Homework Redesign

I remember the first time I was actually assigned homework by Mr. Ziegler in the fifth grade. I loved playing school so I could not wait to get home to start my math homework. Somehow, I felt like I had finally arrived in the realm of the mature student. I admit that most of the time, I could not wait to start my homework. I think it has something to do with the fact that I am a classic Achiever (Gallup) and completing homework was something that I could check off my “to-do” list each day, and this brought me joy. (In the spirit of full transparency, my perspective changed a bit during college when my priorities for socialization overtook my desire to do my homework.)

Today, there is much research and debate about the effectiveness of homework. This is especially true in elementary and middle schools. Much of the debate is driven by age-old beliefs regarding the purpose of homework. In her book Rethinking Homework, Cathy Vatterott discusses the history of homework, which originated when school consisted mainly of reading, writing, and arithmetic. Memorization and rote learning was the norm, and practice was easy to do at home. Today, however, homework often involves complex projects which require a great deal more time, effort and the support of parents.

Vatterott provides a great history of American homework “policy” from the 19^th century to the modern-day, and she explains that it has gone back and forth, from “there’s too much homework” to “there’s not enough homework.” She also summarizes the arguments of a variety of research to conclude that the culture of homework is based on several long-standing beliefs. These largely unexamined beliefs about children and learning may be based more on faith, tradition or moral judgments rather than facts.

●      Belief #1: The role of the school is to extend learning beyond the classroom.

●      Belief #2: Intellectual activity is intrinsically more valuable than non-intellectual activity.

●      Belief #3: Homework teaches responsibility.

●      Belief #4: Homework is a sign of a rigorous curriculum.

●      Belief #5: Good teachers give homework; good students do their homework

The fact that homework is held in such high esteem and reverence by so many parents and teachers result in a culture where many are afraid to recommend changes in their schools. Those opposing homework are starting to ask some good questions. 

●      Shouldn’t our role in extending learning outside the classroom work to instill a love of learning and encouragement for children to find their passions and purpose in our society?

●      Isn’t physical, emotional and social activity as necessary as an intellectual activity in the development of healthy, well-rounded children?

●      When parents are forcing their children to do their homework, how is this teaching responsibility?

●      When we say that we want children to be responsible, are we saying that we want them to be obedient?

●      Does the “more is always better” argument ignores the quality of work and the amount of homework needed for each task?

●      What about less advantaged students with overburdened parents; are these students bad?

So who is right? Vatterott goes on to share in detail a “new paradigm” of homework practices based on research that includes:

●      Designing quality homework tasks

●      Differentiating homework tasks

●      Moving from grading to checking

●      Decriminalizing the grading of homework

●      Using completion strategies

●      Establishing homework support programs

As we begin the conversation about homework redesign, we must place the well-being of our children as our primary priority. Raising our awareness, questioning our traditional bias and starting with baby steps is a good place to begin.

Vatterott, C. (2009). Rethinking Homework: Best Practices That Support Diverse Needs. Alexandria, VA: ASCD.

SEE - Social Emotional Ethical Learning

As the Director of Learning Design and Innovation at Woodward Academy, one of my roles is to lead the development and alignment of the curriculum PreK-12. I enjoy working with teachers and departments as we further define and refine this process to enhance the student experience. In addition to the academic goals, enduring understandings, content, and skills, we work to integrate essential “soft skills” throughout our curriculum.

The development of global competencies, media, and digital literacies, as well as critical thinking and problem solving, are examples of the types of mindsets and “soft skills” that are important to develop in our students today. Social, Emotional and Ethical Learning is another important set of skills that can contribute to a child’s long-term success.

The American Journal of Public Health published a comprehensive 20-year study¹ of 800 children from kindergarten through their mid-20’s. They found a strong correlation between a child’s social skills in kindergarten and how well they were doing in adulthood.

It is interesting to find that children who were helpful, willing to share, play well with others and deal well with their emotions were more likely to have graduated college and have a full-time job by age 25. On the other hand, children who were constantly taking someone’s toys, having problems resolving conflicts, listening, and breaking things were more likely to have substance abuse problems and run-ins with police.  

Even though there is a strong correlation to grades and test scores with future earning potential, we now realize that social-emotional success is also extremely important. The great news is that social-emotional skills can be learned and I am excited to be working on an initiative at Woodward Academy that is consolidating our efforts in this area.

We are coordinating our efforts with our leadership in areas of school counseling, Responsive Classroom elements, character development and mindfulness with the SEE Learning (Social Emotional and Ethical Learning) currently being developed by Emory University. This program is designed to provide a comprehensive education in which character cultivation and ethical discernment are supported through experiential learning strategies and rooted in an inclusive approach of common sense, collective experience, and scientific research.

We believe that when teachers embed “soft skills” such as interpersonal awareness, compassion, self-regulation, and relationship skills into the daily classroom they are greatly increasing the likelihood of their students’ success both in the classroom and beyond.  People with domain expertise coupled with strong character and relational skills are the most attractive candidates in the job market.  (For more on how to do this at home, read chapter 6 – Rebel with a Cause – in Originals: How Non-Conformists Move the World.)  

I agree with Martin Luther King Jr. who once said “We must remember that intelligence is not enough. Intelligence plus character- that is the goal of true education.

¹Jones, Damon E, et al. “Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.” American Journal of Public Health, Nov 10, 2015, 8 Oct. 2015.