Blurring the Line Between Classwork and Homework

Wendy Hopf and David Newdeck

During a professional development session, the discussion turned to achievement gaps and how to effectively differentiate instruction in our mixed-ability classrooms. We were both involved in graduate and thesis work and wanted to investigate these issues as our primary focus. Consequently, our two 6th grade language arts classes collaborated on a four-month-long action research project that allowed us to differentiate instruction. Throughout our study, we noted an increase in production and a greater sense of student ownership. Our students had to organize their time, practice study habits, and complete research on a topic of their choice. The topics and skills were familiar but challenging and improved the cohesion of their study life at home and school.

A New Approach to Instruction

Our research design borrowed heavily from the work of Carol Ann Tomlinson and Rick Wormeli, and the project was designed to improve curriculum clarity, academic achievement, and homework completion. Through countless hours of meeting, drafting, and revising, we developed what we considered an effective model that respected the varied abilities and interests of our students while basing instructional decisions on data.

First, we pre-assessed students on vocabulary (Sadlier-Oxford Units) and grammar (effective sentences). Based on those scores, we designed agendas with vocabulary and grammar learning activities. In addition, each student's agenda included reading and note-taking assignments on an African American history topic and specific tasks for completing an African American history time line group project.

Broader topics included slavery, Civil War, Reconstruction, the Harlem Renaissance, World War I and II, and the Civil Rights movement. Inherent in each of these categories were subtopics that groups would then subdivide by interest. For example, a student in the Reconstruction group could select a subtopic such as Buffalo Soldiers or sharecropping for his research. Finally, we organized nine agenda levels, daily rubrics, and behavior and attitude reminders into a binder for each student. 

We created four centers—"The Vocab Lab," "The Inkwell," "The Workshop," and "The Book Nook"—so that students could function independently at each one and complete their agenda items. In the Vocab Lab and the Inkwell, students worked on a variety of activities including online, teacher-made interactive games; paper-and-pencil worksheets; Practically Perfect Paragraphs; listening activities (primarily for vocabulary unit words); and exit slips. Vocab Lab activities focused on our Sadlier-Oxford Unit words, while the Inkwell activities reinforced effective sentence writing, specifically simple, compound, and complex sentences. 

In the Workshop, students worked on anchor activities and long-term projects. Here, students were expected to apply Inkwell skills to formal writing pieces. Finally, students conducted group research in the Book Nook. Here, they self-selected topics based on interest and readability, and then they researched and discussed their topics with their respective groups. Students spent time at the beginning setting behavior and attitude goals, then worked in their assigned centers for 40-minute rounds. 

Our directions and expectations were clear, and students understood that all agenda work needed to be completed by the due date, whether in class or for homework. As students worked in their assigned centers in multilevel groups, we noted high levels of productivity. Some kids jumped on the computer to finish vocabulary or grammar practice, games, or quizzes using Quia.com; others conducted research for their time line project. Still others completed the required paper-and-pencil work. Everyone was free to work at a pace that was comfortable for them, using their time to collaborate with peers, request a conference, or simply work solo.

Personalized Assessments, Tailored Assignments

Our design guaranteed time at the end of each center round for quiet, written self-reflection on daily rubrics and for planning homework. Students could pick and choose which assignments to complete based on what they had accomplished that day and how much center time they had left that week. Some students planned to complete the work quickly, and some planned around their sports or after-school schedules to adjust their pace of homework completion. Some wanted the quiet of home to work on their computers, while others had to plan to complete computer work at school. The distinction between classwork and homework became blurred. When they got around to their agenda items was their decision, but the final due date was firm and unwavering. 

As students completed work independently, we teachers had time to conference with individual students or small groups. During these conferences, we could diagnose students who needed a bit more direct instruction and those ready to push ahead with their learning. Formative assessment opportunities increased on a personal level for each student. If a student was way off track on an assignment, this time allowed us to help the student regroup, retry, and redo the assignment in class or for homework. Conferences raised the level of understanding and mastery of specific concepts, not merely completion of assignments. In contrast to whole-class review of a single homework assignment, agendas and the conferencing process made homework differentiated, meaningful, and effective.

Once students completed one round at each center, we administered short vocabulary, grammar, and Practically Perfect Paragraph post-tests. We collected and graded the students' binders of rubrics and agenda items. The piles of agendas were daunting at first, but we soon realized the beauty of this type of assessment. The post-test data and the integrated nature of the agenda assignments gave us a vivid, holistic picture of each student. We quickly saw the effect grammar assignments had on student writing and adjusted our lessons and homework accordingly. Three levels usually surfaced: those who got it, those who barely got it, and those who did not. There was no need to assign more practice for those who got it, but the other two groups required reteaching and more practice.

Effective Homework Can Be a Reality

We found our center-and-agenda design to be respectful of students' individual learning styles, varied work paces, and homework practices. Other factors that affected homework outcomes were the high interest levels in the African American history time line project and the pressure of accountability within the groups. The differentiated instructional practice of creating agendas with carefully integrated learning activities based on readiness and interest led to gains in achievement, independence, and responsibility. 

Although some students would claim that the phrase "effective homework" is an oxymoron, without it, they may not have learned the term at all.

Wendy Hopf teaches language arts at Springfield Township Middle School in Oreland, Penn. She is also a National Writing Project Fellow, research and development promoter, and Critical Friends facilitator. David Newdeck is a 6th grade language arts and science teacher at Springfield Township Middle School. He also administers professional development workshops and graduate coursework in technology and differentiated instruction.