department of education homework help

department of education homework help

Innovative Strategies for Effective Homework Help in the Department of Education

1. Introduction to the Importance of Homework Help

Innovative strategies in homework help are important. They can assist in the development of these students as well as being beneficial to the volunteers providing the help. Objectives for homework help should include assisting students with their homework and tutors with their work, tutoring, mentoring, and adult role modeling, and to better the understanding of what tutoring is as well as the understanding of public schools and ways to improve those schools. This book not only provides a homework help philosophy, but a program model that can be operated by other schools and departments as well as extensive resources and support for starting and keeping the program alive.

Homework is a critical part of the education process. Teachers assign homework to help reinforce newly acquired information and assess the students’ understanding of that information. Overall, homework assists and promotes academic success. However, homework can often be a source of frustration for students and their families. Some challenges that students face with homework include forgetting due dates or how to complete an assignment and simply becoming overwhelmed with the entire task. This is why some schools or other educational programs offer homework help – a place where staff is available to assist students with completing and understanding their homework. In the Department of Education at the University, the Education Club offers homework help twice a week. The homework help is open to any age of student from kindergarten to high school from the community.

2. Current Challenges in Homework Assistance

Many departments and community organizations see TCLab being a valuable resource for students struggling with homework, but they don’t have the time or resources to follow up about students’ progress. Homework doesn’t always go smoothly. In addition to the evidence Marsh cited that suggests anyone can trip over their own subgoal failures, we have seen students sometimes simply forget about this opportunity of extra/alternative help – even if they say at the beginning of a moaning session about this lab ‘we all love’ that they’ve never come. The rush for help often occurs at the end of term, the critical bulk days when students are fretty about their projects – often at the point when they are too anxious to think clearly enough to find the help they need when they want it, before they turned into ostriches and just hoped for the best!

There are countless factors that can hinder students’ success and the support that it requires. Teaching is incredibly time-intensive, and homework does not (and should not) take precedence over class materials. Not all students are good at collaborating because homework is a personal task – but we don’t want to tell students what an answer is so much as we want to engage in the Comprehension Conversation, at whatever levels or stages our students might be. We think so much more goes on in homework help tutors and tutees’ minds than ticking off mistaken reductions of equations, and often tutors and tutoring centers even see the benefits of students becoming more self-aware and topical on campus more generally. A key issue is also simply that the most impoverished inclined students can’t afford professional tutors, but our solution to that is inter alia for free, for everyone who wants help with their schoolwork.

3. Innovative Approaches and Best Practices in Homework Help

3.2. Offer frequent feedback Feedback is a crucial part of mastering school assignments. In particular, frequent, low-stakes quizzes appear to be a particularly important factor in improving knowledge and competencies. This kind of feedback also allows educators to track students’ progress early, so that interventions can be developed to help the students that need support. From an adaptive learning logic, homework should provide frequent and formative opportunities for students to apply new skills and practice in a safe space. Providing scaffolding in help videos or support to students also increases their ability to intervene early in terms of homework help.

3.1. Personalized learning tools Personalized learning involves recognizing individual differences, such as learning goals, preferences, and abilities, and responding with customized resources and methods that support such differences. Digital personalized learning tools are increasingly a best practice in supporting student learning, including in different homework assignments, such as math, reading, and the reading of social science textbooks. One potential reason for the success of personalized learning is that it supports activity. Research indicates that active learning produces increased understanding and retention of the material being studied. Personalized digital learning can also be integrated into the design of an assignment, helping students to work towards learning goals even while completing homework. Most important for the effectiveness of homework help is the ability of personalized learning to offer practice with feedback.

4. Technology Integration for Enhanced Learning Outcomes

The use of technology is considerably easier to conduct when it is used as a pedagogical device or an additive learning tool in conjunction with pencils and paper, but technology alone can suppress performance when compared to using pencil and paper. In 30 different subjects for students in five counties analyzing two and a half million students, most studies demonstrate a positive impact of using computers on test scores (i.e., positive treatment on test scores), where technology is employed in a variety of innovative ways in the classroom to make the educational process interactive and multidisciplinary (e.g., adaptation): increasing student use, making learning more relevant, simulating test-taking environments, integrating interactive learning environments that allow students the capability to match learning time to difficulty, providing opportunities that are not currently available, and instructional support tools for the instructor to make learning deeper. The use of computer technology at the post-secondary level used for pedagogical innovation may be on the rise. A survey in 2018 observes that increased levels of funding are planned for course design projects using technology, using flipped classroom pedagogy, and use of inquiry/problem-based learning alongside computer games and smart technology.

The combination of utilizing a pencil, highlighter, and computer is thought to have a higher working memory cost than using a pencil and a highlighter independently for the measurement of the cognitive load of children when completing mathematical problems. These various mediums and iris identity can be used to create multimedia assignments and supplements to aid in homework assignments. According to an analysis of after-school activities, National Household Education Surveys, technology use in homework help may promote more academically centered activities during an after-school care period. However, as with any after-school program initiatives, there are challenges of technology usage and one must consider the cost of technology as secular resources. Given that parenting-mediated technology is beneficial, it is reasonable that program-mediated technology could be beneficial in similar ways.

As an avenue to better assist with homework assignments, tutors may choose to integrate the use of technology. Technology can be used as a means to set up and schedule one-on-one tutoring appointments with minimal paperwork for the staff, as well as organize various assignments and logistics. Technology can aid in student instruction and assist with a variety of learning needs; resources and technological tools may be chosen to better assist with homework help in regard to various difficulties with a subject or concepts. To illustrate this point, some tutors or after-school programs may utilize a calculator, juice box, or even a computer-based tutorial to showcase fractions to students.

5. Collaborative Partnerships and Community Involvement

Henderson, Nixon, and Spagna noted in the 1996 checklist for action in their publication from the Office of Educational Research and Improvement: Schools and Families: Creating Essential Connections that the checklist gave special priority to homework – with separate elements addressing the need for school assignments, including help with homework. They concluded in a forward to the Area 8 of the revised checklist in 2002, that “Homework has taken on greater significance due, in part, to the emphasis placed on performance-based standards in the Criteria of the North Central Association Accreditation agency.” Parents can help their kids with homework in a variety of ways. Depending on the topic and the skills or techniques that students need, a parent may help their kid by demonstrating, drilling, prompting, organizing or reteaching. Like private education and educationally related areas, public education budgets have become more limiting, and the expectations placed on state and local departments of education have increased. For those reasons, data on homeschool collaborative partnerships are more scarce than home-based ones. In such programs, however, the variety of participants is wider. In addition to state departments of education or boards of regents and community organizations, there are more business partners and higher education partners active in these programs. In higher education-based homework help programs, college students are either getting classroom experience “teaching” younger students as part of coursework or are volunteers. In the case of a collaborative organization, after-school health and social services and adjunct tutoring are utilized to help promote student health and readiness to learn. The after-school portion of the collaborative begins with homework help, then provides enrichment and extracurricular activities. In both cases, participants may elect paid tutors to work with students. Motivation in the research for homework help may be different depending on whether one is examining homeschool, private education, or homework help initiated through parent, school, or a group relationship. The results may differ with educational settings, as well, but they are generally situation-dependent. A comprehensive summary of actual research on homework help practices, broken down by educational setting, does not exist. That is one of the contributions of research papers that are reviewed here. And attitudes toward homework, the child’s perception of its value, the added value of private and homeschooling, and homeschooling being an inherently negotiated choice, which serve as the foundation for the processes that make the triadic homework help successful and effective.

Collaborative partnerships and community involvement in the Department of Education, community, and homework help literature in the various forms it takes, there is a recognition that test results, both for reading and math, are positively correlated with the amount of homework that is completed. In part, it is recognized here that quality homework help must take into consideration the place this learning assignment holds in the educational process. And that means it is not possible to talk about effectively helping students with their homework without talking about partnerships: at least among the parent, or other after-school homework helper, the family/caregiver, and ideally school personnel. Parents and schools agree that daily homework and family involvement are the best ways to help students do well in school. Yet, relatively few students complete homework assignments regularly.