how does homework help with independent learning

How Is Homework Helping Students Learn?

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Practice, or reinforcement of a skill, is part of the educational process. Practice in classwork and homework is an important part of guaranteeing students are learning what is being taught. Skilled, targeted practice is what is planned but the art of practice is both complex and simple.

In sports, theatre, and music programs, a model for how to develop expertise lives right in front of us. To acquire a skill, practice is necessary. Yet, when practice is unsupervised and lacks immediate feedback, frustration can arise, motivation can wane, and bad form can be embedded. Learning is either limited or non-existent without the practice feedback loop ongoing. In sports, a targeted skill is focused on and the coach gives consistent feedback as the player practices that one skill. In the arts the same is true. Skills are identified, modeled, and the students or players or actors, or musicians are given feedback on the skill(s) identified so that practice becomes both targeted and informed. Feedback is key. Encouragement is essential.

Homework is the best example of how educators can improve the use of practice. No matter whether as an educator or a parent, homework as practice remains a standard that might serves many purposes. Teachers use homework to offer students a chance to reinforce what they have learned and what they complete contributes, most often, to a grade. Parents use homework to see what their children are learning and some use it to become partners in the learning experience. Interesting, if it happens that way. Homework has the intention of reinforcement but often lacks the narrow focus for practice. In addition it sends children home without the teacher’s knowledge or confidence that the practice is based on knowledge attained. It can become reinforcement of doubt, frustration, or worse, reinforcement of incorrect information or skills. Doing something over and over is good if it is targeted and informed; if feedback is timely and consistent.

How Teachers Are Taught

After teachers gain their degrees and certification, they rely on professional development opportunities throughout their careers to continue their learning. Often these opportunities have been what has become known as ‘one and done’ professional development opportunities. These were usually selected to impact the broadest sweep of faculty at once. However, the follow-up, reinforcement, and support varies depending on the amount of attention school leaders give following the ‘one and done’. Other ways teachers continue learning is individual. They apply to go to a conference or training, are approved, attend, and return. Whether what is learned is embedded in their future practice is often left up to the teacher. After all, how many new things can a leader keep track of, follow up, and support?

Ericcson and Pool argue that “deliberate practice requires a teacher who can provide practice activities designed to help a student improve his or her performance” (p.98). Deliberate practice is informed practice, guided by “the best performers’ accomplishments and by understanding of what these expert performers do to excel” (p.98).

How do we know for certain, that all homework, particularly in the early grades, teaches what we want it to and what Ericcson and Pool describe? Some might say it teaches responsibility. But for those students who left the classroom without an adequate grasp of the material, it may undermine its intention. Instead it develops frustration and kills motivation. It has the potential of reinforcing the wrong way to do something, or even a belief that ‘I can’t do this’. These happening in the early years can stop students from pushing forward, developing grit, and finding success.

Change the Environment for Teachers’ Learning

Change how we work with teachers so they can change the way they work with their students. No matter the behavior or skill targeted, might we be able to change the environment to be one of learning, continuous learning, for the adults in which targeted practice and feedback are valued and excellence is recognized? The shift in thinking that this can put in motion requires that the leader remain constant in their role that focuses on the agreed upon skills and behaviors that are being practiced. It required consistency and dedication. It invites the development of professional collegiality where those learning new skills practice together and give feedback to each other.

Before shifting the manner in which teachers plan for practice for their students, consider implementing it with the teachers first. Teaching and learning is not an exact science, like playing an instrument or playing tennis. However, we, in education do know the complicated factors that affect learning. Taking that into consideration, isn’t there a way to use deliberate practice where it applies? Rather than assigning independent work because we always have, assign it with the knowledge that the practice will be correct and effective and supported with immediate feedback. Discussions and feedback about what is being implemented and how it will affect the practice of the teacher are essential. Changing the way teachers receive feedback and are asked to practice new, targeted skills offers the model for what you ask them to do with their students. Consider being a model of the change.

A nn Myers and Jill Berkowicz are the authors of The STEM Shift (2015, Corwin) a book about leading the shift into 21st century schools. Ann and Jill welcome connecting through Twitter & Email .

Resource: Ericsson, A. & Pool, R. (2016). Peak: Secrets from the new science of expertise. New York: Houghton Mifflin Harcourt

Photo courtesy of Pixabay

The opinions expressed in Leadership 360 are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Homework: How to Effectively Build the Learning Bridge

How has the global health crisis impacted the place that homework has in student learning and the school-home connection? Homework holds its place as a school tradition, expected by students and their parents as part of the experience of growing and learning. While there is ongoing debate about homework’s effectiveness, it is traditionally seen as a tool that strengthens academics by providing learning practice at home. John Hattie’s meta-analysis of relevant research on educational practices found that the overall effects of homework on learning are positive, and that the positive effect is highest for junior high and high school students but generally neutral for elementary students. In addition, there is variability depending on the type of homework as well as student demographics (Hattie, 2008).

Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. The goal of Responsive Classroom schools is to design homework that meets the basic needs of significance and belonging for every student by strengthening relationships, differentiating what success looks like for each child, and supporting students’ social, emotional, and academic learning.

Focus on Relationships

Homework that impedes relationships— either teacher-to-student, teacher-toparent, or student-to-parent—can potentially damage the home-school partnership. When educators examine the amount, type, and expectations of homework, they often start with the impact of homework on academic achievement. But when schools look beyond academic achievement and also include relationships, they will often rethink the look and purpose of homework.

Effectively building this school-to-home connection starts by replacing homework that impedes relationships with homework that will enhance them. Examples for building these connections include ways for students to share about family traditions, cultural practices, and/or family adventures. Lauren Komanitsky, a special education teacher at Christa McAuliffe Middle School in Jackson, New Jersey, observes:

I’ve seen tremendous enthusiasm for homework and projects that involve family members and their family history. [Students] love to learn about ancestors, interesting facts and stories, and simply getting a deeper understanding of their background. It inspires pride in them and that’s important for their identity. Students also love to do surveys and interviews of their family members. I think anything designed to create good, meaningful conversation between students and their families is time well spent. Lauren Komanitsky (personal communication, February 7, 2021)

Schools that use homework to strengthen home-school relationships embed opportunities for students to develop belonging and significance. As students share the home connections with their classmates and teachers, the classroom community will develop a larger sense of belonging because students see connections among common experiences.

Build Success for Every Student

Classrooms are diverse communities. While teachers intentionally differentiate learning during the school day, providing homework that meets the individual and cultural needs of each student requires additional attention.

One strategy for success for every student is to provide choice. Komanitsky has seen this strategy work when she has had students reflect on what they need and then select homework to meet that need:

Having kids select specific problems from a group, select what part of an overall project they are choosing to focus on, etc. . . . helps with creating a sense of autonomy. When we can give kids a choice in their learning based on their own self-reflection, they learn what it feels like to be in control of the process and this leads to more success. Lauren Komanitsky (personal communication, February 7, 2021)

When homework is designed for success for each student, the bridge between home and school supports a higher level of success and engagement.

Include Practice of Social and Emotional Learning Skills

The first guiding principle of the Responsive Classroom approach states, “Teaching social and emotional skills is as important as teaching academic content.” Social and emotional learning (SEL) is embedded in academic learning throughout the school day. Teachers can create a bridge between home and school by suggesting opportunities for students to practice SEL skills at home and in their community. For example, parents can have their children practice speaking with confidence by having them “make a request, place an order, or thank customer service workers” (Wilson, 2014, p. 67).

In addition, homework may involve students having conversations with family members about their learning histories—the successes, struggles, and strategies t hey encountered when they were students at different levels. When family members share their learning histories, students discover the application of the SEL and academic competencies of perseverance, cooperation, and responsibility. As Komanitsky points out:

When we share how we overcame struggles in certain academic subjects, it encourages perseverance and resilience in our students. Having parents and kids discuss their personal strengths and weaknesses and how they compensate when necessary is also a really good conversation. Lauren Komanitsky (personal communication, February 7, 2021)

Homework that focuses on SEL competencies provides for the transfer of these vital skills to a variety of real-life situations, both at home and in the community.

When schools approach homework as an extension of the learning day and see it as a way to strengthen relationships—between teachers and parents, students and parents, and students and teachers—homework becomes a valuable part of the school experience for every child. Students’ needs for belonging and significance are met and strengthened when homework provides for individual success. And when educators view homework as a tool to strengthen academic, social, and emotional learning, it becomes a valuable piece of the learning puzzle for every student.

• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Wilson, M. B. (2014). The language of learning: Teaching students core thinking, listening, and speaking skills. Center for Responsive Schools, Inc