Bringing Homework Into Focus. Eileen Depka
work can also be more global in nature, requiring students to list what they know about a given topic as is often done in the popular KWL graphic organizer. A KWL can have several variations; for instance, it can require students to list what they know (K), what they want to know (W), and how they want to learn about the topic (L), rather than the usual approach of listing what they have learned postinstruction. For example, if the next U.S. history unit involves the American Revolution, basic information about what the students already know can be collected and used when planning next steps. The purpose of diagnostic work is to evaluate what students know so that teachers can incorporate those data into what needs to be taught, thus influencing the lesson design. Figure 1.4 (page 8) provides an example of a typical KWL.
The information provided by the student in this KWL immediately tells the teacher that although his knowledge base is limited, the student has an interest in the topic that goes beyond names and dates. The student was able to articulate some specific things he wants to know more about. These components, like how the revolution impacted families, can be incorporated into the lessons that follow. Perhaps the W section can be the basis of some personalized learning and students can design some research that they would be interested in completing and presenting.
Figure 1.3: Example of diagnostic work—plot, character, and setting.
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If the teacher finds an extensive list of information that the student already knows about the KWL topic, differentiation will be needed. What additional information can the student learn about the topic? How can she gain a deeper understanding beyond what was listed? Is there a group of students with the same basis of understanding who might work together? Can learning be personalized to meet their needs? The final column, L, can be used as an assessment following the unit.
Figure 1.4: Example of diagnostic work—American Revolution traditional KWL.
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Figure 1.5 provides a more detailed example of a diagnostic KWL. This example is not unlike the information solicited in the know portion of a traditional KWL, but it offers the student specific statements to spur focused thought. Specific questions may help students provide a more complete listing of the background knowledge they have prior to entering the unit of study.
When students complete brief preassessments, such as that found in figure 1.5, it becomes clear quite quickly which students have a basis of understanding and who has little or no background knowledge. The assessments are short, quick, and designed to give the teacher a fast look at the current knowledge base of students. That information is used in planning lessons. If students have a firm understanding of certain material, additional time can be spent elsewhere.
Figure 1.5: Example of diagnostic work—American Revolution detailed KWL.
When giving students diagnostic work, it is important for them to know to complete the task using only the knowledge and skills they possess, not to look up information and report what they find. Diagnostic work is a preassessment and therefore requires students to demonstrate only their current understanding without additional research.
Introductory Work
An assignment that includes introductory work provides students with the background knowledge needed in order to be successful. For instance, the teacher may provide students with directions to research a specific topic. Another method is for the teacher to provide resources for the students to view, listen to, or read, in order to gather information and increase their knowledge and skills.
Building Background Knowledge
If students are to fully understand the content to be presented, establishing a common knowledge base should be a priority. Building this base prior to the content being presented allows students to develop a greater understanding. For example, if students are preparing to read an article or story about the Iditarod, it would be helpful for them to have background knowledge about location, climate, terrain, weather, and participants. A brief assignment can be given as a way to build understanding (see figure 1.6). In order to make a good use of time, the assignment can be done collaboratively as a group, or perhaps each student in the group can research and report on only one of the questions. Throughout the school year, topics are introduced for which students have varying degrees of understanding. In fact, students in the same classroom often have vastly different experiences. Consider using a similar system to develop a common level of understanding prior to addressing a new topic or unit of study.
Figure 1.6: Building background knowledge—the Iditarod.
This example shows the responses of a student who looked at the assignment as diagnostic work rather than a set of questions that build background knowledge. The main difference is that in the case of diagnostic work we rely on the information a student knows without doing any other investigating. Clarity is important so that the student knows in the case of building background knowledge, he or she uses the resources available to complete the template accurately, showing that he or she is ready to proceed with the story. The template is no longer about opinion, but fact. The student needs to describe the location of Alaska, look it up on a map, find out about whiteout and wind chill and apply them to the state, and so on.
Using Flipped Teaching
Likely the most current example of introductory work is the concept of flipped teaching, also called flipped classroom. Flipped teaching allows the teacher to be with students while they are completing tasks that are usually completed outside of the classroom when the student does not have the benefit of a teacher present. Assignments are often a video of the students’ actual teacher providing the information needed. This method allows the “lecture” to take place outside of class time and the “homework” to be done in the classroom with the resources necessary to experience greater success. The lessons are organized and focused on the standards addressed and the content being taught. Students view the lessons in preparation for the next unit of study or class so that time during the class period can be spent applying the knowledge gained to tasks that will increase understanding (Bergmann & Sams, 2012).
The flipped teaching approach increases the time a teacher has to spend with students during the class and supports and promotes the students in becoming responsible for their own learning. The approach is also intended to increase student engagement during actual class, as students use class time to apply their newfound knowledge and skills and to demonstrate their understanding. Educators using flipped teaching should encourage conversations wherein students explain procedures while sharing and evaluating information.
Although the approach is an interesting and effective twist on traditional classroom instruction, consideration should be given to a few points. Flipped teaching requires students to have computer and Internet access outside of the classroom. If the work is to be done at home, thought should be given to the amount of time students need computer access compared to the number of children in the home who require the same access. This should not deter use of the flipped teaching approach