With the end of quarter 1 around the corner, my students and I are itching for a fresh start. They either feel satisfied with their grades and want to freeze time there, or they are want to erase the damage that grades have caused and start over. I feel the same way too.
Reflecting on a quarter’s worth of homework, I have dealt with my accelerated course, Accelerated Algebra, which goes throught 8th and 9th grade MN math standards, differently from my grade level course, Algebra 1, which is 8th MN math standards only. Was I fair in my decision making and treatment of students in the different math courses? Did I do more good than harm to their perspective on math homework and math in general? I’m not sure. Perhaps this debate of mine will spark some discussion and discourse among all of you.
i was thinking all summer on how to give my students my choice and differentiate homework for my accelerated students. I wanted my high fliers to feel that homework is worth their time, and I wanted everyone else to feel that homework is doable. Peeling through problems in the textbook and researching online, I came to the conclusion of dividing homework into two types. Students got to choose between homework that I labeled as “Meets” and “Exceeds”. The meets problems were ones that all students should be able to complete after the lesson. These are not problems for students to regurgitate the information, but students are to use the concepts learned in class to work through the homework. The problems were also meant to equip students for skills needed to pass the state standards. The exceeds problems are more about applying the concepts beyond what is learned in class, interpreting the result. As part of the by in for homework, I assigned ten meets and five exceeds questions per section three to four times a week and hardly anything over a weekend. Students chose to do one of the two or both sets of homework.
I took a different approach with the Algebra 1 students because they had skills that were below or well below grade level with a history of failing math, incomplete work, and bad attitude about math. After a workshop at the spring 2015 MCTM conference, I took on the presenter’s idea of daily homework. The presenter said that she established the expectation because students had too many excuses about not doing homework. She wanted to eliminate the “I forgot” excuse. She wanted to get to the bottom of why her students were not doing homework. So, I adopted that same expectation, and my students wanted to fight me on it. They moaned and groaned for about one minute until they realized that daily homework was doable. I assign them 4-10 problems, depending on difficulty of the lesson. I assign them homework to complete over the weekend, before a test, and even on the same day that they take a test. I don’t allow them to take a break from math.
A quarter later, where am I with these two different approaches to homework? Well, homework completion and attitude about homework in the accelerated course has been subpar. Those who always do homework. do the homework, and those who never do homework still don’t do homework. It makes me feel like the effort that was put into finding the “perfect” problems and combing through every assignment has been futile. Assigning less and more purposeful homework hasn’t proven to change the minds of nonhomework doers. I was, however, pleasantly surprised by the number of students who choose to complete the exceeds problems versus the meets problems.
In contrast, the daily homework in Algebra 1 has proven to me and to them that they can step up to high expectations when asked to do it without excuse. Even when they don’t get it, they report and show that they have tried and are willing to work to understand it. There was one time that I decided to give them a break from homework, many if them freaked out about losing their homework and not completing it. They were used to thinking and doing math that not doing it was not a norm. The success in homework completion, more positive attitude, and passing grades has made me feel that I have made the right decision for them. I don’t know about the long term impact, but I know they are enjoying the class and don’t mind the daily homework.
In both courses, homework is worth 15% of their final grade, so the numerical worth is not much. But for one course, they have started to see the value and purpose of homework, while I have yet to change the mind of many others in the other course. So did I make the right decision with both courses or should I change my approach to the accelerated course?