Re: [Phys-l] In-class homework

["Anthony Lapinski" <Anthony_Lapinski@pds.org>]

I believe we've had this discussion before on this list. It's an important
topic. I've had similar HW issues in the past with students copying
answers, etc.

You have to ask yourself: What's the "goal" of homework?

To me, homework is practice work (like with sports). Thus, I don't want to
"penalize" students for trying. So I assign math homework, and the answers
are supplied. Next day we review them. I also assign conceptual homework.
I do collect these, make comments on them, and return them for instant
feedback. No grade is given. but I make a note in my gradebook to see
who's doing the work. Again, this does not affect a student's grade. It's
for their own learning.

The real proof is in the test. If they know their material, they will do
well on the tests. They prepare/study accordingly along the way. You know
who's doing the work. Of course, there will be a wide variety of abilities
in your classes.

This approach works well for me (in a private high school). Might not work
well for someone else. Huge benefits: Save me time. Also teaches kids a
sense of "ownership." After all, students are ultimately responsible for
their own learning. (I do lots of peer instruction, too).

Hope this is useful....

Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu> writes:
> I realize the very title sounds like an oxymoron.  :-)
>
> I'm contemplating a different way of dealing with homework and I wanted
> some feedback.  I seem to recall some people here mentioning a similar
> system, so perhaps I can get some pros and cons from the trenches.
>
> The idea is essentially to assign daily homework but not collect it.
> Instead, I would give a 5-10 min "quiz" at the beginning of class based
> in the homework.  This could simply be definitions of terms from the
> chapter, or intermediately difficult problems, or short essays.  Perhaps
> something like a few FCI-style questions or a context-rich problem.
> (Although at a minimum I would randomize the answers in multiple choice
> questions or change a few numbers so they have to learn the concept, not
> the question).
>
> My plan was to tell them fairly specifically what to expect, then
> explain/discuss/model/work sample problems over those topics.  Some
> question might intentionally be skipped during class, with instructions
> to read the book for that info.  Before the next class, they have time
> to work similar problems, read the book, and discuss with classmates.
>
> One "problem" I am trying to fix is the students who copy homework from
> others - to the extent many times of having the same calculation error
> or misspelling.  (Another problem is the students who saunter in 5-10
> minutes late!)  It does cut into instruction time, but if they are
> engaged for 40 min of instruction (hopefully interactive) rather than
> disengaged for 50 minutes, I'll come out well ahead. 
>
> I've always disliked the courses where students are given a set of
> questions to memorize for an exam and I certainly don't want to go
> there.  On the other hand, it is easy to be too general ("just know
> everything in the chapter").  
>
> Is such an approach feasible and effective?  Any suggestions for
> improvement?  
>
> Tim Folkerts
>
>
>
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