Since the homework is spiraling, it is not what the students have done in math classes before (example: 2 – 30 evens of the same exact type of problem they did in the lesson). Then, they have a set of spiraling problems called “Review / Preview” that they do for homework. In CPM, the class lessons are a set of problems the students work through as a team in a “guided” discovery model. I use the CPM (College Preparatory Mathematics) curriculum, and the spiraling homework is an important part of the curriculum, as the problems increase in difficulty each time they appear in the Review/Preview.
Still, without the promise of a grade, homework completion has not been as consistent as I would like. If they do not, I have them fill out a Homework Responsibility Sheet that I keep on file. I do not grade homework, but I do walk around each day to see if students had any questions on their homework (check if students are doing it). And I want the students to feel that the homework is important because it is relevant to the work that we do in class. I do not want my students feeling lost, overwhelmed, or frustrated at home if they do not understand the homework. I would love for my students to engage with math outside of class time for about 20 minutes a day. Most importantly, because of help from friends, tutors and parents, homework grades rarely represent what the students actually know. In most cases I found that homework grades artificially inflated a students grades, and in some cases brought students grades down.
Over the years I have graded homework for correctness and completion. I have been teaching a long time, so I have tired everything (see the list of blogs I have written about homework at the end of this post).
0 kommentar(er)
