I LOVE SEEING projects and things students create. This past year was no different. But much to my dismay was seeing the disparity in what students created. One noteworthy project was an amazing set of homemade, professional carpentry, crafted pulleys and levers set up. You could move a 200lbs rock with it. Right next to this project was three red solo cups. I asked each of the students to tell me the science they learned about in their respective projects. In the case with the lever and pulley experiment the student could tell me nothing about how levers and pulleys worked. In the second case, the student could tell me the total plan for the science project he wanted to do with the red Solo cups. He had planned to plant different seeds and look at different fertilizer types. The second student had anticipated how the project would turn out but because of the lack of support could not complete it. This was a project that was assigned for students to do at home and obviously one student had a lot of support and the other did not. Therefore the learning was not equitable for the second student and the first one didn’t learn much (except his father was a remarkable carpenter). Further, both students were not able to fully access the curriculum. One because of too much parent support and another because too little support. When we assigned homework this was often the case. I am fortunate enough to be an elementary principal in a great school with an amazing staff. Each person truly is here to give their best to each student and has the very best intention in assigning work that meets the standards. Given time pressures and testing, these teachers assigned this as a homework project. These and other examples have given us time to pause and re-think and reflect on our homework practices. Homework is an equity issue. The solution is to change this practice. Our school now has students read and work on personal projects, nothing else. If the standards are vital, this work will be done in school as all students need and deserve the opportunity to access the standards and materials. This must be the mission of public education. We can help student become designer but not through homework. As educators we need to help students gain understanding through design thinking process. As a public school we need to be there to support ALL students and their learning, not just those with parent support.
4 Comments
William Burdick
10/2/2017 05:35:15 pm
Awesome Post! I’ve had several parents admit to me they either a) greatly help with their kids homework or b) outright do it. Where does this leave the poor children who basically have NO ONE at home to help him or her? At a great disadvantage, that’s where. Having a ”no homework policy” gives ALL children a more even playing field for LEARNING not “grade chasing.”
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Kerri
10/3/2017 05:47:53 pm
Thank you for this post! I teach 2nd grade and I have four children (two of whom are now in college) and I do not like homework as a teacher or parent. As a parent, I resent the time it takes away from family. As a teacher, I too see the inequity.
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10/9/2017 07:35:23 am
Thank YOU for standing up for students of all SES backgrounds and leveling the playing field of learning. Equity is significant to promote learning & (sharing that knowledge) for all students.
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Since starting IMMOOC I have though a lot about the homework inequity issue. In talking to a fellow educator the other day (who is a homework supporter) she suggested that it is not simply homework that is the issue but the type of homework that is assigned. Just something else to think about I guess.
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AuthorGoogle Certified Innovator (#TOR16) and Google Certified Educator 1-2, principal, interested in innovation and changing systems, cyclist, Crossfit Coach Archives
October 2017
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