That’s not rhetorical. It is an actual, live question that we are finally ready to begin answering here at the Ottawa Jewish Community School, as promised.
It is reasonable to conclude that there are various philosophies about what the purpose of homework ought to be and that there is ample research to be found supporting just about all of them. For our school, however, the conversation comes with a context. Considering who we are and what we believe to be true about teaching and learning, what ought to be the role of homework here?
What is our current homework policy?
We have a simple 10 minutes that incrementally increases by grade level (outside of reading) formula for estimating the appropriate time it should take a typical student to complete his or her homework.
Part of the impetus for taking this on is that not only does that policy seem not to hold true often enough, it fails to address the whys and whats of homework. It only speaks to, “how much?” We can do better.
The purpose of an OJCS Homework Policy, once re-imagined, will be to provide guidelines for teachers, provide for consistency through the grades, and to educate parents who have questions about homework. A school policy regarding homework, along with clear expectations for teachers as to what constitutes good homework, can help to strengthen the benefits of homework for student learning.
This policy will need to address the purposes of homework, amount and frequency, and the responsibilities of teachers, students, parents, and administrators. The OJCS Homework Policy will be based on research regarding the correlation between homework and student achievement as well as best practices for homework.
Without having had all the conversations we will be having, I do think based on the conversations we have had, that there are philosophical conclusions consistent with who we are that we can put up front that will inform the policy once complete. The philosophy at the Ottawa Jewish Community School regarding K-8 homework is that it should only be assigned if it is meaningful, purposeful, and appropriate. Homework will serve to deepen student learning and enhance understanding. Homework should be consistent with the school’s “North Stars” and strive to incorporate creativity, critical thinking, authenticity, and student ownership.
There are also some commonsense practices we believe will help to increase the benefits of homework while minimizing potential problems.
Homework is more effective when:
…..the purpose of the homework assignment is clear. Students should leave the classroom with a clear understanding of what they are being asked to do and how to do it.
…..it does not discourage and frustrate students. Students should be familiar with the concepts and material (unless a flipped pedagogy is being employed).
…..it is on a consistent schedule. It can help busy students and parents remember to do assignments when they are consistent.
…..it is explicitly related to the classwork.
…..it is engaging and creative.
…..it is authentic.
…..feedback is given. Follow-up is necessary to address any comprehension issues that may arise.
…..it is personalized.
This is not to suggest that we are not presently trying to live up to the above in our current practice. But it is to suggest that our written policy fails to provide teachers, parents or students with sufficient guidance to ensure that all students in all grades are doing appropriate homework – appropriate quality, appropriate content and appropriate length.
As with every other initiative or project we undertake at OJCS, our conversation and conclusions about homework will be done collaboratively and transparently. We look forward to these conversations, to doing the work, and to sharing it out when done.