Takeaway Homework Mfll
Giving students the flexibility to choose the content and / or the outcome of their homework assignments increases engagement and promotes independent learning.
Giving students the flexibility to choose the content and / or the outcome of their homework assignments is an effective way to increase engagement and promote independent learning. By giving the class an open-ended opportunity to reflect on what they need and want to learn about, and then to choose the most effective way to demonstrate their learning, students are able to take more ownership of their studies and teachers are able to cover more material in a more diverse manner. Another great thing about this approach is its ease of implementation: it does not have to be adopted wholesale for all year groups and all homework assignments, but can rather be adopted to different degrees and at the most appropriate times. This is an approach which has been popularised particularly by Ross M. McGill (@teachertoolkit – see his blogpost at http://goo.gl/QMNbvj). The hashtag #TakeAwayHmk is used on Twitter to share ways in which the approach has been used.
The challenge for teachers using the “choose your own homework” approach is twofold. Firstly, students will need to be given enough of a framework to help guide them towards the most appropriate task without it being so constrictive that the spirit of the approach is compromised. Secondly, the process of feedback and assessment will also to be reconsidered: open-ended choices of topics and outcomes means a more flexible method is necessary. This in itself is a challenge worth rising to. Feedback becomes more individualised and based on work which gives a much clearer idea about the interests and talents of the individual student.
Over recent years I have tried various approaches to the “choose your own homework” strategy. What follows is a short summary of several of the more successful examples, each of which provides a slightly different method.
Example 1: “choose your own content”
The simplest way to get started with a “choose your own homework” approach is to allows students the freedom to choose their topic of study, but for the teacher to specify the outcome. In this way there is flexibility in terms of content, but the teacher will be able to measure some distinct skills through the work that is produced. I use this approach with my Year 12 students at the end of the first half term, when I set them a holiday homework designed to get them thinking about the possible focus of their Internal Asessment (a 2000-word independent study that has to be completed as part of the IB History course). The way I go about this is to give students a list of recommended podcasts (e.g. “Great Lives”, “In our Time”, “Witness” and “The Moral Maze”, all of which are freely available from the BBC). Their job is to listen to one hour’s worth of podcast material, and then use this to deliver a classroom presentation on one or more key questions raised by what they have learned. Example presentations that resulted ranged from “What are the main causes of the Arab-Israeli conflict?” to “How has game theory informed international decision making since World War Two?”. This podcast-based approach is easily adaptable to other subjects: the brilliant “Infinite Monkey Cage” podcast with Robert Ince and Brian Cox could give science students a similarly broad range of inspiration.
Example 2: “choose your own outcome”
My IGCSE History students reached the end of a heavily detailed and methodical study of Hitler’s foreign policy in the 1930s with a desperate need for some creative, independent work. I therefore gave them a homework which consisted of producing a resource designed to demonstrate their understanding of the key questions relating to Hitler’s foreign policy in such a way that they would find it a useful revision aid. I made it plain that I couldn’t care less what the outcome actually was, so long as it clearly demonstrated thought and effort and would prove useful as preparation for the final examination. I then gave the class some time in groups to list some possible outcomes, then we shared these as a class. The range of proposals was immense, including such things as a Google Earth Tour of the key locations of conferences and clashes relating to Hitler’s foreign policy; a ‘Diary of a Wimpy Fuhrer’ outlining the main steps towards World War Two in the form of an illustrated children’s book; a “TripAdvisor” review of each place coveted by Hitler from his perspective, complete with rating to indicate its importance; a photo-album scrapbook of a German soldier from the 1930s charting the progress of German foreign policy; changing the lyrics of a song to cover the topic essentials in a way that would be memorable, and much else besides. I took photographs of the best projects that resulted to provide further inspiration for next year.
Another great outcome was produced by Jade, who decided to revise her entire History course by creating this fantastic tubular timeline tower (subject of this blogpost).
Example 3: “choose the content and the outcome”
The most open-ended method of all, of course, is to give students the flexibility to choose both the topic and the outcome rather than merely one or the other. I tried out this approach recently with my Year 9 students. The broad theme I provided was the growth of the British Empire. I then provided them with a summary grid, with the main periods of growth forming the columns and the main countries and products involved forming the rows. Their job was to produce a homework based on one cell of the table (a particular event), one row (which focused on one of the key countries involved) or one column (which focused on one particular period). In this way they had a great deal of flexibility to choose a task corresponding to their interests and abilities. For example, the students who tended to focus on a single cell (event) in the table either did so because they wanted to keep the task more manageable, whereas others who did so opted for it because it addressed a key issue that stimulated their interest (a Dutch student investigate in more depth the occasion when the Netherlands sailed its ships up the Thames in a daring raid in 1667, for example). In terms of outcomes, one student decided to produce an image of what the dining room of an English middle-class family would have looked like before the impact of Empire, and then a second labelled image showing what it would look like complete with all the goods and produce at the end of the period. Another student produced a rapid stop-motion animation in which she shaded each territory as it entered the Empire, and then rubbed it out as the Empire dissolved, with captions explaining each step of the process.
Taking it further – “Takeaway Mark Scheme”
Designing “Choose your own Homework” exercises necessarily entails a “Choose your own mark scheme” approach too. I have written about this concept here in some detail.
Mark Creasy’s “Unhomework: How to get the most out of homework, without really setting it” (Independent Thinking Press, 2014) is absolutely essential reading for anyone interested in trying out various “choose your own homework” strategies. Mark can be followed on Twitter (@EP3577).
Ross Morrison McGill (@TeacherToolkit) has written a great blogpost: “#TakeAwayHmk is #UnHomework” (http://goo.gl/02eN9c). This also analyses the latest research about the importance of homework.
Leading headteacher Tom Sherington writes on his blog “great teachers set great homework”. In fact, he dedicates an entire blogpost to it. I thought I would do the same but with an MFL slant. I’m sure I have set some good homeworks and some bad ones in my time. Below is a buffet of homeworks. It will allow you to add to your plate the ideas you like, whilst avoiding those that you don’t.
One of the best bits of the blog mentioned above is this:
“The research by Hattie et al shows that homes make more difference to learning than schools. So, take away homework and what do we have? Essentially, homes with the greatest cultural capital, typically more affluent and middle class, will just fill the gap with their own family-education as they always have. They’ll be fine. Meanwhile, children from families where home-learning is scarce or simply doesn’t happen are left without structure or resources to fall back on. The same inequalities that give children such different learning orientations from pre-school persist. I’d argue that homework for all is a basic element of an educational entitlement; it is a leveller – provided that schools offer support for ‘homework’ to be done anytime, any place.” – Tom Sherrington September 2nd 2012
So, how can Everyday MFL teachers such as you and I make sure that learning continues outside the classroom? Just as feedback and marking should drive learning forward; homework should do the same!
Well that was obvious wasn’t it! As MFL teachers, we know the value of vocabulary learning but how can you ensure that they have actually learnt it. One method I have used in the past particularly with lower ability learners or year 7s is the look, cover, write, check sheet. You can find an example on the TES here. There is also one that I would recommend with your weakest students at this link.
Sites such as Languages Online, The Language Gym, Linguascope, Memrise,Duolingo, Pons Vocabulary Trainer all have their place and role to play. The Language Gym focuses quite heavily on conjugation. This excellent with the advent of the new GCSE and the greater focus on being able to manipulate language. Memrise I like as it forces the students to type the vocabulary and produce it, rather than simply reading. I’m a big fan of the phrase “reading is not revision” so this site is right up my street! Languagesonline is also excellent. The only issue I have with these sites is you cannot see which students have done the work! I believe Vocabulary Express does allow such things but have yet to try it.
Rachel Hawkes suggests that students should achieve a certain amount of points from a selection of activities to prove they have done their homework, using a variety of different techniques. Too many students will simply stare at the words and assume that some osmosis will occur unless they are given specific tasks to do.
I tend to teach the students as much as possible about how to learn vocabulary early on. Look, cover, say, write, check can be very effective. Flashcards and mindmaps equally so. By testing it, you will give it value. By sanctioning unacceptable performance, you will find students are more likely to do it. I’m not going to give a minimum acceptable level as sometimes that can vary depending on the student.
A couple of colleagues in another department have recently experimented setting the same vocabulary for 2-3 weeks with lower ability classes. They have tested them each week but only taken in the marks on the third time. Looking at the books, they have found that the students improved and their confidence was boosted by this process. I would argue the amount of reinforcement also helped. You could do this with some high-frequency language for your weaker groups. It is an experiment I would certainly like to repeat.
The multi-skill homework.
Currently my favourite! Why set homeworks that test only one skill??! This epiphany came to me at some point in the middle of a lesson! It has only taken 5 years to have it.
Slow German, Audio Lingua, Conjuguemos and the websites previously mentioned might allow you to set a variety of different tasks. My current year 10 were set the following last week:
- Listen to this podcast on audio-lingua
- Complete following exercises on languagesonline and samlearning
- Produce dialogue for … situation
I’m allowed to set up to 50 minutes worth of work so I might as well go for it! I was not exactly popular when I did this. Once the rationale was explained, most students went for it.
Exam boards also have past papers on their websites, that would easily allow multiple skills. Again the specimen papers for the new GCSE could be used in this way. Admittedly speaking would be out of the question but listening, reading and writing would all be possible.
There are some brilliant worksheets out there on websites such as TES and the excellent Frenchteacher. Having said that, you might have a low photocopying budget so I would encourage you to create your own or borrow bits from other people and condense it on to a single page. The big question with the sheet is: does it make the students work hard? Does it take them from a level where they might follow a model to get the answer to being able to apply the grammar rule? With the appearance of translation in the new GCSE, this could be a place to include it?
Produce a paragraph on … Produce two paragraphs on … These can often be effective as it gives the student time to work on something using what they have learnt. However, beware the evils of googletranslate. This website, long the bane of the Everydaymfl teacher, is getting. Students shouldn’t need to recourse to it if they have been taught how to use wordreference.com correctly, or if they have sufficient resources on your VLE, in their book or on paper.
Have you considered a point scoring paragraph? Higher point scores generally indicate better work…
|Simple connecting words||More complex connecting words||More complex structures|
|The amazing mindblowing structures|
to really impress examinersKonjunktiv II
Si hubiera pensado…
|Simple time phrases||More complex opinion phrases||More of the above||More of the above|
|Simple adverbs||Less common adverbs||Less common adverbs||More of the above|
Another idea would be to ask students for an ASL calcuation. Average Sentence Length. They need to divide the amount of words by the amount of sentences. Scores of 7+ indicate they are probably using opinions. Scores of 12+ indicate they are justifying those opinions. Scores of anything higher and they might need to consider the occasional full stop!
Have you considered banning certain words from their paragraphs? Some of the below would be top of my list!
The example sentences
Regularly I will set my learners a task to produce some examples using a grammar point we have worked on. This is mainly because I want to see if they can do it outside the classroom without me and also to reinforce the material at a later date. The Ebbinghaus Forgetting Curve suggests they will have lost some of it after the lesson so this is my attempt to fight the curve! Perhaps suggest a theme for their example sentences:
Future tense: “what Homer Simpson will do at the weekend”
Past Tense: what”insert celebrity” did last week
The Culture Homework
I tend to set one of these once a half-term (homework is weekly). Students are naturally curious and like to learn about the country. I remember, when I was in school years ago, a couple of homeworks from my language teacher: “find out what you can about who won the election in Germany?” Gerhard Schröder was the answer, which seems like a long time ago now, probably because it was! Students like to know about the place, not just the language. However, we are language teachers and so the homework should be proportional to what we do. I would also counsel that you tell them to avoid the blindingly obvious and go for a more horrible histories style in their research. “Madrid is a city in Spain” is the kind of thing you can open yourself up for if not careful!
I have highlighted my favourite one in orange. Google it, you will see why it is such a cool festival!
|What is “la marseillaise” actually about?||What is Karnival?||What happens at “la tomatina”?|
|Find out 10 facts about the French Revolution||Find 10 facts about the fall of the Berlin wall||Produce a poster showing what happens at “las fallas”|
|What is Bastille day?||Who is Angela Merkel?||What is Yipao and why is it celebrated in Colombia?|
|What is Mardi Gras?||Produce a timeline of major events in|
German history starting from 1800
|What is día de los muertos all about?|
|How do the French celebrate Christmas?||10 Facts about any German city||Produce a short biography of Franco or another famous figure from Spanish history|
|Who was Marie Curie?||Who was Hans Riegel from Bonn?||Who is the current King of Spain?|
|Find out 10 facts about a city that is not Paris.||Find out 10 facts about a city that is not|
Berlin or Munich
|Find out 10 facts about a city that is not|
Madrid or Barcelona
I’m a bit of a skeptic at the moment when it comes to this. John Hattie claims that along with effective feedback; clarity of explanation is crucial in our teaching. Most youtube videos teach a grammar rule and then explain EVERY exception known to man. If you are not confused by the end then it is because you got up to make a cuppa 2-3minutes in. I think there is a place for it, but video selection needs to be carefully done. Then the students need to do something with the knowledge to reinforce it, otherwise it is just another video. The questions the teacher needs to ask are as follows:
- Is this better than explaining the concept in class with worked examples?
- Is the person on the video easy to listen to?
- What will I do about students who do not watch the video?
- Should I use the video to introduce or consolidate?
- Is the video clear, too fast, too slow?
If you have read this far then well done but don’t forget it’s half-term. Enjoy yourself, rest, have some fun, have some more fun and be ready to go again on Monday.