Homework and Practice
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P10-C1
2025-09-01
303
Homework and Practice
Assigning students homework and practice extends the learning opportunities for reviewing and applying knowledge and enhances the ability to reach the expected level of proficiency for a skill or process.
Classroom Instruction That Works describes four generalizations on assigning homework:
1. Students in lower grades should be assigned less homework than those at higher grade levels.
2. Parent involvement in homework should be kept to a minimum. Although parents can facilitate homework (by providing a good study space for their child, for example), they should not solve homework problems for the student.
3. Teachers should be clear about the purpose of homework. Is the assignment designed for practice of a new skill, to prepare students for the introduction of new content, or to help students elaborate on already introduced content?
4. Homework is more effective when feedback—be it a grade or written comment—is provided.
There are two generalizations from the research regarding practice. First, a student will not master a skill without a significant amount of practice. In fact, students generally do not reach 80 percent competency until they have practiced a skill at least 24 times (Anderson, 1995; Newell & Rosenbloom, 1981). This is important to remember because the goal of practice is to develop a skill or process so that it can be applied fluently with minimal conscious thought. Second, when practicing, students should adapt and shape what they have learned. The conceptual understanding of a skill should develop during practice. Again, students need multiple opportunities to make continued adaptations as they develop their understanding of the skill they are learning.
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