Homework & PracticeResearch-Based Strategies for Increasing Student Achievement

Compiled from:Classroom Instruction That Works!By: Robert J. Marzano, Debra J. Pickering & Jane E. PollockClassroom Instruction That Works!Facilitator’s ManualBy: McRELClassroom Instruction That Works!Participant’s ManualBy: McREL

Curriculum & Staff Development Center

Training Outcomes

Understand the benefits of homework and practice as a way to effectively extend learning.

Identify recommended practices to get the most out of homework and practice.

Homework & PracticeCategory Ave. Effect Size

(ES)Percentile Gain No. of ESs

Identifying Similarities and Differences

1.61 45 31

Summarizing & Note Taking

1.0 34 179

Reinforcing Effort and Providing Recognition

.80 29 21

Homework & Practice

.77 28 134

Nonlinguistic representations

.75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback

.61 23 408

Generating & Testing Hypotheses

.61 23 63

Questions, Cues, and Advance Organizers

.59 22 1,251

Homework

Extend the learning opportunities for students to practice, review and apply knowledge.

Table Talk

Draw a square and divide it into 4 equal boxes. Write one word in each box related to household items. For example,…….

Toaster Sink

Plate Oven

Four Planning Questions for Instruction

What knowledge will students learn?

Which strategies will provide evidence that students have learned

that knowledge?

Which strategies will help students practice, review, and apply that

knowledge?

Which strategies will help students acquire

and integrate that knowledge?

Four Planning Questions for Instruction

What knowledge will students learn?

Which strategies will provide evidence that students have

learned that knowledge?

Which strategies will help students practice, review, and

apply that knowledge?

Which strategies will help students practice, review, and

apply that knowledge?

HOMEWORK

Generalizations from Research:Homework

1. The amount of homework assigned to students should be different from elementary to high school.

2. Parental involvement in homework should be kept to a minimum.

3. The purpose of homework should be identified and articulated.

4. If homework is assigned, it should be commented on.

Recommendations for Classroom Practice: Homework

1. Establish and communicate a homework policy.

2. Design homework assignments that clearly articulate the purpose and outcome.

3. Vary the approaches to providing feedback.

Recommendation # 1

Establish and Communicate a Homework Policy

Students need to understand purpose, amount and the consequences for not completing the homework assignment.

Recommendation # 2

Design homework assignments that clearly articulate the

purpose and outcome.

Teachers need to be explicit so that students can focus on the right work.

Ask students to use homework assignment sheets to keep track of their homework.

Example: Homework assignment

Subject

Due Date

What is the assignment?

What are the students supposed to be learning? ( They should know more about…..? Be more skilled at….?

How does this relate to what I am covering in class?

Recommendation # 3

Vary the approaches to providing feedback.

If you assign homework – comment on it!

Review the “Providing Feedback” strategy for varying feedback.

Have students provide some of their own feedback.

Practice

Enhance students’ ability to reach the expected level of proficiency for a skill or process.

Table Talk

Think about the purpose of practice. Discuss with the person next to you,

“Why do you think it might take longer for some students to become proficient in some skills or practices than others?”

Four Planning Questions for Instruction

What knowledge will students learn?

Which strategies will provide evidence that students have learned

that knowledge?

Which strategies will help students practice, review, and apply that

knowledge?

Which strategies will help students acquire

and integrate that knowledge?

Four Planning Questions for Instruction

What knowledge will students learn?

Which strategies will provide evidence that students have

learned that knowledge?

Which strategies will help students practice, review, and apply that knowledge?

Which strategies will help students acquire and integrate

that knowledge?

Practice

Generalizations from Research on Practice

1. Mastering a skill or a process requires a fair amount of focused practice.

2. While practicing, students should adapt and shape what they have learned.

Recommendations for Classroom Practice: Practice

1. Ask students to chart their speed and accuracy.

2. Design practice that focuses on specific elements of a complex skill or process.

3. Plan time for students to increase their conceptual understanding of skills or processes.

Recommendation # 1

Ask students to chart their speed and accuracy.

Example: Chart of Speed and Accuracy

Charting My Speed and Accuracy

I. M. SpeedyNumber of items in my

practice setNumber of items

performed correctlyNumber of minutes to finish the practice set

5 4 4.5

5 4 4.

5 3 3.5

5 4 4

10 10 8

Recommendation # 2

Design practice that focuses on specific elements of a complex skill or process.

Relationship between Massed and Distributed Practice

Week 1 Week 2 Week 3 Week 4

Recommendation # 3

Plan time for students to increase their conceptual

Key Points

1. Mastering a skill or process requires a fair amount of focused practice.

2. Skill learning in itself does not ensure conceptual understanding. Skill learning without conceptual understanding can result in limited understanding or incorrect use of procedures.

Key Points, cont.

3. Students must adapt or shape skills as they learn them in order to develop conceptual understanding.

4. During the shaping phase of learning a new skill or process, it is important for students to work with the skill or process in a limited number of situations and to receive feedback about how well they are performing the skill or process.

Reflection on Learning

1. What have you learned about practice?

2. What questions do you have about practice?

3. What changes might you make in your classroom related to practice?

4. What support might you need to make these changes?