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WikEd Homework Policies
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Reinforcing Effort
Homework and Practice
Summarizing and Note Taking
Mike Maxwell - FMS PE
ReplyDeleteI decided not to develop a homework policy at this time due to the little amount of homework we give out in PE. It made more sense to me to work on a strategy to help kids see the effect of effort on achievement.
In the PE classroom we have decided as a department to not simply grade students on skill level. We realize that not everyone is an athlete or able to fully develop some of the skills covered in the short amount of time we are allowed on each unit. What we do grade on is their participation and improvement. More often than not it is pretty easy to see when someone is not putting their best foot forward.
We as teachers want to see them improve if not hopefully master each skill we cover. To see this happen we try to get across to them that practicing and practicing correctly is key. We go through the skill both verbally and visually through demonstration. We then allow the time to practice the skill. During this time we give feedback on what is being done correctly and what needs a little tweaking. What I just covered is what we are already doing. When I was doing some looking I found a great website that has research based strategies on reinforcing effort. These are some of the implementations it suggests:
1. Teach the relationship between effort and achievement. Many stories exist to make the connection with famous people. Draw examples from the well-known as well as the unknown so students recognize success in all situations and under many situations. Encourage students to think about: What does effort look like?
2. Reinforce effort. Students who are recognized for effort will make the connection between effort and improvement. Students should be helped to internalize the value of effort to make a strong connection between effort and the desired outcome.
3. Visual representation of effort may increase effort. Students who are helped to design an "effort log" using graphic representation will be more likely to see it in their mind's eye, and refer to it when working.
4. Create a class effort rubric. A class that shares a common definition for effort will also share the understanding of effort and achievement. If students are in learning groups, on the same teams, or in study groups together, they will have a common language and a shared ideal regarding effort and achievement.
5. Be careful about how and when recognition is provided. Verbal praise for small or easy tasks can be construed by students as undeserved, and may actually decrease effort. Ensure that praise and rewards are provided because an authentic standard of performance has been achieved. Doing an activity to a predetermined standard may well be worthy of reward and result in increased effort and motivation.
6. Recognize individual students for personal progress. Winning usually indicates that others have lost, or are "below the winner." When students have personal goals, or reach pre-determined standards of excellence, recognition is for personal achievement, which is unique to each student.
7. Make clear the real goal of effort. "The harder you try, the more successful you are" is what the act of recognition should communicate to students, not "the harder you try, the more prizes you get." Make this clear to students and apply it in practice.
As we go along with this year and throughout the future years I will try to work these strategies into the classes and hopefully reap the rewards from it in seeing better effort and more achievement.
Paul Wood
ReplyDeleteHomework Policy
Homework will be graded on participation. If the student attempts all problems of the assignment they will receive full credit. Homework is graded on participation because I believe it is practice. I do not expect students to be able to see a new concept and master it that night; that is what homework is for so they can learn. Some concepts a student might be able to master in one night but others will take several days. I am not concerned about students “faking” their way through the homework, I will find out what they know when it comes to tests and quizzes. If a student does not understand all of the problems they should ask questions the next day in class to gain comprehension. Homework accounts for ten percent of a student’s grade. It is not enough for them to pass a class but it will certainly hurt their grade if they do not complete it.
Homework that is turned in late will automatically be downgraded by twenty percent. It is important to get the homework done on time; just as it will be important to get their work done on time when they take their first job. It is not as effective when it is done after the test. Homework is to help students get prepared for the test. I think of it as how a coach will have practice. He wants his players to do well in practice but knows he will be ultimately graded on how his players perform on game night.