Since the question of whether follow-up and homework are one and the same keeps surfacing, I would like to ask a couple of reflection questions to the readers of this blog: "Is homework a process, or a product?"
Follow-up means making sure we practice what we learned continuously and effectively. So, is follow-up a process, or is it a product?
I look forward to your comments and reflections.
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3 comments:
"Is homework a process, or a product?" Follow-up means making sure we practice what we learned continuously and effectively. So, is follow-up a process, or is it a product?
The answer to your two questions depends on: 1) the purpose of the homework assignment/follow-up and 2) what type of feedback does the teacher/instructor take.
I recall my middle school math teacher who routinely provided the entire class the identical homework assignment. This daily assignment was predetermined before instruction as by the written evidence on the corner chalkboard at the start of the class. Regardless of any mastery of the concept of the day, pages of practice problems were assigned.
And as with the accuracy of a Rolex, this teacher called each student individually to her desk to verify that the homework task was completed. She scanned the page to determine if the ratio of smudgy pencil markings to the white paper met her criteria of being “completed”. Nothing else was ever discussed of that assignment…ever. Remember this was a DAILY event.
For her and only her, homework was a product of her control of the students. The practice problems were hourly rituals of meaningless compliance. Learning was nothing more than rote memorization of formulas and calling that “Learning” is quite a stretch.
To what degree is a teacher, an instructor, a facilitator, and a program manager committed to coach their students/participants? When events are held between start and end dates just what authentic coaching is provided? The answers to your questions are found with the authenticity and integrity of the event and those who decide to host such an event. Perhaps another question should address the purpose.
As for my math class, assignments and assessments had little meaning. When a student failed whom exactly took ownership? Or assigned fault?
Thank you for your comment, rd. I had the same experience as a student; but when i began teaching the esperience was a totally different one: my coach and mentor supported my learning until I could take off on my own.
The math assignments could be checked every single day, but that does not translate into follow-up as a process. Focus and continuity are hallmarks of a good follow-up process.
DS
When communicating with SBBC personnel I hear alot of "homework assignment" complaining - reminiscent of school children complaining. Homework CAN be meaningful but often is not. Do we need to think of Follow-up as somethng that a professional development participant does depending on their need to practice a new skill or something that can be collected and documented? Clearly we need some form of accountability but it seems often we get stuck on accountability and documentation rather than the purpose and meaning of follow-up. Does one-size fit all? Adult Learning principles define adults as having various experiences and background telling us that one-size DOES NOT fit all. How can we document the fact that participants follow-up and transfer new skills in the workplace/classroom without forcing meaningless paperwork?
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