Differentiated Homework GO FIGURE National Youth AtRisk Conference

Differentiated Homework… GO FIGURE! National Youth At-Risk Conference March 8 -11, 2020 Facilitator: Dr. Charisse N. Windom Director of Federal Programs Fayette County Public Schools

Focus • Participants will examine the definition of differentiated homework and how to connect to the personalized needs of students. • Participants will connect the concept of differentiated homework through a collaborative activity.

Reflection Using the chart paper, write what comes to mind when you think about homework. Share!

What Is Differentiated Homework?

Differentiated Instruction • Differentiated instruction in education has been a practice which schools since the 1960 s. • The concept of differentiated instruction was born from the need for individual students to learn effectively. • In practice, teachers offer students different avenues for learning so they can all progress and learn.

What is Homework? • Homework is the reinforcement of skills previously taught. • After students come home from an exhausting day at school, the last obligation they want to worry about is homework. • Issues include the lack of connection, overload, stress, and sleep deprivation. Rachel Stewart, 2013

Differentiated Homework • Differentiated homework is an extension of differentiated instruction outside of the classroom. • One-size fits all teaching doesn’t work, and the same applies for homework. • There’s no teacher to provide guidance if students are assigned homework which they struggle to complete.

Making The Connection

Team Task: Designing A Differentiated Homework Menu • Considerations: – Purpose – Students exceeding, meeting, and not meeting standards – Time , Interest, Choice – Real-world Connections – Connections to class teams or groups – Resources

Final Thoughts… The Fundamental Five The Five Hallmarks of Good Homework • Hallmark 1: Purpose – Give students methods that are purposeful for them and works for their learning styles. • Hallmark 2: Efficiency – Efficient ways for student learning • Hallmark 3: Ownership – Create a personal relationship between the student and the content • Hallmark 4: Competence – Homework should be “do-able” • Hallmark 5: Aesthetic Appeal – Homework should look inviting and interesting

Thank You For Sharing The Journey! Charisse N. Windom, Ph. D. Director of Federal Programs (770) 460 -3990 x 1123 windom. charisse@mail. fcboe. org Fayette County Board of Education 205 La. Fayette Drive Fayetteville, GA 30214 https: //www. fcboe. org/title 1 Resources • • Marzano, R. J. , Pickering, D. J. , & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Steward, R. (2013) The Hassles of Homework. The Calabasas Carrier. Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 26– 31. Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: ASCD.