The Homework Myth
About the Course
This course will allow participants to take an in-depth look at the tradition of homework in schools and to assess the positives and negatives of the practice. Throughout the book study, participants will explore the effects of homework and evaluate alternatives to better engage learners. Participants will collaboratively discuss current data and correlations between homework and achievement, as well as student and family attitudes towards school. Participants will design a school-wide policy regarding homework and create viable alternatives that foster positive relationships between home and school.
The Homework Myth by Alfie Kohn
Upon completion of this course, the student will be able to:
- Recognize emerging trends and potential problems with homework.
- Identify and assess studies on homework and its benefits/deficits to education.
- Implement a consistent and effective homework policy for the school.
- Develop alternative ways to impact students/family’s attitudes towards school in order to build a community that fosters love of learning.
Amy Bohen is a Culturally and Linguistically Diverse Education teacher who works with students in kindergarten through fifth grade and supports them in their English language acquisition skills. After spending a decade as a classroom teacher and another ten years as a CLDE teacher, Amy knows that the first step in educating children is a compassionate and mindful attitude combined with a toolbox of strategies and ‘with-it-ness’. Understanding students’ backgrounds and connecting with them and to their personal experiences enables children to take risks, expand ideas, and build confidence as lifelong learners.
Amy has worked with at-risk youth for most of her educational career. She began teaching in Baltimore City Schools before moving to Melbourne, Australia. While overseas she learned the value of understanding differences and about building relationships based on mutual respect. She currently works in Westminster, Colorado where she works with children who are fortunate to have at least two languages.
Amy has been trained in several early literacy interventions as well as language acquisition strategies and methods that engage and support academic success. She believes that good teaching strategies are beneficial for all students, regardless of background.
Amy holds a BA in History from Fordham University, an MS in Elementary Education from Canisius College, and an MA in Elementary Education with an emphasis on Culturally and Linguistically Diverse Education and Special Education from The University of Colorado Boulder. She has been an educator since 1998.