The homework debate is one that may plague educators for decades — even centuries — to come.
It perplexes me, because the research is so overwhelmingly against homework’s effectiveness. After much consideration and exhaustive research of my own, I stopped assigning homework a few years ago.
Homework simply doesn’t fit into a Results Only Learning Environment. Although I could write endlessly about the deleterious effects of homework, I’ll get right to the top five reasons homework fails students.
5 — Virtually all homework involves rote memory practice, which is always a waste of time. My fourth-grade daughter was recently confounded by a math problem — 273X62. She was instructed to use some sort of quadrant method to solve this problem. My response: “use the calculator on your iPad.”
4 — Homework has nothing to do with teaching responsibility (HW advocates love this claim). Not only is there not one reliable study to prove that homework builds responsible children, based on what we know about responsibility, the assertion is illogical. Responsibility implies autonomy, and homework offers none of this. Students are told what to do, when to do it, and when it must be returned. With no role in the decision-making, where does responsibility come into play?
3 — Homework impinges upon a student’s time with family and on other, more valuable, activities — like play. As Alfie Kohn states in The Homework Myth, why should children be asked to work a second shift? It’s unconscionable to send children to work for nearly eight hours a day, then have them go home and work for 2-5 more hours; we don’t live in 19th century London.
2 — I can teach the material in the time I’m with my students in the classroom. The endless cry of “I can’t teach all of the standards without assigning homework” is a tired excuse used to hide ineffective teaching methods. Creating engaging activities in place of lecture and worksheets, along with less testing will eliminate the need for homework.
1 — Students hate homework. I want to help my students develop a thirst for learning. I want them to read for enjoyment and exploration. I want them to extend their learning when they choose, because they are interested in what we do in class. If I force them to do activities that they don’t choose, they will hate them. If I penalize them for not completing something they see as valueless, they not only don’t learn, they get a bad grade and hate learning even more. My colleagues often attempt to persuade me that homework is an integral part of teaching and learning. I’m simply not buying.
So, what’s your take on the debate?
A version of this post first appeared at ASCDEdge, where it is one of the most viewed posts of all-time.
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Mark Barnes is the Founder of Times 10 Publications, which produces the popular Hack Learning Series
, The uNseries
, and other books from some of education's most reputable teachers and leaders. Barnes presents internationally on assessment, connected education, and Hack Learning. Connect with @markbarnes19 on Twitter