As a teacher, particularly a math teacher, I assign homework. I feel that the purpose of homework is to give my students an opportunity to practice what they learned. As a teacher, I haven't been doing the homework that I assigned because I know how to almost any problem in the book. Several weeks ago I saw another math teacher in my school work out the problems that she assigned. The thought I had at the time was "Maybe this teacher isn't as strong in math and that is why she feels she needs to work out the problems in advance." I think this experienced teacher knew something about teaching that I didn't.
My Pre-Calculus students have been struggling during a unit on trigonometric identities. I know part of the reason was I haven't been doing the homework that I assigned. When they asked questions, I noticed that I could look at the problem and see how to do it but they couldn't. My students would say things like "I wouldn't have thought to do it that way" or questions like "How do you see those things?" I decided to sit down and do the homework that I assigned. While I was doing my own homework I realized how I did the problems. The next day in class I gave the class "three tricks" or three methods that I think through when I am solving problems with trigonometric identities. My students are still struggling, but these three tricks have really helped them.
The reason that I should do my homework is not to practice doing it. The reason that I should do my homework is so I am better prepared to help my students do their homework and learn this material. I can do it using methods that they know and I can identify potential problems that my students may have.
I am going to be much better about doing the homework that I assign.
Great thoughts! I always struggle with balancing the amount of struggle students should have on the homework.
ReplyDeleteI think the traditional purpose of homework is to simply practice. But, what possibilities would there be if students actually thought through an assigned TASK in such a way that they could come to class the next time ready to discuss their ideas and come to consensus with the class on taken-as-shared (Cobb, Yackel and Wood) conceptual understandings as well as efficient procedures they could transfer to future learning.
I guess my main question is, How can homework become more productive for students? And also, what purposes do I have in assigning homework? Could there be more of a purpose than just practice? If so, how do I get students to engage with it? What support will they need so that the homework is not a headache for parents but a place for students to use their heads?