has been initially presented to them.