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Rutherford, William; Foyle, Harvey C. How To Develop an Effective Homework Program. Tips for Principals from NASSP. National Association of Secondary School Principals, Reston, Va. Oct 88 4p. National Association of Secondary school Principals, 1904 Association Drive, Reston, VA 22091. Collected Works - Serials fJ22) -- Guides - Classroom Use - Guides (For Teachers) (052) Tips for Principals; Oct 1988
MF01 Plus Postage. PC Not Available from EDRS. Administrator Guides; *Administrator Role; *Assignments; Elementary Secondary Education; *Homework; *Principals; Reading Assignments; Teacher Administrator Relationship; *Teaching Methods
Homework policies and guidelines are the topics outlined in this article. Homework policies should address the amount of homework and amount of school tir.. available to do the homework. Guidelines for grading homework are also discus'ed. It is recommended that teachers should prepare a written description of homework practices for the principal. Examples of prepw:ation, practice, extension, and creative homework are described by K-12 teachers. Their suggestions are directed at helping administrators to help teachers not only vary homework ,Isignments, but also focus on each type of assignment. Four referei.:es are included. (SI)
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TipsforPrincipals fromNASSP October
HowToDevelop an Effective
HomeworkProgram
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TipsforTnncipafsfromVSSP
DefiningthePurposeofHomework INThenitcomestohomeworkassignments,teachersof- tenconfusestudentsbytryingtohavemorethanone purposeperassignment.Teachersmustvarythetypesof homeworkassigned(Palardy,1988),buttheyshouldstill maintainastructureinhomeworkassignments.
Therearefourgeneraltypesofhomework:prepara-
tion,practice,extension,andcreativity(LeeandPruitt,
1979).Eachtypehasitsownpurpose.Teachersshould
maketheirhomeworkassignmentswithoneofthosepur- posesinmind. Thefollowingexamplesofpreparation,pra-tice,exten- sion,andcreativehomeworkweremadebyK-12teachers
inasummerseminar(Foyle,1988).Theirsuggestions
shouldhelpadministratorstohelpteachersnotonlyvary
homeworkassignments,butalsofocusoneachtypeof
assignment.
Preparationhomework(gettingreadybefore)helps
studentsinformthemselvesaboutthenextday'slesson.
Forexample,asectionofpagesmaybeassignedpriorto
asocialstudiesdiscussion.Then,studentsmaybeasked
to:
Writetheirownclassdiscussionquestionsbasedon
theirreading
Sharematerialsbroughtfromhomethatrelatetothe
classlesson
Completeatake-homeopen-bookpretestthatcovers
materialfromtheupcominglessons Bringmagazineandnewspaperarticlesaboutthenext topicofstudy.Thesematerialscouldthenbeusedona bulletinboard.
Practicehomework(doingagainafter)providesstu-
dentswiththeneededreviewandreinforcementabout
materialpresentedinapreviouslesson.Forexample:
Afteragrammarlesson,studentswritetheirownsen-
tencesandthenlabelthevariouselementsofthesesen- tences Afterreadingastory,studentswriteanewlogicalend- ingtothestoryandexplainwhytheendingis
appropriate
Afterstudyingaspecificperiodofrecenthistory,stu-
dentsasktheirparentsabouttheirexperiences,reac-
tionstothattimeperiod
Afterstudyingnutrition,studentsreadthelabelsona
varietyoffoodsathomeandreporttheirfindingswith regardtothefatcontent,salt,calories,etc.
Extensionhomework(goingbeyond)guidesstudents
sotheyexpandonconceptsthatweretaughtinclass.
Variousapproachestoextensionhomeworkinclude:
Afterstudyingahistoricalperiod,studentswritewant
adsforthenewspaperofthattime
Afterreadingastorywrittenduringapastpenodof
time,studentsrewritethestoryusingmodernEnglish
andamoderntellingofthestory'sthemes Afterstudyingatop;c,studentsread?narticleorbook aboutthattopicandreportfindingstotheclass.
Creativehomework(puttingtogether)includesanaly-
sis,synthesis,andevaluation.TILtypeofhomeworkis
inventiveandresourceful.Studentscomeupwiththeir
ownideasrelatedtoaclasstopicandthensharethose
ideaswiththeclass. Severalsuggestedcreativehomeworkideasincludethe following.Students:
Createanewinventionthattheywouldliketosee
made
Createaccmicstripthatincorporatesthelessontopic
Makeminiaturebuildingsthatreflectthearchitecture
ofspecifictiroeperiods
Formulateanewproductthatfillsahumanneedand
developanadver'isingcam*signfortheproduct. Teachersnolonge-needtofeelliketheyareheadingin
alldirectionswiththeirhomeworkassignments.Admin-
istratorsshouldprovidesomespecificexamplesofthe
fourtypesofhomeworkandtheirpurposes,andteachers
shouldthinkaboutwhatthepurposeofspecifichome-
workisbeforetheyassignit.
References
Foyle,H.C.,andBailey,G.D."AHomeworkGuide:Win- ningtheGameofStudentAchievement."KappaDelta PiRecord.Lafayette,Ind.:KappaDeltaPi,1985,21(3): 68-70.
Foyle,H.C.."HomeworkPurposesandIdeos."Home-
workinTeachingSeminar,June1988.TheTeachers
College,EmporiaStateUniversity,Emporia,Kans. Lee,J.F.,Jr.,andPruitt,K.W."HomeworkAssignments: ClassroomGamesorTeachingTools?"ClearingHouse, 1979,53(1):31-35. Palardy,S."TheEffectofHomeworkPoliciesonStudent Achievement."NASSPBulletin,72(1988):14-17.
ThissectionwaswrittenbyHarveyC.Foyle,professorinthe collegeofeducationatEmporiaStateUniversity,Emporia, Kansas.
TipsforPrincipalsisabimonthlypublicationoftheNationalAssociationofSecondarySchoolPrincipals,1904AssociationDrive,Reston,Virginia 22091.GeorgeW.Fowler,President;ScottDThomson,ExecutiveDirector,ThomasF.Koerner,DirectorofPublications;CarolBruce,Assistant Director,PatriciaLucasGeorge,Editor
