- Title: Christine Blazer
- Authors: Literature review: Homework
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Paper summary
This literature review from Miami-Dade County Public Schools (2009) examines the extensive research on homework, exploring its benefits and drawbacks for students of different ages, socioeconomic backgrounds, and ethnicities. The review analyzes varying perspectives from parents, teachers, and students regarding homework quantity and quality, considering optimal homework time allocation and the impact on academic achievement. It also investigates the effectiveness of various strategies to improve homework completion rates and offers recommendations for teachers on assigning and managing homework effectively. Finally, the review discusses the role of parental involvement and the limitations of existing research on this complex topic.
What are the key implications for teachers in the classroom?
- Teachers should assign homework that has a clear purpose and is connected to what students are learning in class. The purpose of each assignment should be clear to students, and the assignment should extend classroom studies and activities. For example, “traditional doggy bag assignments”, where students finish work not completed during the school day, are ineffective. Homework is more meaningful when students use higher-level thinking skills instead of just completing busywork. Assignments should be relevant and interesting to students and connect to real-life events.
- Teachers should match assignments to students’ skill levels and learning styles and differentiate assignments when appropriate. When homework is designed at the appropriate difficulty level, students can complete assignments independently but still find them challenging. Teachers should also consider students’ preferred learning styles when designing assignments. Providing conditions appropriate to individual learning styles may improve attitudes toward homework and completion rates. Teachers could vary the difficulty level and assignment type for those students who are not likely to benefit from the assignment as given. Teachers could also individualize the same assignment by adjusting the length or the manner in which the assignment is completed.
- Teachers should clearly communicate expectations for homework to both students and parents. This communication should happen at the beginning of the school year and include information about the amount of homework, due dates, the role of homework in determining student progress, consequences for late or incomplete homework, and how parents should be involved.
- Teachers should provide students with the skills and strategies they need to successfully complete assignments. This includes study skills, such as note-taking and outlining, and strategies for dealing with distractions and gathering necessary supplies. Teachers should also monitor how long it takes students to complete assignments and adjust instruction, if needed.
- Teachers should provide feedback on homework assignments in a timely manner. Feedback helps correct misunderstandings and lets students know their strengths and weaknesses. Teachers could provide opportunities for students to exchange feedback with each other or keep assignments in portfolios.
- Teachers should coordinate with other teachers to make sure the homework load is reasonable and not overwhelming for students, especially at the secondary level. Teachers should discuss the amount of homework they are assigning and avoid giving students many long assignments due on the same night.
- Teachers should involve parents appropriately in the homework process, encouraging them to facilitate and monitor homework completion. However, parents should not play a formal instructional role. Teachers should provide parents with written information about homework policies and expectations and make sure those expectations are realistic.
Quote
The recommendations that researchers and practitioners make about homework assignment and completion are often based on their own experience or on speculation rather than on sound scientific evidence
