Effective Homework Help

Effective Homework Effective Homework HelpHelp

October 18th, 2010

Academics Inspiring Minds

Principles of Quality Homework HelpPrinciples of Quality Homework Help

For all childrenIntentionalAn active processAge-level appropriateSupported by well

trained staffInformed by ongoing

needs and progress


Successful After-school ProgramsSuccessful After-school ProgramsSuccessful After-school ProgramsSuccessful After-school Programs

The best afterschool programs do two things: they engage students in fun activities that create a desire to learn, and they build on what students are learning during the school day to extend the knowledge they already have.- SEDL

The best afterschool programs do two things: they engage students in fun activities that create a desire to learn, and they build on what students are learning during the school day to extend the knowledge they already have.- SEDL


Homework help needs to be ACTIVE!!!

EXPECTATIONS

•Asking questions

•Observing

•Teaching•Re-teaching

•Suggesting

•Reviewing finished

homework


Research recommendsResearch recommendsResearch recommendsResearch recommends

Students spend 10 minutes on homework for each grade level.

Fourth graders spend no more than 40 minutes on homework

Key is consistent schedule


Providing StructureProviding Structure

Think about how you will group students and structure your

homework areaArea for individual studyArea for group studyArea for research and informationArea for students who have completed

their homework


What kind of help do they need?What kind of help do they need?What kind of help do they need?What kind of help do they need?

Clarifying Assignments

Maintaining focus or re-focus

Problem Solving skills

Reading SkillsWriting SkillsOther


Active Homework HelpActive Homework HelpAsk student to explain

assignment in own words

Have student write problem in different way

Encourage student to guess or estimate

Suggest working backwards

Enlist peer supportBreak problems into

smaller parts and steps

Model problem using different example

Teach process of elimination

Ask student what they don’t understand and help them with that aspect

Suggest or ask students where they can get help


You can’t do things the same way You can’t do things the same way each dayeach day

You can’t do things the same way You can’t do things the same way each dayeach day

I do, you watch

I do, you helpYou do, I helpYou do, I watch


Promoting Lifelong SuccessPromoting Lifelong SuccessPromoting Lifelong SuccessPromoting Lifelong Success

Have you developed a more positive attitude about potential of diverse students?

Are you convinced that you can enhance the confidence of children who have a slow start?

Is the achievement of all your students your main priority? Can you teach students to speak and write English while

accepting their cultural dialect as another legitimate form of expression

Can you look past physical attributes, gender, and race to find the untapped potential in your students?

Can you help your colleagues in your school respond to diversity and student differences in a more positive manner?


Low Academic Self-ImageLow Academic Self-Image

Failure to compete workHostility, disruptive behavior, defiant speech in

classDaydreaming, poor attention spanLittle or no eye contactFrequent use of excusesFear of failure and of tryingRepeated tardiness, and absencesLack of participationTendency to be withdrawn and isolatedDislike for school and or the teacherFacial expressions and body movement showing

visible pain, frustration, and anxiety


High Social Self ImageHigh Social Self ImageHigh Social Self ImageHigh Social Self Image

Confidence in performing before othersUnique ability in social skills such as sports,

dancing,etcMutually supportive system with peersKeen interest in performing social activities such as

listening to music, dancing, sports, art, cards etcNon-verbal communication and eye contact with

others. Self assuredness in being able to communicate to friends without saying a word

Desire to succeed in formal functions and being noticed by others

Friendly sincere behaviorFacial expressions and body movements that reflect

enjoyment


Changing students self imageChanging students self imageChanging students self imageChanging students self image

As educators augment their understanding of systems of low academic self- image, they can take requisite steps to provide students with other opportunities for school success.

AIM can be key in this process!


Estudiantes de EspanolEstudiantes de EspanolEstudiantes de EspanolEstudiantes de Espanol

AsignacionContesta estas preguntas

Escribir un parafo de algo acerca de su familia

4 oraciones completas

De donde es su familia?

Que es una cosa que le gusta hacer con su familia?

Cuantos hermanos y hermanas tiene or hijos/hijas?


Helping ELL students understand Helping ELL students understand what you saywhat you say


In general, they spend much more lesson time listening than they do speaking, reading or writing.

Listening is the basis of most classroom activities. Students cannot perform these activities correctly unless they have heard and understood the relevant instructions or information.




Listening is NOT a passive process; it is an active skill of interpreting the verbal and non-verbal output of the speaker in order to understand the message




If students need to listen for a long time.

1. Activate their existing knowledge of the topic

2. Ask questions 3. Make connections with

existing knowledge4. Discuss opinions 5. Making predictions 6. Pre-teaching key words7. Students should be told

what they will have to do after they have finished listening.

If students need to listen for a long time.

1. Activate their existing knowledge of the topic

2. Ask questions 3. Make connections with

existing knowledge4. Discuss opinions 5. Making predictions 6. Pre-teaching key words7. Students should be told

what they will have to do after they have finished listening.




Beginning learners need speech that is clearly

enunciated and relatively slow.

Typical "swallowing" of sounds in English often results in spoken text that is problematic to new ESL students.

So, not Dja do your homework? Djoo come to school by bus? Did you do your homework? Do you come to school by bus?



Listening comprehension is easier if supported by

visual material. As well as the obvious advantages of students being able to see

pictures or diagrams of what is being talked about, it is often helpful for them to have key words written

on the board. Academics Inspiring Minds



It is unrealistic to expect close attention by students to material which is boring or presented in a boring way.

Teachers can help students develop listening competence by setting tasks that can only be carried out if effective listening has taken place.

Cooperative activities are an excellent way of requiring careful listening. Academics Inspiring

Minds

Helping ELL Students Helping ELL Students Understand what you sayUnderstand what you say

Increasing wait time

This will give students a chance to process what they have heard and formulate answers in their mind.

Repeat or rephrase questions that are in complex syntax or require more than simple answers.

Wait for 2 students to answer questions before providing feedback

Add to the amount of time available for the ESL student to formulate a response

Sometimes responses are mental ones not yet expressed aloud.

Helping ELL students Understand Helping ELL students Understand what you saywhat you say

Helping ELL students Understand Helping ELL students Understand what you saywhat you say

ESL students learn from being exposed to language which is comprehensible to them.

IdiomsEuphemismsJargonSlang

ESL students learn from being exposed to language which is comprehensible to them.

IdiomsEuphemismsJargonSlang

Krashen- Comprehensible inputKrashen- Comprehensible input

The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production."

Active Homework HelpActive Homework HelpAsk student to explain

assignment in own words

Have student write problem in different way

Encourage student to guess or estimate

Suggest working backwards

Enlist peer supportBreak problems into

smaller parts and steps

Model problem using different example

Teach process of elimination

Ask student what they don’t understand and help them with that aspect

Suggest or ask students where they can get help


Effective Homework Help

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