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What is the best approach teachers can take towards homework?
Here Larry Ferlazzo has assembled some answers from some edu-experts as well as answers from in-the-trenches teachers:
Really interesting video. I really like the summit based on a real-life issue. I wish one of the teachers would post the mechanics of setting up and implementing what appears to be a very engaging activity for a wide swath of students. Plus, I would want to think through how this activity was evaluated for individual marks and not for catch-all group marks.
Another interesting video from ActiveGrade.
Although it this is produced by a company, ActiveGrade, it still has some interesting points.
From The Washington Post: “For more than a decade now we have heard that the high-stakes testing obsession in K-12 education that began with the enactment of No Child Left Behind 11 years ago has resulted in high school graduates who don’t think as analytically or as broadly as they should because so much emphasis has been placed on passing standardized tests. Here, an award-winning high school teacher who just retired, Kenneth Bernstein, warns college professors what they are up against. Bernstein, who lives near Washington, D.C. serves as a peer reviewer for educational journals and publishers, and he is nationally known as the blogger “teacherken.” His e-mail address is firstname.lastname@example.org. This appeared in Academe, the journal of the American Association of University Professors.”
By Kenneth Bernstein
“You are a college professor.
I have just retired as a high school teacher.
I have some bad news for you. In case you do not already see what is happening, I want to warn you of what to expect from the students who will be arriving in your classroom, even if you teach in a highly selective institution.
No Child Left Behind went into effect for the 2002–03 academic year, which means that America’s public schools have been operating under the pressures and constrictions imposed by that law for a decade. Since the testing requirements were imposed beginning in third grade, the students arriving in your institution have been subject to the full extent of the law’s requirements. While it is true that the U.S. Department of Education is now issuing waivers on some of the provisions of the law to certain states, those states must agree to other provisions that will have as deleterious an effect on real student learning as did No Child Left Behind—we have already seen that in public schools, most notably in high schools…”