How do you usually give homework to your learners, and what’s its purpose? How do you create the homework activities? What percentage of your learners complete the work you set? What would you change, or would you like to see happen more, if you could?
Homework can be very helpful to students and make the learning process more effective. So why do many students resist or fail to do it? Are we really giving learners the best and most appealing homework activities we can? Watch to discover five tips to get students to do (more) homework.
Please let us know how you get on with Ruben’s latest tips, and if you have others you think should be added to the list, in the comments or via our social media. We would love to hear about your related experiences of homework, both as a student yourself and as a teacher.
Useful references
Heal, J. (2020). ‘Homework or no homework? That is the question’. English Teaching professional 127. Shoreham-by-sea: Pavilion Publishing and Media.
Hirschman, S. (2019). ‘Learner choice: Giving students options’. English Teaching professional 124. Shoreham-by-sea: Pavilion Publishing and Media.
Sarkar, G. (2021). ‘Rethinking homework: a task-based approach’. English Teaching professional 136. Shoreham-by-sea: Pavilion Publishing and Media.
Scott, E. (2015). ‘Homework or no homework?’ English Teaching professional 97. Shoreham-by-sea: Pavilion Publishing and Media.
Thompson, M. (2004). ‘Time well spent’. English Teaching professional 31. Shoreham-by-sea: Pavilion Publishing and Media.
