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I have used the grading of HW process for the past few years now. I truly believe it works for students across the board since there are those students who need to do very little or nothing and still ace the HW quiz, while others, as long as they do the HW and any questions are addressed prior to the quiz, they should do well too. I struggled with the grading piece…. I like your numbering system. I might try that. I also will do different day quizzes I teach multiple bells of one subject.

Something I do with the absent student, I let them know that the score they receive on their next quiz, will back track and become the percentage score on the missed quiz. Since the material is cumulative, I feel very comfortable doing this and students seem to think it makes sense too. Thanks for sharing. I do this second semester in Calculus but never thought about it in my other classes. How long do you give them to complete the quiz?

Thanks for your question! I usually give students minutes. The quizzes are 1 or 2 problems, often with multiple parts. I really like this idea! I teach geometry to 8th graders and could see this working really well. I would love to see a sample homework quiz. Thank you for your comment! I would be glad to share one of my homework quizzes with you, but honestly the quizzes are nothing fancy. I pick one or two short problems that are very similar to the suggested homework assignment.

Students are given suggested exercises and they choose how many, if any, to do. I have a flipped classroom so students are expected to watch my online lessons prior to coming to class. They are required to post a question in Google Classroom where i post the online lessons. They can post a question they want answered or, if they feel they understand all the material, they can post a potential quiz question.

I love reading and answering these questions and answering them online saves class time. I can see the students who are truly engaged and those who are just going along for the ride. Grading was taking up way too much of time so now I grade fewer things than I have in the past. Students are getting the feedback they need without the stress of a grade. They have taken responsibility for their own learning which is my goal.

Thanks for your comment! I really like your idea about online quizzes. I have never had the opportunity to try out a flipped classroom, but it sounds like you have a great system worked out. I evolved to the same program: hw but not graded. Frequent quizzes. Over several years of teaching. I agree with you, I think frequent quizzes is the key. I did this with an Algebra 1 looping course select students that failed 1st sem.

It worked Very well. Since this was a high percentage of unmotivated learners with poor student skills, I also added a class work piece. This consisted of problems over the new material that students had to try on their own before they left the room. The idea was to get that first question asked. It also showed understanding before students tried in their own at home. Here is how my class flowed: Homework check we still graded but I took no questions on unattempted problems-students were expected to come in before due date Quick questions over graded homework 2min Homework quiz New notes and guided practice homework assigned Classwork.

The pace was difficult to keep up with but I saw the same benefit to the frequent quizzing. My loop group was capped at I assumed this method would be unmanageable with a group of You are making me rethink this! That group had many absences. Some would stay exempt or I would create an overarching quiz to replace them all. We are newly MDC. I see that in your bio. Do you do homework quizzes daily? Good luck to you! I think we have had some of the same experiences. I taught a Power Math class for several years.

I just wish I had worked out a system as good as yours. I typically get in about homework quizzes a week. Regarding MDC, this is our 2nd year and I have been able to make the two methods work together. I actually have really enjoyed being a part of the MDC initiative and I feel like it has really improved my teaching practice. Thanks for the suggestion! We use Canvas for our learning platform, but I would love to learn more about Google Classroom.

Google Forms is separate from Google Classroom. You should be able to use it with whatever platform you choose. There is an extension for Google Sheets called Flubaroo that will auto-grade the quizzes too. When a Google Form is created it will create the Google Sheet to go with it. I have tried the mini-quiz method as well. I think everyone pointed out the negatives well time spent grading. The grading piece is a bit of a nightmare with kids in a class.

I love the immediate feedback. Making and copying the quizzes gets annoying, because my state keeps changing the curriculum surrounding common core, so I never re-use them. I have a hard time not answering questions, but I should probably give them mins in their group to work together, less than 5 mins asking me, 5 mins on the HW quiz.

That is a good chunk of time, but might be worth the investment if they all actually do the HW, instead of copying answers. I agree that it can be difficult to limit the time spent answering questions, giving them time to work with their groups could be a good solution. Some days, I do allow my students time to do that, and usually it results in pretty good math conversations. I gave up collecting homework this year.

Instead there is mandatory practices which I assign by the unit problem set. I create a video that answers the questions with multiple strategies similar to grading homework in class. It is now the students responsibility to practice and grade. All grades a summative now and reflect what the student understands. It has opened up enough time to incorporate math talks and mathematical discourse in the class hour.

Very interesting!! I also think allowing retakes can be very beneficial. Am I understanding correctly, the only grades in your grade book are test grades? What if they really tried, but practiced wrong? If they only get a few minutes to ask questions, should they be punished for not getting it by then? To combat this problem, I have also tried a 1 day delay on the HW assessments. I think you pointed out some very legitimate concerns.

I did think about several of the things you mentioned. As far students practicing wrong, I provide them with a detailed key of all the suggested problems, not just the answers but the steps involved. So if they are practicing wrong hopefully they can look at the key and make adjustments. I think one of my goals was to provide my students some useful feedback on the standards and it can be challenging to do that!

I really appreciate you pointing out all the pitfalls, honestly, this is an area I have really struggled with and it helps to look at it from all sides. After reading many of these posts, I agree that HW should be assigned on a mastery of the standards rather than assign every student the same quantity.

This allows for a student-centered learning environment while you take role and then circulate roughly minutes to check for their understanding. Excellent suggestions! I think I tried to address not assigning every student the same quantity by the making a suggested homework assignment. My goal was that my students would use that as an opportunity to assess where they were in their learning, and decide whether they needed the extra practice or not. I think what you recommended allowing groups of 3 or 4 to help each other would definitely encourage students to have some good math conversations.

I started assigning an extra problem for each required problem in the set. They can do both sets for practice, but the extra one is only required if they got the first one wrong. Test grades are final. I also really like your mini quizzes, with the option of retake. Great ideas! In my math classes, I grade homework on completeness and correctness.

They are expected to do every problem and check every answer. On homework quiz days, they get out their five assignments and I hand them a piece of paper with five questions on it — one from each assignment. I pick a problem that I feel everyone should have gotten. Or sometimes I pick a question that I have gone over in class. On the quiz paper, they copy down their work for that problem. This gives me a snapshot of effort and correctness. They always have access to every answer, so there is no excuse for not getting full credit.

Do you assign only book work as suggested homework? Such a good question! I do not assign problems from a book. I have printed more copies this year than I comfortable with. Since this was new for my students, I wanted to make it user friendly for them. I actually printed the HW problems on bright yellow paper.

However, most assignments fit on a half of a page and I have a fairly small class load this year. In the future, I plan to put the assignment online for students, they will copy the problem on their own paper and work it out. I like your system, getting 1 out 2 for doing the ones they can, and allowing them to recover the other point by finishing the assignment. I also like that you check every five assignments, that seems manageable. This link will take you to numerous math blogs and you can browse and find your personal favorite.

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Submit your assignment today and get the high-quality homework from our top math experts. I truly believe it works for students across the board since there are those students who need to do very little or nothing and still ace the HW quiz, while others, as long as they do the HW and any questions are addressed prior to the quiz, they should do well too. I struggled with the grading piece…. I like your numbering system.

I might try that. I also will do different day quizzes I teach multiple bells of one subject. Something I do with the absent student, I let them know that the score they receive on their next quiz, will back track and become the percentage score on the missed quiz. Since the material is cumulative, I feel very comfortable doing this and students seem to think it makes sense too. Thanks for sharing.

I do this second semester in Calculus but never thought about it in my other classes. How long do you give them to complete the quiz? Thanks for your question! I usually give students minutes. The quizzes are 1 or 2 problems, often with multiple parts.

I really like this idea! I teach geometry to 8th graders and could see this working really well. I would love to see a sample homework quiz. Thank you for your comment! I would be glad to share one of my homework quizzes with you, but honestly the quizzes are nothing fancy. I pick one or two short problems that are very similar to the suggested homework assignment.

Students are given suggested exercises and they choose how many, if any, to do. I have a flipped classroom so students are expected to watch my online lessons prior to coming to class. They are required to post a question in Google Classroom where i post the online lessons.

They can post a question they want answered or, if they feel they understand all the material, they can post a potential quiz question. I love reading and answering these questions and answering them online saves class time. I can see the students who are truly engaged and those who are just going along for the ride. Grading was taking up way too much of time so now I grade fewer things than I have in the past. Students are getting the feedback they need without the stress of a grade.

They have taken responsibility for their own learning which is my goal. Thanks for your comment! I really like your idea about online quizzes. I have never had the opportunity to try out a flipped classroom, but it sounds like you have a great system worked out. I evolved to the same program: hw but not graded. Frequent quizzes. Over several years of teaching. I agree with you, I think frequent quizzes is the key. I did this with an Algebra 1 looping course select students that failed 1st sem.

It worked Very well. Since this was a high percentage of unmotivated learners with poor student skills, I also added a class work piece. This consisted of problems over the new material that students had to try on their own before they left the room. The idea was to get that first question asked. It also showed understanding before students tried in their own at home.

Here is how my class flowed: Homework check we still graded but I took no questions on unattempted problems-students were expected to come in before due date Quick questions over graded homework 2min Homework quiz New notes and guided practice homework assigned Classwork. The pace was difficult to keep up with but I saw the same benefit to the frequent quizzing.

My loop group was capped at I assumed this method would be unmanageable with a group of You are making me rethink this! That group had many absences. Some would stay exempt or I would create an overarching quiz to replace them all. We are newly MDC. I see that in your bio. Do you do homework quizzes daily? Good luck to you! I think we have had some of the same experiences. I taught a Power Math class for several years. I just wish I had worked out a system as good as yours. I typically get in about homework quizzes a week.

Regarding MDC, this is our 2nd year and I have been able to make the two methods work together. I actually have really enjoyed being a part of the MDC initiative and I feel like it has really improved my teaching practice. Thanks for the suggestion! We use Canvas for our learning platform, but I would love to learn more about Google Classroom.

Google Forms is separate from Google Classroom. You should be able to use it with whatever platform you choose. There is an extension for Google Sheets called Flubaroo that will auto-grade the quizzes too. When a Google Form is created it will create the Google Sheet to go with it. I have tried the mini-quiz method as well. I think everyone pointed out the negatives well time spent grading. The grading piece is a bit of a nightmare with kids in a class.

I love the immediate feedback. Making and copying the quizzes gets annoying, because my state keeps changing the curriculum surrounding common core, so I never re-use them. I have a hard time not answering questions, but I should probably give them mins in their group to work together, less than 5 mins asking me, 5 mins on the HW quiz. That is a good chunk of time, but might be worth the investment if they all actually do the HW, instead of copying answers.

I agree that it can be difficult to limit the time spent answering questions, giving them time to work with their groups could be a good solution. Some days, I do allow my students time to do that, and usually it results in pretty good math conversations. I gave up collecting homework this year. Instead there is mandatory practices which I assign by the unit problem set. I create a video that answers the questions with multiple strategies similar to grading homework in class.

It is now the students responsibility to practice and grade. All grades a summative now and reflect what the student understands. It has opened up enough time to incorporate math talks and mathematical discourse in the class hour. Very interesting!! I also think allowing retakes can be very beneficial. Am I understanding correctly, the only grades in your grade book are test grades? What if they really tried, but practiced wrong? If they only get a few minutes to ask questions, should they be punished for not getting it by then?

To combat this problem, I have also tried a 1 day delay on the HW assessments. I think you pointed out some very legitimate concerns. I did think about several of the things you mentioned. As far students practicing wrong, I provide them with a detailed key of all the suggested problems, not just the answers but the steps involved.

So if they are practicing wrong hopefully they can look at the key and make adjustments. I think one of my goals was to provide my students some useful feedback on the standards and it can be challenging to do that! I really appreciate you pointing out all the pitfalls, honestly, this is an area I have really struggled with and it helps to look at it from all sides. After reading many of these posts, I agree that HW should be assigned on a mastery of the standards rather than assign every student the same quantity.

This allows for a student-centered learning environment while you take role and then circulate roughly minutes to check for their understanding. Excellent suggestions! I think I tried to address not assigning every student the same quantity by the making a suggested homework assignment.

My goal was that my students would use that as an opportunity to assess where they were in their learning, and decide whether they needed the extra practice or not. I think what you recommended allowing groups of 3 or 4 to help each other would definitely encourage students to have some good math conversations.

I started assigning an extra problem for each required problem in the set. They can do both sets for practice, but the extra one is only required if they got the first one wrong. Test grades are final. I also really like your mini quizzes, with the option of retake. Great ideas! In my math classes, I grade homework on completeness and correctness. They are expected to do every problem and check every answer. On homework quiz days, they get out their five assignments and I hand them a piece of paper with five questions on it — one from each assignment.

I pick a problem that I feel everyone should have gotten. Or sometimes I pick a question that I have gone over in class. On the quiz paper, they copy down their work for that problem. This gives me a snapshot of effort and correctness. They always have access to every answer, so there is no excuse for not getting full credit. Do you assign only book work as suggested homework? Such a good question! I do not assign problems from a book. I have printed more copies this year than I comfortable with.

Since this was new for my students, I wanted to make it user friendly for them. I actually printed the HW problems on bright yellow paper. However, most assignments fit on a half of a page and I have a fairly small class load this year. In the future, I plan to put the assignment online for students, they will copy the problem on their own paper and work it out.

I like your system, getting 1 out 2 for doing the ones they can, and allowing them to recover the other point by finishing the assignment. I also like that you check every five assignments, that seems manageable. This link will take you to numerous math blogs and you can browse and find your personal favorite.

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Sample cover letter for system administrator job That won't happen, even if you think you have too much homework. We provide quality math homework help by crafting a well-curated list of experts, allow the student to review the profile of each, select one they feel will do best, and then place the order. I am careful to let students know that I am only answering the questions that came up when they did the suggested homework assignment, not reteaching. It doesn't matter in what time duration and what type of solutions you want. Essay Writing Help. Michele Alley said she and her third grade daughter, Cora, often disagree about how to do math homework. Teachers would never deliberately vb resume command you tasks with ready answers a couple of clicks away.
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IXL is an online educational website that allows students to practice math content from pre-k through pre-calculus. It turns out that there is an IXL option that aligns with most of the content covered in my homework quizzes. So I allow students to substitute a designated IXL for the homework quizzes missed due to absences.

I also let students replace any low homework quiz grade with a correlating IXL. I feel that this is an equitable trade; the IXL activities generally take at least minutes for a student to earn a grade of 90 or better. I allow the students to decide how much time they want to invest in it. If they stop at 60, that is what goes in the gradebook. That brings up grading again. The typical homework quiz the one they do at the beginning of class consists of one problem with multiple parts.

In the beginning, I was spending a lot of time grading the quizzes. The only way a student can earn a 0 is to turn in a blank quiz. A 1 indicates that student has a little understanding, a 2 indicates a student understands some of the concept partial , a 3 indicates that a student understands most of the material with only small misconceptions, and a 4 indicates complete understanding.

This process has greatly decreased the amount of time I spend grading homework quizzes. I do struggle sometimes trying to decide whether to give a student a 2 or 3, or a 3 or 4. However, I comfort myself with the fact that I am giving students useful feedback and it is better than just walking by to see if they wrote something down on a piece of paper. Also, I am very intentional about how I name the homework quizzes, so that when students look back at INOW our gradebook they can see which concepts they struggled with, so that they can focus their efforts.

I think it gives parents better feedback as well. All in all, I am satisfied with how things have gone. I know some students would prefer to go back to the old way, but many students are glad to have the option of whether or not to complete the suggested homework problems. Grades were pretty dismal at first; the first homework quiz had an average of On the last one I gave, the average was Regardless, this endeavor has made me think long and hard about the best way to help students learn and how to provide them practice and feedback.

I hope with time I am able to tweak some things and continue to make improvements. She began her career as a student teacher in middle school and has taught students from 7th to 12th grade. In her free time, she enjoys reading books about math education and following other teachers on Twitter. In an order to be able to spend more time developing analytical problem-solving skills, I had to find a way to almost eliminate the need to spend time on procedural homework problems during class.

Thank you for sharing! I love your idea of responding via Internet. That could actually be the next step for us! How do you deal with students who ask BIG questions on the homework, which turn the learning back to you and take up class time? Thank you for your comment, that is a really good question! I am careful to let students know that I am only answering the questions that came up when they did the suggested homework assignment, not reteaching.

Also, I only allow minutes for homework questions. The homework quiz will cover material that the students worked on in class the previous day, and were given a detailed key for the suggested homework assignment, so the minutes is generally sufficient. I have used the grading of HW process for the past few years now. I truly believe it works for students across the board since there are those students who need to do very little or nothing and still ace the HW quiz, while others, as long as they do the HW and any questions are addressed prior to the quiz, they should do well too.

I struggled with the grading piece…. I like your numbering system. I might try that. I also will do different day quizzes I teach multiple bells of one subject. Something I do with the absent student, I let them know that the score they receive on their next quiz, will back track and become the percentage score on the missed quiz.

Since the material is cumulative, I feel very comfortable doing this and students seem to think it makes sense too. Thanks for sharing. I do this second semester in Calculus but never thought about it in my other classes. How long do you give them to complete the quiz? Thanks for your question! I usually give students minutes. The quizzes are 1 or 2 problems, often with multiple parts.

I really like this idea! I teach geometry to 8th graders and could see this working really well. I would love to see a sample homework quiz. Thank you for your comment! I would be glad to share one of my homework quizzes with you, but honestly the quizzes are nothing fancy. I pick one or two short problems that are very similar to the suggested homework assignment. Students are given suggested exercises and they choose how many, if any, to do.

I have a flipped classroom so students are expected to watch my online lessons prior to coming to class. They are required to post a question in Google Classroom where i post the online lessons. They can post a question they want answered or, if they feel they understand all the material, they can post a potential quiz question.

I love reading and answering these questions and answering them online saves class time. I can see the students who are truly engaged and those who are just going along for the ride. Grading was taking up way too much of time so now I grade fewer things than I have in the past. Students are getting the feedback they need without the stress of a grade. They have taken responsibility for their own learning which is my goal.

Thanks for your comment! I really like your idea about online quizzes. I have never had the opportunity to try out a flipped classroom, but it sounds like you have a great system worked out. I evolved to the same program: hw but not graded. Frequent quizzes. Over several years of teaching. I agree with you, I think frequent quizzes is the key. I did this with an Algebra 1 looping course select students that failed 1st sem.

It worked Very well. Since this was a high percentage of unmotivated learners with poor student skills, I also added a class work piece. This consisted of problems over the new material that students had to try on their own before they left the room. The idea was to get that first question asked.

It also showed understanding before students tried in their own at home. Here is how my class flowed: Homework check we still graded but I took no questions on unattempted problems-students were expected to come in before due date Quick questions over graded homework 2min Homework quiz New notes and guided practice homework assigned Classwork. The pace was difficult to keep up with but I saw the same benefit to the frequent quizzing. My loop group was capped at I assumed this method would be unmanageable with a group of You are making me rethink this!

That group had many absences. Some would stay exempt or I would create an overarching quiz to replace them all. We are newly MDC. I see that in your bio. Do you do homework quizzes daily? Good luck to you! I think we have had some of the same experiences. I taught a Power Math class for several years. I just wish I had worked out a system as good as yours. I typically get in about homework quizzes a week. Regarding MDC, this is our 2nd year and I have been able to make the two methods work together.

I actually have really enjoyed being a part of the MDC initiative and I feel like it has really improved my teaching practice. Thanks for the suggestion! We use Canvas for our learning platform, but I would love to learn more about Google Classroom. Google Forms is separate from Google Classroom. You should be able to use it with whatever platform you choose. There is an extension for Google Sheets called Flubaroo that will auto-grade the quizzes too.

When a Google Form is created it will create the Google Sheet to go with it. I have tried the mini-quiz method as well. I think everyone pointed out the negatives well time spent grading. The grading piece is a bit of a nightmare with kids in a class. I love the immediate feedback. Making and copying the quizzes gets annoying, because my state keeps changing the curriculum surrounding common core, so I never re-use them.

I have a hard time not answering questions, but I should probably give them mins in their group to work together, less than 5 mins asking me, 5 mins on the HW quiz. That is a good chunk of time, but might be worth the investment if they all actually do the HW, instead of copying answers. I agree that it can be difficult to limit the time spent answering questions, giving them time to work with their groups could be a good solution. Some days, I do allow my students time to do that, and usually it results in pretty good math conversations.

I gave up collecting homework this year. Instead there is mandatory practices which I assign by the unit problem set. I create a video that answers the questions with multiple strategies similar to grading homework in class. It is now the students responsibility to practice and grade. All grades a summative now and reflect what the student understands. It has opened up enough time to incorporate math talks and mathematical discourse in the class hour. Very interesting!! I also think allowing retakes can be very beneficial.

Am I understanding correctly, the only grades in your grade book are test grades? What if they really tried, but practiced wrong? If they only get a few minutes to ask questions, should they be punished for not getting it by then? To combat this problem, I have also tried a 1 day delay on the HW assessments. I think you pointed out some very legitimate concerns.

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