Reflection: Homework Fronts (Day 2/2) - Section 3: Practice


I'm not sure it's okay to say it, but I'm not a huge stickler for homework (that may have been obvious if you've been following my lessons, as I only include it in very few of my lessons). I do think it can be situationally important and a great way to cement some already clear ideas for students (i.e. getting them extra practice with fronts or air masses), but I holistically think it's a huge time suck to chase down absent students, grade it and give it back (where it isn't really looked at again), or serve as a "gotcha" for students who don't do their work at home. A lot of the research on homework and academic achievement is at best inconclusive, and much of the budding research has even shown negative academic results. 

I'm not arguing this to say that I don't give, collect, or grade homework, because I do. I just try to be judicious in giving it, and only give something I feel is relevant and important for their learning. As I've said many times before (and I am not expert), I try to act with deliberateness in all of my classroom decision making. I also use it as a carrot to dangle. If students finish all their work in the allotted classroom time - great! Guess what - no homework! Students should work hard each second they're in my classroom, and that occasionally extends to outside the classroom. But the bulk of the teaching (and learning) is done here, in my classroom, collaboratively, and I think that's okay.

  Homework: Homework
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Fronts (Day 2/2)

Unit 5: Meteorology
Lesson 16 of 17

Objective: SWBAT define a front as an interface where air masses meet and identify the four (4) major front types, including their symbols

Big Idea: In the second day of this two-part lesson, students get the opportunity to create their own "front" posters, and then participate in a gallery walk where they can learn about other front types

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