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- Designing quality tasks
- Moving from grading to checking
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- Using completion strategies
- Establishing support programs
- clear academic purpose
- promote ownership (personal)
- sense of competence
- not be a commodity
- make sure student understands and is doing
- ifferentiated based on the difficulty
- Grades should reflect learning
- Late policies should be about learning, not simply compliance
- academic labs, independent study, teacher advisory time, extended school day, after school/Saturday support programs
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Reviewing Cathy Vatterott’s “Rethinking Homework” | Ecology of Education
- Reviewing Cathy Vatterott’s “Rethinking Homework”
- the culture of homework
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- Belief #1: The role of the school is to extend learning beyond the classroom.
- Belief #2: Intellectual activity is intrinsically more valuable than nonintellectual activity.
- Belief #3: Homework teaches responsibility.
- Belief #4: Lots of homework is a sign of a rigorous curriculum.
- Belief #5: Good teachers give homework; good students do their homework.
- No Child Left Behind
- Parent involvement in homework
- Economic realities
- “Renegotiating the Parent-School Relationship
- Revise expectation of parental support.
- Establish formal methods of parent-teacher communication
- Quality Teaching Matters
- Skills Require Practice
- Learning Is Individual
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Wednesday, March 14, 2012
My Diigo 03/15/2012
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