I chose the TX link and took the lessons myself. It is rife with Common Core methods. I just completed an application for a 14day free trial and will be taking the same lessons under CA which do use common core standards. It will be interesting how much difference there actually is. Thank you for sharing all this valuable info.
I read though all of the post, and I too struggle with this homework grading policy. Presently, I am an 8th grade math teacher in NYC. I do work in a struggling district and have found that in the past many of my students do not and have not completed homework on a consistent basis. Many teachers in my school have struggled with this policy because the majority of the students do not submit homework. So thank you again for generating conversation around this subject.
I am presently trying to find a way to utilize homework in an effective manner in my classroom this year also. Last year, I did try to implement the flip classroom midway through the year, in hopes that my students would become more independent learners. After reading your above post, I do think I am going to try option two. I like the idea of the students recieving a weekly homework quiz that reflects the homework given throughout the week, and that they engage in a daily homework huddle this is genius, I must say.
I think I will limit my homework assignments to five questions a night. This will also be my format for the weekly quizzes.
There are a few question I would like to ask you about the homework huddle:. Approximately how long are the students in this huddle? While you are cruising the room during the homework huddle, are you asking the groups questions, or are you only listening to their dialogue to check for understanding?
What does the flow of the day look like after the homework huddle? Do you review any of the homework questions? Also I would like to create a page for my students and their parents, similar to your think link page. Could you help me with this? I would like to save and display all of my information in one central location. Thank you once again. I hope to hear from you. I use an online homework system called MathXL for school.
I assign 20 problems a night. Students do them independently and they are graded as they do them. I assign due dates just to help students stay on track but leave all assignments open until test day. I feel that is fair as students have multiple helps online right on the homework page and unlimited tries.
The only guff I get is from parents who think I should look at the work of their students each night. MathXL is a free response homework system not multiple choice. Homework — Supt Talk. Your email address will not be published. Time limit is exhausted. Notify me of followup comments via e-mail. You can also subscribe without commenting. This site uses Akismet to reduce spam. Learn how your comment data is processed. That is the question! Posted on March 17, by Cathy Yenca.
More than half but not all problems legitimately attempted 1 point: Less than half of all problems legitimately attempted 0 points: Please discuss, and thanks in advance for reading and for your input!
This entry was posted in Algebra 1 , Pre-Algebra and tagged assessment , formative , homework , iPad , nearpod , Socrative. March 17, at 3: One of the problems with Sweden is we have the smallest number of classroom hours of math in all the OECD countries 3 hours a week at our school, and that is more than most schools Have you tried ThatQuiz?
Anyway, just my thoughts on the issue. March 17, at 8: March 17, at 7: March 19, at 5: March 17, at I like the idea of the homework huddles and of the homework quiz. March 18, at 8: March 20, at March 27, at 7: August 12, at 9: August 12, at Hi Mary, It sounds like you have a unique year ahead! August 25, at August 26, at 6: August 27, at 7: Thank you for your encouragement.
September 21, at 6: June 11, at 2: June 13, at 8: June 13, at 2: Thanks so much for taking the time to comment to me. July 20, at 7: Good evening, Thank you for sharing all this valuable info. Then have each student use the interview responses to write a "dictionary definition" of his or her partner to include in a Student Dictionary.
You might model this activity by creating a sample dictionary definition about yourself. Born in Riverside, California. No brothers or sisters. Have students bring in small pictures of themselves to paste next to their entries in the Student Dictionary. Bind the definitions into a book, and display it at back-to-school night.
Ask each student to write a brief description of his or her physical characteristics on one index card and his or her name on the other. Physical characteristics usually do not include clothing, but if you teach the primary grades, you might allow students to include clothing in their descriptions. Put all the physical characteristic index cards in a shoe box, mix them up, and distribute one card to each student, making sure that no student gets his or her own card.
Give students ten minutes to search for the person who fits the description on the card they hold. There is no talking during this activity, but students can walk around the room. At the end of the activity, tell students to write on the card the name of the student who best matches the description. Then have students share their results. How many students guessed correctly? Patricia McHugh, John W. Set up a circle of chairs with one less chair than the number of students in the class. Play music as the students circle around the chairs.
When the music stops, the students must sit in a seat. Unlike the traditional game, the person without a seat is not out. Instead, someone must make room for that person. Then remove another seat and start the music again. You can play this game outside, and you can end it whenever you wish.
Afterward, stress the teamwork and cooperation the game took, and how students needed to accept one another to be successful. Reinforce that idea by repeating this game throughout the year. Danielle Weston, Willard School, Sanford, Maine Hands-On Activity Have students begin this activity by listing at least 25 words that describe them and the things they like.
No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing.
Because the tracing was done with a dark pen, the outline should be visible on the sheet below. Direct students to use the outlines as guides and to write their words around it. Provide students a variety of different colored pencils or markers to use as they write. Then invite students to share their work with the class. They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house.
Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together. As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Your school librarian might have a discard pile you can draw from.
Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them. Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity. Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage.
Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home. As a final bit of information, ask the student to write a headline that best describes him or her!
This headline might be a quote, a familiar expression, or anything else. When students finish filling out the cards, give a little quiz. Then read aloud the headlines one at a time.
Ask students to write the name of the person they think each headline best describes. Who got the highest score? It seems as if parents are contacted only if there is a problem with students.
At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing. This might take a little time, but it is greatly appreciated! Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip.
You can repeat some of the questions. Then fold up the slips, and tuck each slip inside a different balloon. Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside.
Contributor Unknown Fact or Fib? Tell students that you are going to share some information about yourself. Suggest that students take notes; as you speak, they should record what they think are the most important facts you share. When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.
This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib. Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself.
Mitzi Geffen Circular Fact or Fib? Organize students into two groups of equal size. Elementary Makes the Grade! Students shall be given multiple attempts at mastery of course content standards. These attempts shall include multiple unit assignments and quizzes that assess student learning and may include test retakes.
Systems shall be in place to ensure students successfully complete essential course work, so that students may avoid receiving zeros for missing course work. Factors that demonstrate student mastery should be emphasized in determining grades.
Curriculum, homework, and grading will be coordinated, consistent, and aligned among grade- level and course-level teams. The principal and staff at each site will develop, publish, and annually review a school-wide homework and grading plan. Plans will, where appropriate, be coordinated and consistent among grade levels at other schools. District office staff will create a school-site grading template for school sites to fill out.
Skills-practice homework should not impact a student’s grade by more than one (1) letter grade in either direction. (cf – Academic Standards) Curriculum, homework, and grading will be coordinated, consistent, and aligned among grade- .
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Homework and Grading Policy Everything counts - some as practice, some as performance If you don't have time to do it well the first time - you have to have the time to do it well the second time. The Homework and Grading Committee has begun to meet this year and it is comprised of parents, teachers, administrators and students from the middle and high school. The committee is taking a closer look at alignment to board policy and consistent practices across school sites. The topics of discussion range from the purpose of homework, current practices in homework.
Although she currently teaches only computer science, the homework grading process has worked for her in math classes too. As we head into our third year of offering Professional Development services, we are proud to say we've helped over professionals with their online PD needs so far. ENROLL TODAY! In compliance with federal law, Harnett County Schools administers all state and federally operated educational programs, employment activities, and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability or gender except where exemption is appropriate and allowed by law.