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After two years of conducting research and meeting with
teachers, administrators, parents, and students, PUSD has a new homework policy which
focuses on ways to increase student learning. Central to the policy is the focus on
student opportunities for reading, applying writing skills, and practicing previously
taught math skills.
Homework serves to develop regular study skills and the ability to complete
assignments independently. Homework guidelines emphasize that moderate assignments
completed and done well are more effective than lengthy or difficult ones poorly done.
For more information, please refer to the Frequently Asked Questions below and the
links to the PUSD Homework Policy and Guidelines.
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FREQUENTLY ASKED
QUESTIONS
Prepared by Pat Haslet, PUSD teacher, Turtleback
Elementary School
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What is different about the new
homework policy (6/27/05)? |
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The homework policy was last revised in the early 1990’s.
The former policy based homework assignments on an allocation of minutes (such as 20
minutes for first grade). We learned from the literature and research that teachers
greatly underestimate the time it takes a student to complete a homework assignment.
What we “thought” was 20 minutes of work was in reality 40 minutes of work. In our
former policy, the focus was on the parent (planning work that the parents and child can
do together, making projects with their child, etc.).
The new policy focuses on the student being responsible for completing his or her
homework, with the parent in a supporting role of monitoring completion of homework,
encouraging student’s efforts, and providing a conducive environment for learning.
When we realized that homework should be independent work that a student can
successfully complete on his or her own, we had a “shift” in our thinking. What
teachers and students do together in the classrooms, the learning that takes place there
– can be carefully monitored, with the teacher communicating with the student as
needed. Once the student goes home, it is not possible to directly monitor the learning
and therefore we need to make sure that the work is meaningful and an extension of the
school day. We also realized that homework needs to be matched to the ability level and
age of the student.
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In a nutshell, what are the most
important features of this policy? |
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Central to the policy is the focus on student
opportunities for reading, applying writing skills, and practicing previously taught
math skills. Homework serves to develop regular study skills and the ability to complete
assignments independently.
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What are the guidelines for the
homework policy? |
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Homework is defined as the time students spend outside the
classroom in assigned learning activities. The PUSD Board of Education believes the
purpose of homework should be to practice, reinforce, or apply acquired skills and
knowledge. The Board also believes, as research supports, that moderate assignments
completed and done well are more effective than lengthy or difficult ones poorly done.
Homework serves to develop regular study skills and the ability to complete assignments
independently. The Board further believes completing homework is the responsibility of
the student, and as students mature they are more able to work independently. Therefore,
parents play a supportive role through monitoring completion of assignments, encouraging
students’ efforts, and providing a conducive environment for learning. Parents are
encouraged to inform the teacher of any problems with the student and their homework.
Homework should be designed to:
- Place a strong emphasis on reading.
- Apply writing skills.
- Practice previously taught mathematics skills.
- Consider individual student needs, learning styles, and abilities in order for
students to complete their homework.
- Relate to the grade level standards and learning objectives as a direct extension
of classroom instruction.
- Include clear instructions and performance expectations so students can complete
homework independently.
- Be assigned regularly and be assigned in reasonable amounts.
- Provide timely feedback for the student.
- Set high expectations regarding the quality of work.
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What do you think sums up the purpose
or essence of the new homework policy? |
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The purpose of homework should be to practice, reinforce,
or apply acquired skills and knowledge. Homework serves to develop regular study skills
and the ability to complete assignments independently.
Doing hours of homework will not necessarily make the student smarter, but reading,
practicing skills taught by the teachers, developing regular study habits, learning to
be responsible for completing assignments and turning them in on time… that’s what
helps a student be successful, and that’s what it’s all about!! |
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How did this new homework policy come
about? |
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Almost four years ago, PUSD teachers, principals, and
administrators formed a Time & Learning Project Group where they studied the best
use of time to enhance student learning in all areas. Reviewing the literature and
research led to thinking about changes that could be made to increase learning. One idea
brought forth was to take a look at current homework practices and see what changes
could be made based on all the information collected.
Teachers wanted the same good work they are doing in the
classroom being done at home. We have State and national standards that guide our
teaching in the classroom. We wanted to create that same type of thing at home.
Teachers wanted a plan that gave them procedures and guidelines so that homework was
consistent at each grade level. We have had a wide spectrum of homework practices across
our district – from “nothing” to 25 projects a year. Same grades (next door) can
have totally different homework expectations.
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What plan did the Time &
Learning Project Group want to develop? |
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We wanted a plan that reflected the best
practices for student learning based on professional literature and research.
We wanted a plan that encouraged teacher collaboration/discussion so homework would be
consistent and fair across our district.
We wanted a plan that was a reflection of teacher, parent, and student input gathered at
forums and discussion groups. |
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What were some of the things
that came up in the parent groups? |
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Parents also wanted clear expectations and a plan
that was fair and consistent. They were concerned that some students have 3-4 hours of
homework per night while others had hardly any.
Parents were concerned about “projects” – too many, too involved, etc.
Parents didn’t want homework assigned on weekends or over vacations.
The literature and research show that students need “natural
breaks.” They need to be able to go on vacation and feel a sense of closure/completion
and have family time. This makes sense! From a teaching standpoint, studies show that we
often spend a lot of time reviewing after a vacation – better to finish the unit
before the break and “start fresh” when you come back.
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What really "stood out”
in the literature and research?
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Reading was the most important factor in
enhancing student learning grades K-12. Therefore we felt the new policy needed to place
a strong emphasis on reading. Reading is the one thread that connects from grade K to
grade 12 – and reading is something most parents can help with at home. There is no
substitute for spending time reading to your child, with your child, or having them read
to you. |
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