An article published in the "New York Times" reported the results of a large-scale study on homework for elementary school children. The study indicated that the lowest-achieving students spent more time on homework than children who received higher grades. Using what you have learned about learning in chapter 5, how can this be explained? Why aren't the children who spend more time on homework receiving better grades? Imagine you were a consultant to the school district. What changes might you propose to address this issue?
in my opinion children who do spend more time on homework may not understand it or may not be studing for their exams or too nevous on the day of the exam therefore the children who get higher grades are more likely taking in or concentrating more at school and understand more.
the changes i would propose would be for those who get lower grades to study or look over the topic until they know and understand it more
There are several possible explanations. To see if these explanations are valid, more data needs to be collected.
First, the lower scorers might be in a distracting environment, e.g., TV going, so they are not attending well to their lessons.
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Their study methods or motivation might lacking. they might not be getting parental support for their studying.
They might have a failing "self-fulfilling prophecy." (Look it up.)
You have misplaced your keys again. What strategies in chapter 6 have been suggested for you to use in order to find your keys
To understand why the lowest-achieving students spent more time on homework and yet didn't receive better grades, we can explore a few possible explanations based on what we've learned from chapter 5 about learning.
1. Inadequate support or guidance: The lowest-achieving students might not have access to sufficient support or guidance at home or in their environment. They could be struggling with understanding the material, making it more challenging for them to complete their homework effectively.
2. Lack of engagement: If the homework assignments are not designed to be engaging or relevant to the students' interests and needs, they may be less motivated to invest their time and effort. This lack of engagement can lead to incomplete or subpar homework submissions, resulting in lower grades.
3. Extenuating circumstances: It is possible that some of the lowest-achieving students face various challenges outside of school that may hinder their ability to complete homework effectively. These challenges could include limited access to resources, chaotic home environments, or competing responsibilities.
As a consultant to the school district, here are some changes you might propose to address this issue:
1. Improve support systems: Implement interventions that provide additional support to the lowest-achieving students, such as tutoring programs, mentoring initiatives, or after-school study groups. These resources can help students better understand the material and approach their homework more effectively.
2. Differentiated homework assignments: Tailor homework assignments to meet the diverse needs and abilities of the students. Provide assignments that are interesting, relevant, and challenging enough to engage them. This can help increase motivation and the quality of the work produced.
3. Communication and collaboration with parents: Foster a strong partnership between parents/guardians and the school. This can involve providing resources, guidance, and regular communication about the importance of homework and ways parents can support their children's learning at home.
4. Flexible homework policies: Implement flexible homework policies that are responsive to individual student needs. This might include negotiated deadlines, modified assignments, or alternate formats. Adapting to students' circumstances can ensure that they have a fair opportunity to complete homework successfully.
5. Assessments aligned with learning goals: Ensure that the homework is aligned with the learning objectives and assessments in the classroom. By aligning homework with what is being taught, students can see the relevance and purpose, leading to better engagement and understanding.
Remember, these proposals are general suggestions, and the specific recommendations would depend on the context of the school district, the needs of the students, and the available resources.