Setting homework

• Defining homework
• Learning styles
• Types of learning
• The Activity Matrix
• The challenge
• A question of resources 

Defining homework

Homework can be seen by pupils as tedious and boring, particularly if it is mainly completing work not finished in class. Parents may have images of homework they themselves were set when at school and which they may or may not have done.

To bring about a change in the way that people think about homework some schools are calling it 'Out-of-School Learning' or 'Learning Out of School'. This emphasises that learning takes place in all situations and not just in school.

Whatever we call it, it is important that the tasks that are set for learning outside the classroom are helping pupils and their families develop an interest in learning and habits which will lead to 'lifelong learning'. 

Learning styles/preferences

Schools and teachers are taking account of research which recognises that as individuals we have preferences in the way that we engage with new ideas. There are many different approaches to defining learning styles but two of the most common are Multiple Intelligences and Visual, Auditory and Kinaesthetic (VAK) approaches. 

A key message is that different types of task are needed to help people learn. Some will learn more easily through words and books while others prefer pictures and diagrams. Some like to listen while others need bodily movement. We want learners to become strong in all approaches if possible but it is important to take account of their starting point.

If we are thinking about these issues for work which takes place in the classroom, then it is also important to take account of them in relation to out-of-school learning and that tasks set provide variety.

Consider the following list of tasks. Which 'learning style' does each one support? How many of these do you use for homework tasks?

• local surveys
• web search
• reading a chapter from a book
• revising notes
• highlighting key points
• analysing a story or text
• mind-mapping
• rehearsing a play or role-play
• self-questioning
• visiting a museum
• preparing materials for a project
• designing a poster
• drafting and redrafting
• writing essays
• web search
• working in pairs
• preparing a presentation for the class
• learning a poem
• developing a quiz 

Types of learning

The aim of teaching is to encourage young people to be more questioning and critical in their approach to knowledge and information. Teachers can also make good use of homework tasks to encourage a questioning and constructively critical attitude. There are times when we do need to absorb lots of knowledge in order to be able to reproduce it or use it to contribute to further, more investigative learning. Consider the activity matrix and reflect on the types of task which encourage the different kinds of learning.

Consider the tasks listed above. What type of learning does each one encourage? 

The Activity Matrix

The challenge

We have thought about a variety of tasks, and there are many more that can be used to encourage pupils to take an interest in what they are learning. Answering 'yes' to most of the following questions will help meet the challenge of setting tasks that support, motivate and enthuse pupils - and enable parents to be involved in some way.

In the homework task, will the pupils:

• be clear about the purpose of the activity
• have an audience for their work
• think it is worthwhile
• be able to discuss it with other pupils, with friends or family
• get recognition and feedback from the teacher? 

Will it:

• deepen their understanding of the subject
• feed into and enhance classroom learning
• consolidate skills or develop new skills
• help them experience a sense of satisfaction and achievement? 

Are the instructions clear and do they include all necessary information? If need be, will parents and family understand them?

Will the pupils have sufficient time to complete the task? For example:

• do they need to find extra resources
• will it be better if they have time to draft and redraft.
• for secondary pupils, have you checked with other teachers that the work does not clash with homework set for other subjects? 

A question of resources

Some of the items suggested in the list of tasks require extra resources and support. It cannot be assumed that children have access to computers, or even books, or that they have parents, other family or friends who will take them to the library. Larger tasks which require extra resources and help need to be carefully planned and not used too often.

Some of the options are:

• using alternative sources of support in the school or community, for example some authorities run homework help in libraries, e.g. the Glasgow City Council Learning Post
• providing opportunities for out-of-hours access to computers, for example lunchtimes or before and after school. 

Most schools in Scotland now have homework clubs. These offer somewhere where children can go to:

• do their homework
• get help from teachers
• get help from other pupils
• get access to books, materials, computers and printers
• meet with other young people
• keep out of mischief.