Sadly, the battle is only half over: Annie Carpenter, as mentioned before, was a former teacher. She has experience and practice formulating and dealing homework assignments—both off-the-shelf and thoroughly unique—-and with countless books and research under her belt, she has recently been deemed qualified to coach other teachers in hopes of generating, not only better homework practices and processes, but general instructional techniques, too. Carpenter now remains, not as a teacher, but an Instructional Leader at Boone High School where she focuses on teaching teachers.
Carpenter truly thinks that teachers do know how to create quality homework, but so many variables make it easy for teachers to favor shortcuts: for instance, time—it plays …show more content…
Carpenter adds that somewhere down the line students change from wanting to expand their knowledge in math by solving complex problems, English by reading challenging literature, or art by experimenting with various techniques, but whatever the case may be Carpenter cannot pinpoint that switch—from eagerness to repulsiveness; learning by reflection can consideration student readiness. Carpenters main theory on why students do not finish their homework is one of two things: a student not completing homework is due to irrelevance, for the subject matter is too easy, or a student is not completing homework due to unskillfulness, for the subject matter is too difficult. If an assignment were to shift towards grading the process and not the product, a more meaningful lesson would be taught and more importantly at a pace that seems individualized to the student’s level.
Therefore, Carpenter’s motto “Homework should be reflective,” rings true and helps revamp the old systematic and traditional homework by just ensuring there is a reflective component; it even successfully fulfills the “Five characteristics of quality homework” that was presented at the 3rd Paris International Conference on Education, Economy, and Society in Paris, France in 2011 which …show more content…
Secondly, homework to be efficient in terms of time required to demonstrate student learning is as simple and short as the student needs to make it, may it be a few sentences because the student grasps the concept quickly or a lengthy written explanation on what they do not know and questions they may need to ask. Thirdly, it promotes student ownership of learning by offering choices and being personally relevant because the student is reflecting on knowledge gained that is relevant to them (what they choose to draw from the material) and how it reflected their strengths and weaknesses and what they can improve upon. Fourthly, it instills a sense of competence because the student is accomplishing a homework assignment by themselves without outside help because what they learned comes from within themselves. Finally, it is aesthetically appealing, enjoyable and fun, because in a utopian system students could self-direct their homework; but in most cases, they are creating something that is designed, inspired, and driven by their
Carpenter truly thinks that teachers do know how to create quality homework, but so many variables make it easy for teachers to favor shortcuts: for instance, time—it plays …show more content…
Carpenter adds that somewhere down the line students change from wanting to expand their knowledge in math by solving complex problems, English by reading challenging literature, or art by experimenting with various techniques, but whatever the case may be Carpenter cannot pinpoint that switch—from eagerness to repulsiveness; learning by reflection can consideration student readiness. Carpenters main theory on why students do not finish their homework is one of two things: a student not completing homework is due to irrelevance, for the subject matter is too easy, or a student is not completing homework due to unskillfulness, for the subject matter is too difficult. If an assignment were to shift towards grading the process and not the product, a more meaningful lesson would be taught and more importantly at a pace that seems individualized to the student’s level.
Therefore, Carpenter’s motto “Homework should be reflective,” rings true and helps revamp the old systematic and traditional homework by just ensuring there is a reflective component; it even successfully fulfills the “Five characteristics of quality homework” that was presented at the 3rd Paris International Conference on Education, Economy, and Society in Paris, France in 2011 which …show more content…
Secondly, homework to be efficient in terms of time required to demonstrate student learning is as simple and short as the student needs to make it, may it be a few sentences because the student grasps the concept quickly or a lengthy written explanation on what they do not know and questions they may need to ask. Thirdly, it promotes student ownership of learning by offering choices and being personally relevant because the student is reflecting on knowledge gained that is relevant to them (what they choose to draw from the material) and how it reflected their strengths and weaknesses and what they can improve upon. Fourthly, it instills a sense of competence because the student is accomplishing a homework assignment by themselves without outside help because what they learned comes from within themselves. Finally, it is aesthetically appealing, enjoyable and fun, because in a utopian system students could self-direct their homework; but in most cases, they are creating something that is designed, inspired, and driven by their