{"id":6788,"date":"2014-09-22T17:31:01","date_gmt":"2014-09-22T17:31:01","guid":{"rendered":"http:\/\/eltchat.org\/wordpress\/?p=6788"},"modified":"2014-09-22T17:31:01","modified_gmt":"2014-09-22T17:31:01","slug":"what-makes-the-best-homework-for-language-learners-eltchat-summary-17092014","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2014\/09\/22\/what-makes-the-best-homework-for-language-learners-eltchat-summary-17092014\/","title":{"rendered":"What makes the best homework for language learners? #ELTchat Summary 17\/09\/2014"},"content":{"rendered":"
\"Image<\/a>

Image courtesy of #eltpics by Vesna Djedovic<\/p><\/div>\n

Starting off<\/h2>\n

 <\/p>\n

Marisa_C welcomed us all to this fourth birthday of the ELTChat. A momentous event! We determined the topic and fabenglishteach started off by saying: \u2018Ah, to give or not to give HW?\u2019<\/p>\n

 <\/p>\n

Marisa_C continued by more closely defining the topic by asking: \u2018Homework or Busywork? That’s what some Ss call it. Opinions? What kind of HW do u think Ss call busywork?\u2019<\/p>\n

 <\/p>\n

fabenglishteach answered this with: \u2018I’d welcome confirmation but I believe it’s homework.\u2019<\/p>\n

 <\/p>\n

MarjorieRosenbe had a few comments about the homework she assigns: \u2018I think homework needs to be relevant. There needs to be a reason to do it.\u2019 and added: \u2018I also think personalised HW is ideal – write about something you know about or yourself.\u2019 and then brought up the concept of defining what we mean by homework: \u2018Just thinking we might need to define HW. Also includes internet searches, watching a video, etc.\u2019 to which Marisa_C replied: \u2018Good idea.\u2019<\/p>\n

 <\/p>\n

fabenglishteach added: \u2018I like to give research for HW, try to invoke some curiosity.\u2019<\/p>\n

 <\/p>\n

What\u2019s it for?<\/h2>\n

 <\/p>\n

Philip_Saxon asked if Marisa could confirm the topic for today\u2019s chat to which she answered: \u2018Perhaps HW not so hard to define; the PURPOSES of HW might need some clarifying tho\u2019 bringing in a new area of discussion.<\/p>\n

 <\/p>\n

fabenglishteach commented: \u2018I teach in secondary school, it’s obligatory to set regular HW.\u2019 and MarjorieRosenbe added: \u2018My uni Ss have self-study grammar exercises to practice and writing so I can correct it for improvement.\u2019<\/p>\n

 <\/p>\n

Marisa_C summed this up by saying: \u2018So, some HW is for consolidation purposes – right?\u2019 And MarjorieRosenbe added: \u2018More purposes – reflection, solidification of material – doing it at your own pace.\u2019<\/p>\n

 <\/p>\n

StudyBundles summed up an earlier point by saying: \u2018So homework should be relevant, personalised and based on something that piques learners’ interest…\u2019<\/p>\n

 <\/p>\n

Priscilamateini commented: \u2018For some students, it called “boringwork” but I try to convince them that will help them.\u2019<\/p>\n

 <\/p>\n

Marisa_C reminded us again of its purpose: \u2018Consolidation – solidification??\u2019 which StudyBundles agreed with by adding: \u2018Yes definitely…and some can be instructional\/presentational\u2019 and provided the hashtag for #flippedlearning, a topic which was discussed more fully later in the chat.<\/p>\n

 <\/p>\n

Philip_Saxon also commented on this by saying: \u2018Certainly the traditional view! Can also use it to apply knowledge, though, surely?\u2019 Marisa_C brought up this point: \u2018So some HW can be given to research and prepare for class – here is another purpose.\u2019<\/p>\n

 <\/p>\n

Marisa_C went on to say: \u2018So thinking of HW as evidence of learning? It’s not always though.\u2019 to which MarjorieRosenbe replied: \u2018I would say more evidence of progress.\u2019 and added: \u2018Helping Ss progress also means us spending time on corrections.The downside for the T but important.\u2019<\/p>\n

 <\/p>\n

edchatirl entered the conversation with: \u2018Reflection is a nice way to link into the next lesson too!\u2019<\/p>\n

 <\/p>\n

When homework is a must<\/h2>\n

<\/h2>\n

For those in state schools homework must be assigned. Priscilamateini said: \u2018For my teens and juniors group if they don’t do it I have to call their parents and they are forced to do, I select with them.\u2019<\/p>\n

 <\/p>\n

fabenglishteach brought up an interesting point: \u2018Read some reports recently about how HW didn’t improve school results at all, anyone else seen it?\u2019<\/p>\n

 <\/p>\n

BobK99 commented: \u2018Do you have a link? Not I, but I remember it from the headlines maybe 2 wks back. Google?\u2019<\/p>\n

 <\/p>\n

Types of homework<\/h2>\n

 <\/p>\n

 <\/p>\n

Shaunwilden brought up an interesting point: \u2018Shouldn\u2019t learners say what is the best kind of homework for them? :-)\u2019 to which MarjorieRosenbe replied: \u2018I suspect 20 Ss would elicit 20 different answers.\u2019<\/p>\n

 <\/p>\n

Shuanwilden who had left for a short time answered this with \u2018So does that mean 20 different homework(s) are a bad idea?\u2019 #eltchat #ambackandbeingmischievous.<\/p>\n

 <\/p>\n

This was followed by fabenglishteach making two valid points: \u2018Hard to let a class of young teens choose their own HW, but giving a choice is important.\u2019 and continued by saying: \u2018Depends on how you’ll evaluate them, or whether you want to see your own friends\/life this week!\u2019<\/p>\n

 <\/p>\n

Marisa_C brought up the point: \u2018Looks like giving choice, self- access HW work for many – is this also true of YL’s? Are they able to make choices?\u2019 to which Shuanwilden replied: \u2018I agree choice is important and allowing people to do different things if it suits.\u2019<\/p>\n

 <\/p>\n

And looking at the teachers\u2019 point of view, MarjorieRosenbe said: \u2018Depends on what we mean by ‘different’ and how I have to grade them.\u2019<\/p>\n

 <\/p>\n

Echoing fabenglishteach\u2019s earlier sentiment. Shaunwilden made a good point by asking: \u2018Does this imply homework has to be graded?\u2019\u00a0to which MarjorieRosenbe answered: \u2018Could give option of means of delivery – written, recorded, videoed – that would work.\u2019<\/p>\n

 <\/p>\n

Suggestions came for audio recordings of homework from fabenglishteach: \u2018audioboo good for speaking HW.\u2019 and Shaunwilden continued by suggesting: \u2018sound cloud, vocaroo, fotobabble.\u2019 \u00a0fabenglishteach made another point by commenting: \u2018Writing helps set your ideas, and we tend to remember better what we’ve written – by hand.\u2019 and Shaunwilden answered with: \u2018Just wondering if audio journals, etc might make it easier for those that don\u2019t like writing.\u2019<\/p>\n

 <\/p>\n

Philip_Saxon liked the idea of letting students decide:\u2019 Great chance to offer students a choice! They can post whichever they prefer on class blog\/Edmodo\/whatever.\u2019<\/p>\n

 <\/p>\n

Specific examples<\/h2>\n

 <\/p>\n

The conversation began to move in the direction of specific examples. MarjorieRosenbe offered: \u2018We do the game ‘When was the 1st time you …’ and then they write about an important 1st in their lives. Some bring me to tears.\u2019 and fabenglishteach said: \u2018For writing practice I often do 100 word challenge, then they blog it & get peer evaluation\u00a0with @TheHeadsOffice.\u2019<\/p>\n

 <\/p>\n

dimodeca commented: \u2018@TheHeadsOffice great idea. I’d love to do sth like that this year.\u2019<\/p>\n

Philip Saxon said that he was: \u2018Following Russell Stannard’s example and am now starting to set speaking homework assignments (using smartphones).\u2019<\/p>\n

 <\/p>\n

MarjorieRosenbe offered another idea: \u2018I put links to Vicki Hollett\u2019s vidoes on moodle which they watch & we discuss.\u2019 and added: \u2018Also gave CAE Ss link to Sugata Mitra’s TED talk and we debated it in class. Great success.\u2019<\/p>\n

 <\/p>\n

Philip_Saxon offered some other ideas: \u2018Creative essay: balloon debate for history’s 4 most illustrious economists. Which would learners save, and why? Ss are told Keynes, Hayek, Friedman & Minsky are all in a hot air balloon together when disaster strikes\u2026tbc\u2019 and in answer to Marisa_C \u2019s question: \u2018Sounds good but what format would the HW take? A recorded conversation or a report?\u2019 said: \u2018300 essay or short story. Best answer involved a deus ex machine and was uproariously funny.\u2019<\/p>\n

 <\/p>\n

StudyBundles added some more ideas: \u2018Superlative stories – best day of my life, biggest surprise I’ve ever had, funniest thing I’ve seen…\u2019 to which Philip_Saxon replied: \u2018Very nice. Opportunity for students to “own” the target language.\u2019<\/p>\n

 <\/p>\n

Flipping the classroom<\/h2>\n

 <\/p>\n

As mentioned earlier, the conversation came round to the flipped classroom. Philip_Saxon commented: \u2018Many ways to flip classroom. I’d scaffold future discussion with questions as prompts.\u2019 and suggested: \u2018Research questions (WebQuests) can work very well! Especially if class divided into groups, each with own question.\u2019<\/p>\n

 <\/p>\n

Some questions came up about this method when Studybundles asked: \u2018Has anyone tried a flipped approach? How have you approached it? Have you had success?\u2019 and Shaunwilden replied: I know of people who have but am not convinced myself.\u2019<\/p>\n

 <\/p>\n

Studybundles then said: \u2018I think it can be extremely effective in the right context, and done in the right way – doesn’t suit all t & l contexts.\u2019 Shaunwilden said: \u2018Well I think the idea of flipping = homework is not necessarily correct.\u2019<\/p>\n

 <\/p>\n

Philip-Saxon said: \u2018Key though is to ensure tight integration between online and classroom work.\u2019<\/p>\n

edchatirl added: \u2018Flipping is great if all have internet access, not always the case with language learners.\u2019<\/p>\n

 <\/p>\n

Making homework motivating<\/h2>\n

 <\/p>\n

The question of motivation was also discussed. Philip_Saxon offered: \u2018Maybe am thinking of young adults here, but asking students to reflect in writing on what they’ve been taught can work very well.\u2019 and dimodeca replied \u2018Indeed, more motivating.<\/p>\n

 <\/p>\n

When St do HW just because they’re supposed to, in a rush, it doesn’t serve the purpose.\u2019 and several agreed that sometimes English homework takes a back seat to other subjects.<\/p>\n

 <\/p>\n

fabenglishteach said: \u2018I also have to bear in mind HW set in other\u00a0 subjects means English HW might be rushed\/copied.\u2019 and then went on to suggest: \u2018A learning journal would be great!\u2019<\/p>\n

 <\/p>\n

Studybundles added: \u2018Agreed, it’s good practice to encourage them to reflect on their learning, helps foster effective learner autonomy.\u2019<\/p>\n

 <\/p>\n

Marisa_C reminded us of the problem of setting certain tasks: \u00a0 \u2018I meant that Ss can complete sth mechanical but that is not proof of learning or ability to use the TL.\u2019 to which Philip_Saxon replied \u2018Agree – but putting what they learned into practice is totally different.\u2019 and added: \u2018Much prefer AUTHENTIC homework.\u2019<\/p>\n

 <\/p>\n

Marisa_C commented: \u2018Or inauthentic but motivating\/ creative and FUN to do, that works for me too :-)\u2019 to which Philip_Saxon agreed: \u2018Fun also gets you there! Love to see examples another time.\u2019<\/p>\n

 <\/p>\n

When homework is problematic for some<\/h2>\n

<\/h2>\n

Some learners have particular problems learning. fabenglishteach commented on some of the students: \u2018Think writing helps fix learning, but not too much, I have lots of dyslexic students so two lines \/15 words max.\u2019 and added: \u2018I give SEN\/ dyslexic learners topic of next lesson so they have time to collect thoughts & vocab.\u2019<\/p>\n

 <\/p>\n

Adult learners<\/h2>\n

 <\/p>\n

 <\/p>\n

These learners may pose a special problem when it comes to assigning homework. As Marisa_C said: \u2018In a BE context though may be hard to do this fun thing to a group of dour looking CEO’s :-D\u2019 and Priscilamateini added: \u2018Adult groups say they want to do their homework but they do not have time and patience for it. Most of them have excuses about it.\u2019 and went on to say: \u2018I try to explain for them the importance of doing it and if they don’t, they can’t see their sense of achievement, and my feedback.\u2019<\/p>\n

 <\/p>\n

Marisa_C agreed: \u2018True – we have a hard time getting our adult groups to do HW – what do you do when they don’t do it?\u2019 a question which was not specifically answered.<\/p>\n

 <\/p>\n

MarjorieRosenber said: \u2018My adult group does HW – certain tasks set on writing emails which are relevant to work.\u2019 and added: \u2018I also reward my adults with reward stickers. Works well. And the HW doesn’t take long.\u2019<\/p>\n

 <\/p>\n

danapokle went on to say: \u2018Started giving\u00a0oral HW to corporate learners with smartphones and they like it.\u2019 Marisa_C said: \u2018That sounds like a great idea – put smartphones to good use for HW.\u2019 and added: \u2018Also nice to use http:\/\/t.co\/yShS3wPRjB<\/a> for ss w\/o smartphones – no installation needed just email recording:\u2019<\/p>\n

 <\/p>\n

StudyBundles said: \u2018In the past I’ve put vids on s\/d cards for ss who could watch on smartphones.\u2019 and \u2018edchatirl said: \u2018Oh that’s very creative, did it work well?\u2019 StudyBundles replied: \u2018Yes it did, but it was quite a bit of effort\/planning\/work to set it up :)\u2019 to which edchatirl replied: I can imagine!! Sounds like they\u2019re lucky to have a dedicated teacher!\u2019<\/p>\n

 <\/p>\n

Shuanwilden suggested: \u2018I guess another option is to put stuff on USBs\u2019. And with a plethora of ideas the chat came to a close.<\/p>\n

 <\/p>\n

 <\/p>\n