An excellent variety of lesson ideas from Robert Kaplinsky

Lessons | Robert Kaplinsky – Glenrock Consulting.


5 reasons homework destroys learning

I found a link to this article while reading “4 Lessons New Teachers Haven’t Learned but Can’t Survive Without” by Mark Barnes ( where he says:

Homework is a crutch for weak teachers. In spite of the deluge of research against traditional homework, it remains a practice that preservice educators are taught to use. These are the facts: homework does not teach responsibility; homework does not contribute to achievement; homework does hurt students’ grades; homework does take time from valuable family activities; homework does make students hate learning. Teachers assign homework so they can put something in a grade book. Do not get caught in this bad teacher trap. If you create engaging projects that students are excited to build, they will choose to work on them outside of class. In this case, everyone wins.

His final sentence says it all for me because it fits well with my mantra/policy about homework that it is far more effective when children do extra work because they want to, not because they have to!  The lessons should inspire students to go home and choose to do further research or extra practice for a variety of reasons (including that they don’t want to let the teacher or themselves down).  Think of intrinsic motivation versus extrinsic motivation.

  1. Homework rarely connects to the real world
  2. Most homework is assigned for practice
  3. Students often don’t understand the homework assignment
  4. Homework cuts into family time
  5. Homework is not fun

READ THE FULL ARTICLE HERE : 5 reasons homework destroys learning | Brilliant or Insane.

8 Mindframes for Teachers – John Hattie

1. Believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement.

2. Believe that success and failure in student learning are about what they, as teachers or leaders, did or did not do…We are change agents!

3. Want to talk more about the learning than the teaching.

4. See assessment as feedback about their impact.

5. Engage in dialogue not monologue.

6. Enjoy the challenge and never retreat to “doing their best”.

7. Believe that it is their role to develop positive relationships in classroom/staffrooms.

8. Inform all about the language of learning.


Thanks to “THE SUPERINTENDENT OF SCHOOLS FOR THE DEERFIELD, ILLINOIS PUBLIC SCHOOLS, DISTRICT 109” website where I first found this interesting information from John Hattie’s well-known research.

and also thanks to Cheryl Reynolds for the video