Homework Questions... and Dangerous Biscuits

Today, I was asked to provide some answers for an article on homework in schools for one of the UAE national newspapers. The stimulus for the article was the big story out of the UK this week:

http://www.independent.co.uk/news/education/education-news/secondary-school-philip-morant-college-catherine-hutley-bans-homework-time-improve-lessons-a7334401.html

I won't comment on that school's decision, except that I am obviously in favour of schools doing something to change the status quo if things clearly aren't working. I am sure they will monitor the impact of the decision and keep innovating based on the data. It's easy to criticise but it's easier to do nothing...

I must admit that I did chuckle (or LOL if I was trendy) when I Googled that story and was reminded of another tale that came out of Essex recently, concerning a school that banned flapjacks. Try Googling 'Essex school bans...' if you would like to replicate my mild mirth...

Anyway, here are my answers:

1.       What is the homework policy at GEMS?

All GEMS schools are free to set their own home learning policies and we rely on the high level of professional judgment of our school leaders and teachers to ensure that home learning adds value. This is monitored through school reviews and via the GEMS Digital Ecosystem, which provides rich data on the learning that is taking place across the group. Effective practice is shared and celebrated across the network. GEMS also engages with parents and students, eliciting their valuable feedback through the annual stakeholder survey, complementing the continuous engagement throughout the year at school level.

2.       Would GEMS ever explore the idea of issuing a blanket ban on conventional homework?

Rather than issuing a blanket ban, we look at the impact of different types of out-of-school learning and emerging models of learning, sharing the most effective practice across our schools. As digital technologies and flexible schedules provide unprecedented opportunities to organize learning more effectively, new models are taking hold, blurring the boundaries between home and school. Flipped learning, where students access materials at home and then complete what would have been homework in class with the teacher, is already evolving into a more continuous model of active learning. Thus, we are seeing innovative teachers in GEMS schools running their own blended courses through the GEMS ecosystem, putting the students in control of their own learning. We are already seeing amazing results from this approach, with students learning to manage their own time, meet deadlines and collaborate online with their teachers and peers. This real world learning is also resulting in the time spent with teachers in class being more productive and also greater personalized learning, as students work at their own pace and explore their own pathways. It also empowers teachers to make more effective interventions, supporting those in need and extending others who are powering ahead. And, since all this learning is now more visible to parents, we are seeing increased levels of parent engagement in the learning process.  

3.       What would you say are the pros and cons of homework?

The findings of Professor John Hattie that homework in primary school has an ‘effect size of zero” have been well-publicised. Indeed, the wrong kind of homework can negatively impact progress and students’ attitudes to learning, notably when it becomes a chore and a cause of conflict between children and their parents. Children need time to unwind, play, exercise, be happy, socialise and explore their own interests outside of school – and spend quality time with their families and friends. So, by the way, do parents!  It is imperative that we make room for these things and avoid ‘over-scheduling’ our children – and ourselves.

The impact of homework on older students is generally more positive and, whilst the traditional format of public examinations persists, we will not see an end to the need for students to put in long hours of revision out of school. Hattie is clear that we need to get homework right, rather than getting rid of it. We see two key drivers in the transformation of home learning in the future. The first is that the format of public examinations simply has to change – we cannot persist in assessing ‘Career, College and Life Readiness’ through what is still largely a series of handwritten exams. This is already changing and, as it does, the nature of how students prepare for assessments will also change dramatically. Students will still work hard, as they should, but they will be working ‘smarter’. The second driver is being seen in the new models of learning already mentioned. When learning is organized effectively, giving ownership and accountability to the students within a flexible schedule, we begin to see a blurring of the home-school boundary and more independent learners managing their time effectively to complete tasks and meet deadlines. This is real life learning.