December 3-7


Good morning.

It's hard to believe December is already here! Only three weeks to Winter Break, we've got this! Thank you to the teachers that attended the Hangout! The students had a blast, and it went very well. I appreciate the work and effort it took to put it together.

Reminder to have grades completed by the 19th since the quarter recognition is the 21st.

Also, please encourage the students to have their names on their items and winter clothing/hoodies.

Have a great day and week!

Aim High and Dream Big!!


What's Going This Week

This week is Math Supervision.

Monday-7th/ 8th grade girl's and boy's basketball @home ( Ripley) Girl's play 1st


Wednesday-EH- Innovator Mindset- Basketball Boy's Home/ Girl's @ New Richmond- PEP RALLY- Hat Day


Friday- Angela's Curbside Cuisine:) - Jesse's Birthday

Professional Development of the Week-

Why Students Don’t Do Their Homework–And What You Can Do About It

by Dr. Jennifer Davis Bowman

That was homework?’

‘That’s due today?’

‘But… it was the weekend.’

We hear a lot of stuff when students don’t do their homework. Our cup runneth over with FBI-proof, puppy-dog eyes, procrastinated-filled homework excuses. What we don’t hear, is the research on how to excuse-proof our classrooms for homework. It seems, we are in the dark about engaging students in the homework process. Specifically, what contributes to homework resistance? How can we better support students in not only completing, but learning (gasp) from assigned homework?

To answer these questions, I examined a number of research articles. I focused on interviews/surveys with classrooms that struggled with homework completion (to identify triggers). Also, I used data from classrooms with high homework achievement (to identify habits from the homework pros). Here are 6 research-backed reasons for why students resist homework- plus tips to help overcome them.

6 Reasons Students Don’t Do Their Homework–And What You Can Do About It.

Students resist homework if…

Fact #1 The homework takes too long to complete.

In a study of over 7000 students (average age of 13), questionnaires revealed that when more than 60 minutes of homework is provided, students resisted. In addition, based on standardized tests, more than 60 minutes of homework, did not significantly impact test scores

Teaching Tip: Ask students to record how long it takes to complete homework assignments for one week. Use the record to negotiate a daily homework completion goal time. As an acceptable time frame is established, this allows the student to focus more on the task.

Fact #2 The value of homework is misunderstood

Students erroneously believe that homework only has academic value. In a study of 25 teachers, interviews showed that teachers’ use of homework extended beyond the traditional practice of academic content. For example, 75% of these teachers report homework as an effective tool (to measure learning motivation, confidence, and ability to take responsibility).

Teaching Tip: Communicate with students the multiple purposes for homework. Reveal how homework has both short-term (impact on course grade) and long-term benefits (enhance life skills). Identify specific long-term homework benefits that students may be unaware of such as organization, time management and goal setting.

Fact #3 The assignment is a one-size fits all.

In a study of 112 undergraduate chemistry students, the learners report interest in different types of homework. For example 62% of students are satisfied with online assignments (this format provided immediate feedback and allowed multiple attempts), whereas, 41% are satisfied with traditional paper assignments (this format had no computer printing issues and it is a style most familiar).

Teaching Tip: Assess student learning style with the use of learning inventories. Differentiate homework to account for student interest and learning preference. Educator, Carol Tomlinson provides examples of low-prep differentiation assignments that include negotiated criteria, ‘Let’s Make a Deal’ projects, and choices of texts. As teacher Cathy Vatterott emphasizes in The Five Hallmarks of of Good Homework, consider placing the differentiation responsibility on the learner. For instance, ask students to ‘create your own method to practice the key terms’.

Fact #4 Feedback is not provided.

Acknowledging homework attempts matter. A survey of 1000 students shows that learners want recognition for attempting and completing homework (versus just getting the homework correct).

Also, students desire praise for their homework effort. In a study of 180 undergraduate students, almost half of the learners agreed that teacher recognition of ‘doing a good job’ was important to them.

Teaching Tip: Expand homework evaluation to include points for completing the assignment. In addition, include homework feedback into lesson plans. One example is to identify class time to identify homework patterns with the class (student struggles and successes). Another example, is to give students opportunities to compare their homework answers with a peer (students can correct or change answers while obtaining feedback).

Fact #5 The homework is not built into classroom assessments.

Students want their homework to prepare them for assessments. When surveyed, 85% of students report they would complete more homework if the material was used on tests and quizzes.

Chapter 5- Learn, Lead, Innovate

This Wednesday's Extended Hour you will be given time to focus and work on Chapter 5 of Innovator's Mindset.
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