Technique: Determine the justification for and expected result of homework.
 
 

______ higher achievement scores	______ college bound, needs skills
______ traditional - "I had homework"	______ parents/ admin. expect it
______ occasional to solidify gains	______ blaze trails - can't cover it
______ extra credit	______ promote life long learning
______ using it to evaluate learning	______ the assignments are fun
______ activity based; involves off site interviews, investigation, research that can't be done at the school plant

Procedures:

1. Establish the real reason for homework. Does it fit the students?



2. What is being done to tie homework to the grade?



3. Are students familiar enough with the concept to complete the material alone without assistance? Parents may not be home, may not speak English, may not remember the concepts, may berate students for errors 



4. Many students do not have home environments which permit homework.

By grading homework are you adding a second or third strike to already stressed teens?


1. Some are homeless.



2. Some do not have utilities and are on the bus or in school all the daylight hours. 



3. Some parent their siblings because of working or alcoholic parents.



4. Some work to help with family finances or pay for own clothing.

Homework can be helpful when:

1. It consolidates learning and reviews concepts.



2. It is spaced among classes so that unreasonable amounts are eliminated.



3. Students have a time and place for getting work completed if no time exists at home.



4. Students have an open door for negotiating other options when homework is not practical for them.



5. It is part of a college preparatory program

1. Student is not immediately college bound.



2. Question arises of whether out of class work is contributing to student desire to be a life long learner.



3. Justification for giving homework changes.



4. There is evidence that homework is leading to cheating or dislike of school.