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Meaningful Homework -
Consolidating Learning, Deepening Understanding, and Constructing Knowledge

This is one of the series of 15 booklets in the Basic Education Curriculum Guide-Building on Strengths. Its contents are as follows:


8.1

Purpose of the Booklet

   
8.2

The Position of Homework in the Learning, Teaching and Assessment Cycle

   
8.3

Setting Meaningful Homework

   
8.4

Frequency and Amount of Homework

   
8.5

Guidance and Feedback on Homework


8.5.1

Guidance on Homework

8.5.2 Feedback on Homework
   
8.6 Drawing Up a School Policy on Homework
   
8.7 The Role of Parents in Homework
   
References

 

 

 


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Meaningful Homework -
Consolidating Learning, Deepening Understanding, and Constructing Knowledgeg

8.1 Purpose of the Booklet

The purpose of this booklet is to help teachers, schools and parents to use homework positively and with discrimination to help students to learn better. Schools and teachers should reflect on the guidance and feedback they have been giving to students on their homework. They should also formulate a homework policy that takes into consideration the learning needs of students and the involvement of parents.


 

8.2
The Position of Homework in the Learning, Teaching and Assessment Cycle

Homework is an important component of the learning process but can be easily abused. Meaningful homework helps students to construct knowledge, develop deeper understandings and connections amongst the concepts to which they have been introduced, and provides an opportunity for them to apply the skills they have acquired. It also reflects their attitudes on learning. A well-coordinated homework policy in school and its successful implementation will help students to develop good study habits, and positive values and attitudes such as self-discipline, responsibility and an interest in learning, which will benefit them throughout their lives. The functions of homework include the following:

. It develops and reinforces students' learning outside formal class time.
   
. It helps students to understand their own progress and identify areas for improvement.
   
. It consolidates classroom learning and / or prepares students for new learning.

 

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. It helps teachers to identify students' problems that need to be addressed and indicates what teaching should focus on.
   
. It provides information on the knowledge students have acquired and the skills, attitudes and values they have developed.
   
. It allows parents and schools to work together to find ways to help students to improve or encourage them to develop their potential further.

 


8.3
Setting Meaningful Homework

Homework serves the above functions only if it is well-designed. Homework should not involve students in mechanical repetition such as copying from the texts / notes or just rote learning. It is not there simply to occupy students' time at home. It should not be boring or lead students to learn in a passive way. It is the quality and not the quantity of homework that counts. The points to note when setting meaningful homework are as follows:

. The homework given is relevant to the school curriculum and has a clear learning goal, aim or objective. A piece of homework should not contain too many ideas.


cross-ref


Exemplar 10
. Rote learning is to be de-emphasised. Help students to learn through using different resources, e.g. libraries, reference materials, the Internet, other community resources, and also to develop independence and creativity.
   
. Recitation or other forms of memorisation should not be totally discouraged but should be selectively used for study, such as promoting appreciation of literary texts, memory for understanding.

 

 

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A variety of approaches and styles can be used for designing homework to motivate students. Offer interesting and challenging tasks for students to do, e.g. experiment, survey. Worksheets should not be the only form of assignment. Oral reports on observation / discussion with parents and friends, model-making and other activities that interest students can be set.

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Exemplar 14
. Make use of homework in helping students to plan and take control of their own learning, see their own progress, develop good studying habits, and work in groups to develop collaboration skills.
   
. It is learner-friendly. It is neither too hard nor too easy and it is framed in such a way that it encourages students to do their best.
   
. It helps to improve students' thinking and promotes deeper understanding of a specific theme or issue.
   
. It caters for individual differences.

 

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It links classroom learning to students' lives, e.g. by linking events / people of the distant past and / or places in remote parts of the world to learning contexts familiar to students.

sample

   
. There may be short-term or long-term assignments. Short-term assignments help students to review and practise what has been covered in class. Long-term assignments such as projects require students to plan their pace of work, delve into subjects that interest them, and present the information and ideas that they have formulated.

Example

A primary school conducts an action research project to develop better homework strategies for Mathematics at Primary 2. Homework is seen not only as a means to reinforce learning, but also to develop creativity. Three principles are developed and the outcomes are as follows:

. De-emphasising pen-and-paper assignments - students' oral expression and mental arithmetic skills are developed
   
. Strengthening interaction when doing assignments - the relationships between teachers and students, parents and children and among peers have improved
   
. Empowerment of students to report achievements in homework - enjoyment of doing homework, communication on success and courage to demonstrate one's creative work is enhanced

 

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For Reflection and Action

* How far is the homework in your school performing the function of helping students to learn better? To what extent does it reflect the above characteristics?
   
* In what way is the homework set for various subjects in your school meaningful to students?

 

 


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8.4
Frequency and Amount of Homework

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It is the quality rather than the quantity that matters. An appropriate amount of homework should be assigned to keep students inspired and wanting to do homework. It should not overburden students causing fatigue, or be used as a punishment.

> Homework time-tables should be regulated through collaboration between the principal and different subject teachers.
   
> Teachers teaching the same class should coordinate their efforts to ensure that a balanced and moderate amount of work is given so that students are not unduly overburdened with homework on certain days of the week or cycle.
   
> Special attention should be paid to the total number of projects assigned though Project Learning is promoted as one of the Four Key Tasks.

 

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cross-ref

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For lower primary students, the suggested time for written work should not exceed 30 minutes a day and in upper primary should not exceed 60 minutes a day. Students should be encouraged to spend their spare time reading and developing positive interpersonal relationships with family members, peers, and friends. Related information regarding homework allocation can be obtained from http://cd.ed.gov.hk

http://cd.ed.gov.hk

screen capture
(Screen captured on 10th May 2002)


For Reflection and Action

* What common types of homework do you set for students in your school? Is there an over-emphasis on written and consolidation exercises or a balance of different varieties to help to develop students' thinking and potentials?
   
* How frequent is homework assigned in your school? Is there coordination among different subject teachers? Are students ever over-burdened by the quantity of homework given?
   
* Are there any homework guidelines for teachers or assistance given to help to improve the quality of homework?

 

 

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8.5 Guidance and Feedback on Homework

8.5.1 Guidance on Homework

. Teachers should ensure that students know the meaning and purpose of homework, which is to help them to improve their learning. They should let students understand their expectations of homework early in the year. It is a common practice for some teachers to ask students to sign a contract on their personal goals for the year, and homework expectations (e.g. quality and punctuality in completion) may be part of the contract.
   
. Teachers should not immediately punish students who fail to submit homework without looking into the reasons for this. Teachers should help students to overcome barriers to the completion of their homework.


cross-ref


Exemplar -
Primary School 3
. A range of supportive programmes can be set up to help students with different needs, e.g. 'Peer Support Scheme', special sessions / periods for students with special needs or at risk of academic failure in whole-day primary or secondary schools, or setting aside a corner for homework guidance after school, etc.
   
. Teachers should be caring and committed to encourage students to complete homework.
   
. Parents' or guardians' assistance should be sought when students persistently fail to do homework.
   
.

Parents can be informed of the extent to which they are expected to support their children in an assignment as required.

Example of a circular on "Homework Policy Briefing Session" issued by a primary school

sample

 

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Exemplar 14


8.5.2

Feedback on Homework

. Constructive feedback should be given to students to help them to understand their strengths and / or weaknesses and to impove their learning.
   
. Feedback may be given in the form of grading and written comments by teachers or a peer. Feedback should include specific suggestions to students as to how they should go about addressing problem areas. Immediate on-line feedback might be provided to students.

Example

A General Studies teacher makes use of a newspaper cutting to
develop students' thinking skills. He provides on-line feedback to students on their work to enable them to improve.


(Screen captured on 10th May 2002)


. Peer feedback will help students to learn co-operative social skills and teach them how they can assess their own and others' efforts.
   
. Recognition should be given to students with outstanding
performance to stimulate their motivation.
   
. Encouraging remarks and praise should be given to those who have made attempts to improve.

 

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For Reflection and Action

* Consider the family background and academic performance of your students. Is the kind of guidance given to students in doing their homework adequate in your school?
   
* Do students of your school complete their homework on time? What are their problems and difficulties? What can be done to improve the situation?
   
* Can students of your school learn better based on the feedback provided to them on their assignments? What alternative types of feedback might be given to inform students of their strengths and weaknesses?

 

 


cross-ref


Chapter 4,
Section 10


8.6

Drawing up a School Policy on Homework

Schools should draw up an overall policy on homework in consultation with teachers, parents, guidance teachers and social workers where appropriate. The following should be taken into consideration when drawing up the school policy on homework:

.

Homework should be designed (i) to achieve goals of the school curriculum, e.g. promoting reading habits and (ii) to match the needs of students at different levels, e.g. assignments for lower primary should be simple. More advanced study skills should be incorporated gradually in homework at higher levels.

   
.

Schools have to take into account that there are other important demands on students' after-school time and remember this when setting the type and amount of homework for each class and each level.

   
.

There should be regular reviews of the school homework policy to meet the changing needs of students and the curriculum. Schools should involve teachers of different subjects in the evaluation of the quality and quantity, variety and balance of homework. Parents' feedback should also be taken into account.

 

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. Schools and teachers should inform parents about homework problems as soon as they arise to sort out a solution.
   
. Some parents may push for more homework and assume that the best teachers assign the most homework. Schools should explain the homework policy carefully to parents and all students at the beginning of the school year. Frequent communication between school and parents on homework is encouraged to help them to understand the purpose of homework and to solicit their cooperation.

The school can make reference to related School Curriculum Circular on guidelines on homework and tests in schools in preparing the school's homework policy. For example :

ED School Curriculum Circular No. 5/2000

5/2000





8.7

The Role of Parents in Homework

As most of the homework is completed at home, parents play an important role in helping students to develop good study skills. Schools should make use of opportunities such as Parent-Teacher Association meetings, Parents' Night, etc. to suggest how parents might assist their children in homework. The following are some suggested roles for parents on homework:

.

Parents can help in setting a regular time for homework and creating an environment at home that enables learning to take place, e.g. by removing the distractions (turning off the TV) and viewing selected programmes with children. Parents should not exert too much demand on their children but ensure that they have enough time for rest and leisure to maintain a healthy and balanced life.

 

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cross-ref

ref
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Parents are expected to familiarise themselves with the learning aims / objectives of the various assignments so that they can provide suitable support to their children, but they should not do the homework for their children.

   
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Parents should review teachers' comments on students' homework in order to understand the strengths and / or weaknesses of their children and help them to improve.

   
. Parents should communicate more frequently with teachers to understand the students' learning environment, their progress and attitudes, with a view to helping them to improve or develop their potential further.


For Reflection and Action

* Is there a homework policy in your school? How is it formulated? When did the last review of the homework policy take place?
   
* Do teachers, students and their parents understand the homework policy? How can different parties cooperate to help students to make the best out of homework?

 

 

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References

The following references are by no means exhaustive. They are listed as examples for readers' convenient referral.

《家長對學生功課及書包重量意見調查》。香港:教育署家庭與學校合作事宜委員會,1994。

北京教育科學研究院基礎教育教學研究中心[編]。《暑假作業》。北京第1版。北京:華夏,1996。

北京教育科學研究院基礎教育教學研究中心小學教研室[編]。《寒假作業》。北京第1版。北京:華夏,1996。

高登.湯瑪斯著。《教師效能訓練》。歐申談譯。台北:新雨,1993。

陳樸...[等編]。《怎樣設計小學生的練習和作業》。[南京]:江蘇教育出版社,1987。

彭震球。《創造性教學之實踐》。台北:五南圖書,1991。

廖大海主編。《走向現代教育:減輕學生過重課業負擔新探索》。北京:北京大學出版社,2000。

Buckland, David, and Mike Short. Night Shift: Ideas and Strategies for Homework. London: CILT, 1993.

Canter, Lee and Lee Hausner. Homework Without Fears. New York: HarperPerennial, 1987.

Cooper, Harris M. The Battle Over Homework: An Administrator's Guide To Setting Sound And Effective Policies. Thousand Oaks, Calif.: Corwin Press, 1994.

Cooper, Harris M. The Battle Over Homework: Common Ground For Administrators, Teachers, and Parents. 2nd ed. Thousand Oaks, Calif.: Corwin Press, 2001.

Cottrell, Jenny. Establishing a Homework Club in the Secondary School Library. Swindon: School Library Association, 1998.

Corno, Lyn. "Homework is a Complicated Thing." Educational Researcher 25.8 (1996): 27-39.

Doyle, Mary Anne E., and Betsy S. Barber. Homework as a Learning Experience. 3rd ed. Washington, D.C.: National Education Association Publication, 1990.

 

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England, David A., and Joannis K. Flatley. Homework: And Why? Fastback 218. Bloomington, Ind.: Phi Delta Kappa Educational Foundation, 1985.

Epstein, Joyce L. "Homework Practices, Achievements, and Behaviors of Elementary School Students." ERIC Digest, 1983, ED 250351.

George, Carol, Margaret Corboy, and Susan Lippincott. Who Says Homework Can't be Fun? Glenview, Ill.: Scott Foresman, 1989.

Increasing Motivation Through Effective Homework Strategies. Producer Craig Arnold. Dir. Kathy Winberry. Lee Canter & Associates, 1995.

Keith, Timothy Z., Reimers, Thomas M. Fehrmann, Paul G. Pottebaum, Sheila M., and Linda W. Aubey "Parental Involvement, Homework, and TV Time: Direct and Indirect Effects on High School Achievement". Journal of Educational Psychology 78.5 (1986): 373-380.

Lee, Canter's. Teaching Responsible Homework Habits: Motivating Lessons to Teach Students Homework Skills. Primary: Grades 1-3. Santa Monica: Lee Canter & Associates, 1993.

Lee, Canter's. Teaching Responsible Homework Habits: Motivating Lessons to Teach Students Homework Skills. Upper Elementary: Grades 4-6. Santa Monica: Lee Canter & Associates, 1993.

Radencich, Marguerite C., and Jeanne Shay Schumm. How to Help Your Child with Homework: Every Caring Parent's Guide to Encouraging Good Study Habits and Ending The Homework Wars: For Parents of Children Ages 6-13. Ed. Pamela Espeland. Minneapolis: Free Spirit, 1988.

Scheidler, Katherine Bofinger. "Evaluation of a Parent Education Program to Address Homework Completion and Accuracy." Diss. University of Cincinnati, 1998.

Thomas, Anne Hill. Homework: How Effective? How Much to Assign? The Need for Clear Policies. Eugene: Oregon School Study Council, 1992.

Wahlberg, H. J. "Homework's Powerful Effects on Learning." Educational Leadership 42.7 (1985): 76-79.

Zammit, Katina ed. The PETA Guide to Homework: A Handbook for Parents and Teachers. Marrickville, N.S.W.: Primary English Teaching Association, 1997.

 

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Websites

《教師專區》。香港IQ網。2000年5月10日
<http://www.iqmind.com.hk/teachers/teach_main.html>

張國華、康慶祥、葉建源。《香港小學家課研究》。2000年4月。教育署家庭與學校合作事宜委員會。2002年5月10日
<http://educ2.hku.hk/~kwcheung/homework/>。

Helping Your Child with Homework. Sept. 1995. Office of Educational
Research and Improvement, U.S. Dept. of Education. 2 May 2002
<http://www.ed.gov/pubs/parents/Homework/>

Helping Your Students with Homework: A Guide for Teachers. Feb. 1998. Office of Educational Research and Improvement, U.S. Dept. of Education. 2 May 2002
<http://www.ed.gov/pubs/HelpingStudents/>

Homework Help. 29 Apr. 2002. King County Library System. 2 May 2002
<http://www.kcls.org/hh/homework.html>

Homework Help Sites. Dimond High School Library. 2 May 2002
<http://www.asd.k12.ak.us/Schools/Dimond/lib/Homework%20Help%20Sites.htm>

Kehoe, Brendan. The Kids on the Web: Homework Tools. 2 May 2002
<http://www.zen.org/~brendan/kids-homework.html>

Top Eight Internet Homework Research Sites. Revere Public Schools. 2 May 2002
<http://www.revereps.mec.edu/Science_Math/homework_helper.html>

 

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