Download - 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
Academics Inspiring Minds
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
Academics Inspiring Minds
Homework help needs to be ACTIVE!!!
EXPECTATIONS
•Asking questions
•Observing
•Teaching•Re-teaching
•Suggesting
•Reviewing finished
homework
Academics Inspiring Minds
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
Academics Inspiring Minds
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
Academics Inspiring Minds
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
Academics Inspiring Minds
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
Academics Inspiring Minds
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
Academics Inspiring Minds
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?
Academics Inspiring Minds
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
Academics Inspiring Minds
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
Academics Inspiring Minds
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!
Academics Inspiring Minds
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?
Academics Inspiring Minds
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
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.
Academics Inspiring Minds
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
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
Academics Inspiring Minds
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
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.
Academics Inspiring Minds
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
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?
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
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
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
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
Academics Inspiring Minds