CLIMATE CRISIS- CAN HOMEWORK BE A PRODUCTIVE TOOL FOR LEARNING?

  COVID-19 and the climate crisis have given homework a special, which was a routine and casual affair for both students and teachers. Homework has been a long-standing tradition in education, reinforcing the lessons taught in the classroom and promoting independent learning. These assignments are designed to strengthen and extend knowledge, encourage accountability, allow students to practice and apply new skills, demonstrate their understanding of the subject matter, and build critical skills for academic success and beyond. For many students, homework is essential for mastering concepts and developing critical thinking skills. However, for others, it can be a source of stress and anxiety. Hence, we will explore the benefits and challenges of homework and strategies for making the most of this valuable learning tool in the Indian situation where climate disruption is becoming the rule of the day. These disruptions bring more inequality in society. Therefore, it is not just a matter of choice but a necessity to incorporate climate justice in homework design to ensure a fair and sustainable future for the next generation.

What are the quality parameters of homework?

Educators and policymakers hold the key to ensuring that homework assignments meet specific quality parameters. As highlighted by Harris Cooper, a prominent researcher in the field of homework, these parameters include:

The first quality parameter of homework is its purpose. It should serve a clear function, such as reinforcing learning, practising skills, or extending knowledge beyond what was covered in class.

2. Alignment: An essential aspect of homework is its alignment with the curriculum's learning objectives. This ensures that homework reflects what students are expected to know and be able to do, empowering educators to reinforce classroom learning effectively.

3. Feedback: One crucial quality parameter of homework is feedback. Homework should provide ample opportunities for feedback, either from teachers or peers. This feedback is not just about pointing out mistakes but guiding students towards a deeper understanding of the subject and improving their learning.

4. Differentiation: Homework should be a tool for inclusivity, meeting the needs of all students. It should be tailored to individual abilities, interests, and learning styles, emphasising the role of policymakers in ensuring equal opportunities for all.

5. Scaffolding: Homework should provide appropriate support and scaffolding for students, gradually helping them build on their prior knowledge and skills.

6. Engagement: Homework should be engaging and relevant to students' lives, sparking their curiosity and motivation to learn.

What can we give in homework?

1. Self-Study: Include tasks that require students to research information independently, such as reading articles, watching tutorials, or conducting experiments.

2. Critical Thinking: Include questions or problems that challenge students to analyse, evaluate, and make reasoned judgments or solutions.

3. Creativity: Include activities encouraging students to do creative writing, art projects, or design challenges.

4. Problem-solving: Include real-world scenarios or puzzles to solve practical problems.

5. Inquiry-based learning: Include tasks that prompt students to ask questions, explore topics further, and investigate concepts independently.

6. Collaboration: Include tasks encouraging students to work together, discuss their ideas, and collaborate on solutions, fostering teamwork and communication skills.

7. Reflection: Include prompts for students to reflect on their learning process, evaluate their strengths and weaknesses, and set goals for future improvement.

Additionally, Robert Marzano(2), a well-known education researcher, emphasises the importance of purposeful, specific homework focused on practising skills or concepts that students have not yet mastered.

Inequality and its impact on homework

It's important to recognize that students from different socioeconomic backgrounds may have varying experiences with homework and its objectives. The impact of socioeconomic background on homework objectives can be seen in several ways:

1. Access to Resources: The rich or middle class have more access to books, technology, and educational support, which can affect the types of homework assignments they can complete and the level of support they receive.

2. Time Constraints: Students from lower socioeconomic backgrounds may have additional responsibilities like after-school jobs or caring for siblings, which can impact the amount of time they have available to complete homework assignments.

3. Parental Involvement: Research suggests that parental involvement in homework tends to be higher among families with higher socioeconomic status. This can influence the support and guidance students receive with their homework, affecting the assignments' objectives.

4. Educational Expectations: Socioeconomic background can also influence students' perceptions of the value and importance of homework. Students from higher socioeconomic backgrounds may prioritise academic achievement more vigorously and, therefore, have different objectives for completing homework assignments.

5. Technology Access: Socioeconomic status can impact access to technology and the internet, influencing the type of homework assignments students can complete and their ability to engage with online resources.

Overall, socioeconomic background can influence the extent to which students can meet the objectives of homework assignments and impact their academic achievement. Educators should be mindful of these disparities and consider them when designing and evaluating homework assignments.

The optimum quantity of homework

The amount of homework considered optimum for students can vary based on the student's age, grade level, and the specific goals of the homework assignments.

Many experts have observed that assigning more homework to primary students has little benefit. In the upper primary, homework has a moderate benefit, as suggested by Cooper et al. It is always better to give qualitative homework than quantitative. Parents demand more homework in many schools, so their children are busy during long vacations. Teachers also casually give homework from exercise. This type of homework inhibits learning.

Homework plays a vital role in the teaching-learning process during online classes. However, it has been observed that online courses are not very practical if the students are not motivated. Hence, it acts as a filler for the classroom learning process. Under these particular circumstances, it is suggested that

 five years of foundational stage -1 hour

 three years of the primary stage - 2-hour

 three years of middle school- 3-hours

 four years of secondary school -4-hours

However, it's important to note that these are just general guidelines, not rigid, about how much homework is optimum for students. Some research suggests a negative correlation between the quantity of homework and academic performance.

Adverse effect: ineffective homework

During long holidays, such as summer or winter break, assigning homework to students has several potential adverse effects. Some of these effects may include:

1. Loss of motivation: Students may have difficulty completing homework assignments during long holidays, mainly when they are used to having a break from schoolwork.

2. Increased stress and burnout: Long holidays are a time for students to rest and recharge, and assigning homework during this time can add unnecessary stress and pressure, leading to burnout.

3. Disruption of family time: Long holidays often allow families to plan tours, but long homework assignments can disrupt this critical bonding time.

4. Inequity: Not all students may have access to resources needed to complete homework assignments during long holidays, such as internet access or books, which can create inequities among students.

5. Loss of learning: Research suggests that extended summer vacation leads to a “summer slide,” meaning students' knowledge and skills decrease due to irregularity after vacation. Hence, it is essential to give planned homework that keeps the student competent even after the vacation.

Overall, it is essential for educators to carefully consider the potential adverse effects of assigning homework during long holidays and to weigh these against the benefits of continued learning and skill retention. If homework is assigned during long holidays, it should be meaningful, relevant, and manageable for students, and educators should communicate clearly with students and families about expectations and support options.

How can less educated parents contribute to making homework productive?

Even if parents are poorly educated or uneducated, there are ways they can support their children with homework to make it more productive. Some strategies they can consider include:

1. Providing a quiet and comfortable study space: Encouraging children to have a designated and well-lit space for homework can help them focus and stay organised.

2. Establishing a routine: A consistent homework routine can help the child better manage time.

3. Showing interest and offering encouragement: Even if parents may not fully understand the content of their child's homework, showing interest and offering words of encouragement can boost the child's confidence and motivation.

4. Seeking help when needed: Parents can help their children access additional support resources, such as tutoring programs, online educational tools, or contacting teachers to clarify assignments.

5. Incorporating real-life applications: Parents can help their children see the relevance of homework assignments to everyday life by discussing how the concepts learned in school apply to real-world situations.

6. Setting achievable goals: Parents can help their children stay motivated and engaged with their homework by setting attainable goals and celebrating small successes.

7. Modeling good learning habits: Parents can sit with their children and do their work, showing resilience in the face of challenges and valuing education as a lifelong journey.

Parents must provide a supportive and encouraging environment for their children to do homework, even if they may not have had a formal education. Engaging with their children, offering assistance when needed, and telling them the importance of learning can all contribute to making homework more productive for students. Teachers can support this learning tool by making it more innovative and exciting rather than monotonous.

Bibliography:

https://www.academia.edu/download/55085304/article_for_homework.pdf

https://www.lincnet.org/cms/lib05/ma01001239/centricity/domain/108/homework.pdf