CATHY VATTEROTT RETHINKING HOMEWORK PDF

The debate over homework has gone on for decades, but schools and families have changed in many ways, and, as author Cathy Vatterott notes, “There’s a. Meet the Homework Lady. Cathy Vatterott. Homework Lady was created to provide information to teachers, school administrators, parents, and the general. Rethinking Homework has ratings and 40 reviews. Cathy In Cathy Vatterott’s book Rethinking Homework, Vatterott explains two sides of a long debated.

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August 5, 44 Comments. Its not really that interesting to grade.

ASCD Book: Rethinking Homework: Best Practices That Support Diverse Needs, 2nd Edition

So why do we give vatterogt, day after day after day, year after year? Why do we weave it into the very fabric of how students are graded and judged?

And why do we give so damn much of it? Do we hate students, parents, and ourselves? The book is split into 5 main chapters that essentially cover history, dynamics, research, practices, and strategies. Vatterott was not given the moniker The Homework Lady because she rethinkiny the history of homework. Her suggested methods for thinking about, planning, and giving homework have relevance for a wide audience that includes teachers, administrators, professors, and parties interested in reforming education for the sake of all students.

Because while this is a methods book for practitioners, it is, at its heart, a book about equality in education. She aims no lower than reforming or rethinking homework for the sake of all students. Citing numerous research articles, Ms.

Vatterott begins by taking the reader on a historical tour of homework, highlighting the attitudes and catalysts surrounding the practice. While the journey feels like a swing, with public attitude making regular arcs between two main camps Pro-homework vs. Pro-No-homeworkshe handles the ride with a steady and engaging hand. It is from rethining flawed beliefs that she goes on to frame the culture of homework as a dogma.

These histories, beliefs, and forces combine to form the foundation from which Ms. Vatterott frames the execution of her central goal: This makes perfect sense and only becomes more complex as Ms. Depending on who you are and what your values are, the problem with homework might be any number of things. By aiming to fix any one of the problems, we only create or exacerbate issues elsewhere.

We begin to see that homework is in great need of a comprehensive overhaul. While any one of these topics could create enough fodder for a Malcolm Gladwell vattefott, the brief exposure to them has the cumulative effect of making the homework dilemma seem downright impossible to solve. I imagine that that is precisely the emotion Ms. Vatterott is aiming for in her readers at this point in the text, because the remaining structure of her book seeks to offer knowledge and strategies for implementing a new paradigm.

Though it is not expounding on in this book, these step have value far beyond homework. There is a renegotiation vatetrott on right now between the public and our education system. While much of the chapter explores a range of research topics related to homework as the title suggestsshe spends equal time dissecting the methods, problems, and biases of research in this field. In many ways it feels like Ms.

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Vatterott is tilling the soil by unearthing assumptions and preparing minds for the planting of new seeds. It is an effective approach, as it readies the reader for her final two chapters in which she lays out strategies for providing homework that works for all students. This section is a curious addition to me.

I wonder who it is intended for. The teachers who know this? The parents who question what teachers know? Or is it included to remind all readers of the building blocks that form the foundation for constructing knowledge and creating homework routines that cultivate understanding? The second half of the book focuses entirely on developing homework practices and strategies that work.

No one said it would be easy and simple to create a new paradigm for homework. In fact, as with creating any lesson or unit, Ms. Vatterott makes it clear that giving homework should be a very intentional act built on sound pedagogical practices, clear objectives, and nuanced approaches.

It is here that Ms. Vatterott distinguishes herself from the rest of the pack in the Great Homework Debate. As vattertt pragmatist she understands that homework, love it or hate it, is, and will be, a part of our educational landscape for a long time to come though I suspect she aligns herself closer to the no-homework camp than with the pro-homework camp. Vatterott showcases her skill at facilitating professional development, with grounded practices balancing theory with the reality of rsthinking.

Her strategies for helping teachers create and assign homework are firmly rooted in practicality, backed by clearly stated rationale and research, and held together by her keystone commitment to helping all students experience success. This commitment drives her to create myriad materials to enable any teacher of any age create a game plan that works for them. Cathy Vatterott has crafted a timely and useful guide for understanding and transcending the recurring debate related to traditional homework.

Additionally, I think it is a necessary, though dangerous, book for parents. After reading many parents may find that Ms. Such frustration may well lead to conflict before understanding.

However, if vwtterott frustration can lead toward increased collaboration with schools or to more informed conversations with policymakers, it may serve to hasten meaningful reform in education. For now, it is a worthwhile read for teachers and principals seeking to elevate homework from a blindly accepted practice to a tool that contributes to cultivating lifelong learners.

You’ve inspired me to read it! Or is it published by ASCD and not included in the membership? I cannot wait to read this book, even if I don’t necessarily agree that homework will be around forever. The vatterptt says this: A copy of this book will be mailed automatically to all Premium, Select, and Institutional Plus Members whose accounts are in good standing as of June 15th, when mailing lists are compiled.

I just ordered this book. Wow, this looks promising. Thanks for the review! Vatterott’s approach sounds like a balanced one, based on critical thinking, which I love.

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Too often it’s one extreme or the other on this hot-button subject. Example of my book review style: Bvoight66 Cathy Vatterott offers some compelling ideas. This is by far the worst book I ever read. The author never make a point or has an opinion that is backed up.

She cites many sources but none of them are in places where she makes a homewok, they are all in the background information. Your statements were very genuine and truly inspring… Just rethining I needed to continue my struggle jihad.

I reflect on these tips when I feel like Vattdrott am slipping away from my deen and reminds me to live for Allah. Mail will not be published Required.

Ecology catthy Education exploring the landscapes of learning, one voice at a time. The Cult ure of Homework Citing numerous research articles, Ms. The role of the school is to extend learning beyond the classroom. Intellectual activity is intrinsically more valuable than nonintellectual activity. Lots of homework is a sign of a rigorous curriculum.

Rethinking Homework: Best Practices That Support Diverse Needs

Good teachers give homework; good students do their homework. The Balance Movement These histories, beliefs, and forces combine to form the foundation from which Ms. Some of the diversities that influence perspective on homework include: Parenting styles Beliefs about the place of academic work in life Parent involvement in homework Economic realities Power structures at home While any one of these topics could create enough fodder for a Malcolm Gladwell book, the brief exposure to them has the cumulative effect of making the homework dilemma seem downright impossible to solve.

Resist the temptation to judge. Revise expectation of parental support. Establish formal methods of parent-teacher communication.

Endorse a set of inalienable homework rights. Homework Research and Common Sense While much of the chapter explores a range of research topics related to homework as the title suggestsshe spends equal time dissecting the methods, problems, and biases of research in this field.

To begin with, she offers 4 general findings related to homework research: The amount of time spent doing homework is positively correlated with achievement. Homework appears to be more effective honework older students than younger students. As more variables are controlled for, the correlation between homework and achievement diminishes. At each retihnking level, there appears to be an optimum amount of homework. Practices and Strategies The second half of the book focuses entirely czthy developing homework practices vatterort strategies that work.

Conclusion Cathy Vatterott has crafted a timely and useful guide for understanding and transcending the recurring debate related to traditional homework. Subscribe Subscribe to our e-mail newsletter to receive updates. August 5, at 4: August 5, at 5: August 5, at August 5, at 1: August 5, at 2: August 6, at 7: August 6, at 3: