I’m Liking This New Homework Procedure Sparked by the Hybrid Model

More sustainable and more specific and timely feedback

Photo by Compare Fibre on Unsplash

Due to the pandemic, our high school switched to a hybrid model of teaching and learning. We are in the physical classroom sometimes and in the virtual classroom other times. This pivot pushed me to try some new things, and I think a new homework procedure I tried with my senior physics class may be here to stay even after the pandemic ends.

First, some background on my philosophy of homework:

• the purpose of homework should be an opportunity for growth; hence…
• it should be provided most days
• it should not be mandatory; it should not count towards grades
• feedback should be timely

I’ve tried a number of homework procedures over the years, and every one of them has had one drawback or another with regards to either being unsustainable (i.e. teacher burnout), using up too much precious instructional time, or feedback taking too long to give. However, the procedure I have just finished using for this quadmester with my physics class perhaps finally strikes the balance I am looking for.

Here’s the gist:

• homework for the day is set up on a Google Slides document
• each slide contains a physics problem, an embedded video of me explaining the solution using the Explain Everything app (this app on my iPad has been indispensable for me during virtual teaching)
• students check their own work by watching the video (this is their initial feedback), and then indicate how they are doing via an emoji-themed Likert scale
• in a text box, students let me know of any specific supports they need

One key point is that students don’t actually submit any solutions to me, and I don’t actually mark anything. Yet I can still provide them with specific and timely feedback!

Here are some samples of what I receive back from the students:

The student got initial feedback by watching the solution video, and was then able to communicate a more specific concept with which she needed support.

This student was able to identify his own errors through the video solution. This feedback was immediate. There was no need for me to look at the student’s solution. Multiply this by 26 and a lot of time can be saved.

In this case, the student is the one to provide feedback to the teacher! He is not feeling confident about problems where he has to develop an equation, and requested more questions to practice this skill.

One regret I have is not collecting a course reflection from students this quadmester. It would have been useful to know what they thought of this. But I shall try this again and hopefully remember to get the student feedback.

Stay safe!