I do NOT correct homework at the beginning of my math classes.
In fact…I do not even give homework in my math classes at all.
Is this shocking? It should not be, but I fear I am an anomaly in an industry that still focuses attention and energy on methods, techniques, practices and assumptions that are not only wrong, but harmful to both the well being and learning success of our students.
Please be aware that I am speaking from strictly a math standpoint here. I do recognize the importance of time spent outside of the classroom on writing, free or assigned reading, creating models or presentations, practice for sports, drama, music, not to mention online collaboration or communication that can demolish the isolation of the home environment. These are areas where time is necessary, even mandatory, outside the room.
I am speaking for the elimination of wasted time, not only at home, but in the classroom as well. Time misspent on problems with no answers, on endless repetitive motion that devolves learning and kills the spirit, on effort that does not instill confidence and offers no satisfaction for a job well done.
I am speaking about CORRECTING HOMEWORK at the beginning of class because the problems assigned did not have answers available: “THE EVENS”.
I have read myriad tomes on how to run classrooms, how not to waste class time, how not to question, how not to single out students, how not to this and how not to that, but I find that…at the same time…I find so many books that tout correcting homework at the beginning of class, after assigning “THE EVENS” without answers available. Is this the best we can do? Is this the technique that guides the students acquisition of knowledge better than any other techniques known to man?
10 Reasons to NOT:
1) Correct homework in class
2) Assign the “EVENS” (problems without answers)
1 – It is an extremely poor use of time, both at home and in the classroom.
2 – If work is not corrected until the next class period, the brain has erased all memory of the process, making the answer worthless as a learning tool.
3 – It is NOT cheating to check an answer as exercises are completed. It is a powerful way to lock learning into long term memory.
4 – If the answer cannot be validated, it is neither right or wrong, making it worthless as a learning tool. Even an incorrect answer is more valuable than one that cannot be validated.
5 – It does not support independent learning. The answers help students learn to self-teach, self-check, recognize and correct errors.
6 – Immediate feedback supports long term memory and builds confidence.
7 – If the focus is put on requiring students to show supporting work for every solution, then the process becomes as important as the correct answer and “cheating” becomes irrelevant.
8 – Students need to learn to use the answers as learning tools. Working backwards from the answer is often the only way to find an error or understand a process, especially in upper math.
9 – It does not allow for differences in learning style or speed.
10 – It does not allow or empower kids to be responsible for their own learning
algebragoddess 