EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

Introduction

Educators like myself must continually seek to learn and develop practices concerning student voice,

particularly to make homework more reasonable and valuable. The following outlines my pursuit in

preparing an alternative to traditional homework assignment that supports student voice and advances

student knowledge of chemistry content in my placement classroom. This benefits my learning and

development as well as the learning and development of my students by putting the theory I am learning

from my clinical experiences and coursework into practice by engaging in the following efforts to

implement student voice within homework.

Contextual Information

In my placement classroom, homework assignments serve the purpose of giving students practice with

the chemistry content currently being taught. Generally, students are given a worksheet with a list of

problems for which they should have sufficient prior knowledge to complete on their own. Homework is

generally given once every 2-3 weeks and is graded for accuracy. Recently, students have been given

feedback such as a written indication that they solved a particular problem incorrectly. If the total score

on the homework is lower than 50%, I write a brief note requesting the student to correct their

homework. If they resubmit it, I give partial credit for their corrections. Currently, the average homework

grade for one of my classes is approximately 59%, which shows that students struggle with both

submitting and completing homework accurately.

The completed homework often serves to inform the instructional process. If several students return

homework with a great deal of errors, this allows for me to modify the subsequent instruction to provide

students more scaffolding around an area needing improvement. Since homework is graded and

students often attend tutoring sessions to receive additional help, homework can also be considered a

summative assessment of student knowledge. Although homework is intended to provide students

practice and points for grades, which works well for motivated students, it often does not fully gage

EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

student knowledge, nor does it fully engage the less motivated students in learning the topic. Also,

students in my placement are too reliant on having assistance from the instructor during class, which

may hinder their motivation to complete homework or practice their skills beyond class time. This

contributes to the students not attempting the homework at all and/or not seeking additional

opportunities to get help from other resources. Based on student performance on the recent homework

assignments, my mentor teacher and I have decided to provide answers to traditional homework to

encourage more autonomous practice to support students goals in in learning the material versus

getting answers correctly. Also, we have decided to create more “Alternative to Homework”

opportunities as the return of homework was near 80%, and the quality of homework positively

exceeded our expectations as compared to traditional homework.

Incorporating Student Advice Based on Fires in the Mind Text

In a recent “Practicing Towards Mastery” discussion, students expressed that they like to practice their

skills by playing games, and they preferred PowerPoint notes to launch lessons. Also, after completing

a recent literacy assignment (for EDUC 402), I learned that my students need more support in reading

comprehension and writing tasks that encourages them to use scientific texts. Using this advice, the

Alternative to Homework Assignment was designed to incorporate student voice, scientific literacy

considerations and Homework Advice from Students from Fires in the Mind. As shown below, the

following was incorporated and is color coded in the Student Handout.

From previous assignments / discussions: Student voice considerations Scientific literacy considerations (*=indicates previous assignments to support/practice literacy)

From Fires in the Mind: Purpose considerations: Make sure we know what purpose the homework serves. Write it at the

top of the assignment, so we remember it! Time considerations: Match homework to the time we have available. Let us know how long you

expect us to spend on it, and don’t penalize us if we can’t finish. Don’t give us homework everyday. Having several days to do it helps us learn to manage our time.

Handout for StudentsChemistry

Alternative Homework Assignment: DUE IN CLASS on Thursday, April 5, 2012

Purpose:The purpose of this homework is to show your chemistry knowledge in a nontraditional way and to give you a choice on how youdemonstrate learning a particular chemistry topic. With this assignment, you will create a learning tool that will further your knowledge aboutthe topic and help your peers learn more about the topic at the same time.

Assignment Description:Create ONE of the following learning tools based on ONE chemistry topic. Be prepared to briefly present / share your learning tool with yourentire class (in less than 2 minutes). For example, for your chemistry topic, you may choose one that you are comfortable with: the periodictable, Avogadro’s number, moles, molar conversions, balancing chemical equations, chemical reaction types, airbags*, the chemistry oflove*, oxidation-reduction*, etc. The Poker Chip Lab is an excellent example of how a game is used to demonstrate balancing chemicalequations.

Options: Learning Tool 1: Create a “Consumer Report” (like the one on page 20 of the text)Learning Tool 2: Create a PowerPoint presentation (that can be used for notes or as flashcards)Learning Tool 3: Create a game (like the Poker Chip Lab)

Time Commitment: This assignment is due in class on April 5, 2012. I expect you to spend 3-4 hours total (in class and outside of class) to complete the assignment. If you do not finish by April 5th (the day before spring break), turn in what you have. Partial credit is better than no credit at all.

Individuals and Groups: You may complete the assignment individually, in a pair or in a group of 3 or 4 people. If you complete the assignment in a pair/group, each person receives the same grade. Be prepared to evaluate yourself and your peers after completing the assignment.

If you need help: Visit during a free hour or during your lunch during the week of April 2-5, 2012. You may also email any of the chemistry instructors via Engrade and/or discuss a different time to meet with one of the instructors.

Grading:Your assignment will be graded with the following rubric.

Student Handout Page 1 of 2

Handout for StudentsChemistry

Alternative Homework Assignment: DUE IN CLASS on Thursday, April 5, 2012

Grading Rubric:

Name(s):Learning Tool: ________ Lacking (5 points) Needs Work (15) Well Done (25) Notes

Incorporation ofchemistry topic:You must show andinclude knowledge fromyour chemistry topic.

No inclusion / incorporation ofthe chemistry topic.

The chemistry topic isidentifiable, but may not beappropriate as a learningtool.

The chemistry topic isidentifiable, and can clearly beused as a learning tool.

Explanation:You must briefly presentyour learning tool in frontof the class and answerany questions frominstructors and peers.

The student/pair/group doesnot clearly explain how theirlearning tool represents theirchemistry topic AND doesnot answer questionsaccurately.

The student/pair/grouppartially explains how theirmodel represents theirchemistry topic OR may notanswer questions accurately.

The student/pair/group clearlyexplains how their modelrepresents their chemistrytopic AND answers questionsaccurately.

Use of creative thinking:You must show creativitythat is relevant to yourchemistry topic.

Did not use any original orstrategies ideas to present thelearning tool.

Used original ideas andstrategies in the learningtools, but they may not havebeen relevant to thechemistry.

Used a significant amount oforiginal ideas and strategies inthe learning tool that wereclearly relevant to thechemistry topic.

Use of graphics(Consumer Report andPowerPoint ONLY):You must use graphicsthat are relevant to yourchemistry topic.

None of the graphicscontribute to the learning toolor are relevant to thechemistry topic. Graphics areused in an inappropriatemanner.

Some graphics may not beappropriate or fully contributeto the learning tool or maynot be relevant to thechemistry topic.

All graphics effectivelyenhance the learning tool, arerelevant to the chemistry topicand are appropriate for thechosen purpose.

Game rules(Game ONLY):You must provide acomplete set of logicalgame rules.

Complete rules of the gameare not provided or areillogical.

Some rules are provided, butmay not be fully logical tosupport the learning tool.

The rules are fully articulated,logical and supports thelearning tool.

Student Handout Page 2 of 2

EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

Records of Practice

This assignment was first introduced on Friday, March 30th, and each student in my placement was

given a hard copy of the Student Handout. In addition, students were provided the handout

electronically on three occasions via Engrade.com, the online tool used by my placement school to

communicate assignments, grades and progress to parents and students: 1) in an email on March 29th;

2) on the calendar function on Engrade.com; and 3) in a reminder email on April 3rd. Students were

also reminded each day during the week of April 2nd and given approximately 20-30 minutes of class

time on April 3rd and 4th to work on their assignments. (See Appendix A for records of this

correspondence and Appendix B for records of student work.) In addition, students were responsible

for completing a self and peer evaluation via a Google Doc to support their individual efforts and how

well they were able to work with peers in contributing learning tools for the entire class. (See Appendix

C for record of this evaluation tool.)

Script for Introduction of Homework to Students

1. The following script was prepared and enacted on March 30 to introduce the assignment.

Students, remember a few weeks back when we had a discussion about how to incorporate your

feedback into future lessons and assignments? Well we heard you! We have designed an “Alternative

to Homework” assignment that will not only help you bring your grade up, because many of you are

concerned about that, but you will create learning tools that will help your peers. I already emailed you

this assignment via Engrade, so some of you may have already read it. I have handouts for everyone,

and as I pass these out please begin reading it and thinking about your favorite chemistry topic we have

covered this quarter.

Read along with me as I read aloud. The purpose of this homework is to show your chemistry

knowledge in a nontraditional way and to give you a choice on how you demonstrate learning a

EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

particular chemistry topic. With this assignment, you will create a learning tool that will further your

knowledge about the topic and help your peers learn more about the topic at the same time. You will

create one of the following learning tools based on one chemistry topic. For example, for your

chemistry topic, you may choose one that you are comfortable with: the periodic table, Avogadro’s

number, moles, molar conversions, balancing chemical equations, chemical reaction types, airbags, the

chemistry of love, oxidation-reduction, etc. Be prepared to briefly present your learning tool in front of

the entire class in less than 2 minutes.

The following are the options you may choose. For Learning Tool 1, you can create a “Consumer

Report.” Everyone open your textbooks to page 20. We’ve all read several examples of these in class

before. For Learning Tool 2, you can create a PowerPoint presentation, much like the ones we’ve used

in class several times. For Learning Tool 3, you can create a game. Do you remember the Poker Chip

Lab we did a few weeks ago? That was an excellent example of how a game is used to demonstrate

balancing chemical equations, but for this assignment you must be original, so you can’t use poker

chips!

As the top of your handout indicates, this assignment is due in class on April 5, 2012. I expect you to

spend 3-4 hours total, in class and outside of class) to complete the assignment. We will give you class

time to work on this. However, if you do not finish by April 5th, the day before spring break, turn in what

you have. Partial credit is better than a zero! If you need help or extra time to work on the assignment

during school hours, visit during a free hour you have or during your lunch during the week of April 2-5,

2012. You may also email any of the chemistry instructors via Engrade and/or discuss a different time

to meet with one of the instructors.

You may complete the assignment individually, in a pair or in a group of 3 or 4 people. If you complete

the assignment in a pair/group, each person receives the same grade. Be prepared to evaluate yourself

EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

and your peers after completing the assignment. Your assignment will be graded with the rubric on the

back / second page of your handout. As you and your group are going along, check your work against

the rubric. Lastly, you will need to email me any assignments that you want printed by Wednesday

night, so I can print them out on Thursday morning. Any questions?

2. The following script (and Do Now activity) was prepared and enacted just before students gave their

brief presentations on their assignments.

Good morning / afternoon students, get started on the Do Now. You all have netbooks at your tables,

so please access and complete the self and peer evaluation provided to you on Engrade. Also, read

the following presentation guidelines, so that we can maintain a positive learning environment during

today’s presentations. In order to have a positive presentation experience, we will all need to support

each other’s answers by...

listening when someone has the floor watching the presenters intently raising our hands to contribute questions or to the conversation writing down any ideas if you’re not able to ask questions or speak right away

References and Resources

Cushman, Kathleen (2010). Fires in the mind: What kids can tell us about motivation and mastery. SanFrancisco, CA: Jossey Bass.

Michigan Department of Education (2006). Chemistry High School Content Expectations. Retrievedfrom http://www.michigan.gov/documents/CHEM_HSCE_168205_7.pdf

Wayne County RESA (2010). High School Physics Chemistry Expectations. Retrieved fromhttp://www.resa.net/downloads/science_priority_expectations/hs_chemistry_expectations_2010_20100920_154605_54.pdf

EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

Appendix A: Records of Correspondence on Engrade.com

1) Assignment handout attached to email on March 29, 2012

2) Assignment handout attached to Calendar function

3) Assignment handout attached to a reminder email on April 3, 2012

4/9/12 Engrade - Upcoming Assessment and Assignment

1/1https://www.engrade.com/mail/conv.php?convid=2000007124448

Messages › Upcoming Assessment and Assignment

Upcoming Assessment and Assignment

Sent to you and 85 others.

Hello Students,

I wanted to give you a heads up about the following...

We are planning to complete an assessment on next Tuesday, so it will be very important that youattend class tomorrow and Monday. We will be using these days as review, so please look through yournotes and work to ask any questions you may have.

We are also going to introduce an "alternative to homework" assignment tomorrow that will be due inclass next Thursday, April 5th. I have attached the handout and provided the link to it below.

https://docs.google.com/document/d/15WB7LpnbjWgnB9hO9kz1RLTvgfX8TeUCfxoY6eoG1_4/edit

Tomorrow (Friday), you can stop by during any free hour you have for tutoring. Tuesday, next week,you may stop by also. I will not be in, but Miss Knowles may help you during 1st or 5th hours.

Happy Thursday,Miss Lane

AlternativetoHomeworkSTUDENTHANDOUT.pdf

Miss Lane · missaclane · Mar 29, 2012

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4/9/12 Engrade - Reminder: Alternative to Homework Assignments

1/1www.engrade.com/mail/conv.php?convid=2000007158900

Messages › Reminder: Alternative to Homework Assignments

Reminder: Alternative to Homework Assignments

Sent to you and 85 others.

Good morning students,

This is a friendly reminder that your assignments are due this Thursday.

If you would like your assignments printed out, please email it to me via engrade or ataclane@umich.edu this Wednesday night.

You can send any assignment type/learning tool (powerpoint, consumer report or game rules) to me toprint, but they must be emailed by Wednesday night!

The handout is attached if you need it.

Happy Monday, Miss Lane

Chemistry Alternative to Homework STUDEN.pdf

Miss Lane · missaclane · Apr 3, 2012

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EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

Appendix B: Records of Student Work

1) Avogadro’s Number and Molar Mass (Consumer Report)

2) The Chemistry Behind Airbags (PowerPoint)

Avogadro’s Number And Molar Mass

By: XD, S J-­‐C, KP, KU Ms. Lane' 6th Hour Chemistry

In chemistry the Avogadro constant (symbols: L, NA) is defined as the ratio of the number of partials N (usually atoms or molecules) in a sample to the amount of substance

Molar mass,

symbol M, is a physical property of a given substance (chemical element or chemical compound, namely its mass per amount of substance. The base SI unit for mass is the kilogram and that for amount of substance is the mole. Thus, the derived unit for molar mass is kg/mol. However, for both practical and historical reasons, molar masses are almost always quoted in grams per mole (g/mol or g mol-­‐1), especially in chemistry

Stoichiometry

is a branch of chemistry that deals with the relative quantities of reactants and products in chemical reactions. In a balanced chemical reaction, the relations among quantities of reactants and products typically form a ratio of whole numbers. For example, in a reaction that forms ammonia (NH3), exactly one molecule of nitrogen (N2) reacts with three molecules of hydrogen (H2) to produce two molecules of NH3:

N2 + 3 H2 → 2 NH3

Mole Day

is an unofficial holiday celebrated among chemists on October 23, between 6:02 AM and 6:02 PM, making the date 6:02 10/23 in the American style of writing dates. The time and date are derived from Avogadro’s number, which is approximately 6.02×1023, defining the number of particles (atoms or

molecules) in one mole of substance, one of the seven base units.

Mole Day originated in an article in The Science Teacher in the early 1980s. Inspired by this article, Maurice Oehler, now a retired high school chemistry teacher from Prairie du Chien, Wisconsin, founded the National Mole Day Foundation (NMDF) on May 15, 1991.

Many high schools around the United States, South Africa, Australia and in Canada celebrate Mole Day as a way to get their students interested in chemistry, with various activities often related to chemistry or moles.

The chemistry behind airbags

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EDU 510 Alicia LaneAlternative to Traditional Homework Assignment April 9, 2012

Appendix C: Record of Evaluation Tool

Click here to view live form.

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