(The Homework Never Ends) How Much Homework Is Too Much? скачать в хорошем качестве

(The Homework Never Ends) How Much Homework Is Too Much?

Educational research sheds new light on the efficacy and application of homework. -- If you ask five plumbers why they always install drain pipes with a gradient of at least 1.65%, they’ll all tell you that it's the minimum safe ‘fall’ to prevent wastewater backflow. If you ask five pro tennis players why they commonly change racquets during a match, they’ll all tell you that it helps maintain consistent string tension. If you ask five teachers why they regularly assign homework, they’ll all likely tell you something very different -- from providing practice opportunities, to flipping classroom learning, to engaging parents in the learning process, and so on. Despite this lack of consensus, the popular justifications for homework generally appear to be reasonable and logical. However, upon further review, it turns out that many of these justifications reflect personal preference rather than a robust base of evidence. In Australia, a country with around 10,000 schools, students this year will collectively complete approximately 400 million hours of homework. That’s more than 45,000 years’ worth of time! And this, by the way, is in a country where over 90% of 13 to 17-year-olds fail to meet the minimum basic physical activity guidelines (according to the Australian Institute of Health and Welfare). This is not to suggest that kids should necessarily be running around instead of doing homework -- although a compelling argument could be made for this. Instead, it's meant to emphasize that with such a massive investment of time and energy, it’s reasonable to assume we must have very clear answers to questions like: Is homework actually effective at improving student learning and performance? How much homework is ideal? How frequently should it be assigned? For which age groups is it best suited? Unfortunately, for most schools and parents, these answers are elusive and/or irrelevant in the face of the well-worn “homework is important because we’ve always done it” argument (although, to be fair, in recent years the blind cult of homework has faced more rigorous scrutiny across the globe). In this video, I examine a research study that can help us better answer some of the aforementioned questions about homework: Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices. (Fernández-Alonso, et al | 2015) Here are some of the questions I tackle in this installment: -- What is the PISA, and how has it led many schools astray when it comes to their general homework philosophy/policy? -- Is the relationship between homework and student performance a linear function, or is homework subject to diminishing returns? -- According to research, approximately how much homework supports peak learning and academic performance? -- What are some key takeaways for teachers regarding how we might think about and approach homework going forward? Give it a watch, and let me know what you think in the comments. And, as always, if you find this video valuable, interesting and/or entertaining, you can support our channel by liking, sharing and subscribing ;) #Homework #DoesHomeworkReallyHelp #IsHomeworkHarmfulOrHelpful --- JARED COONEY HORVATH | PhD, MEd Dr. Jared Cooney Horvath is an award-winning cognitive neuroscientist, best-selling author and renowned keynote speaker with an expertise in human learning, memory, and brain stimulation. Dr. Horvath has published 4 books, over 30 research articles, and currently serves as an honorary researcher at the University of Melbourne and St. Vincent's Hospital in Melbourne. His research has been featured in popular publications including The New York Times, WIRED, BBC, The Economist, PBS's Nova and ABC’s Catalyst. https://www.lmeglobal.net/media --- LME GLOBAL LME Global is a mission-driven company aiming to serve teachers, students and educators through applied brain science.