Unhomework: How to Get the Most out of Homework Without Really Setting It

Creasy, Mark

ISBN 10: 1781351090 / ISBN 13: 9781781351093

Verlag: Independent Thinking Press, 2014

Beschreibung

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Bestandsnummer des Verkäufers 3TWOWA0008S8

Bibliografische Details

• Titel: Unhomework: How to Get the Most out of Homework Without Really Setting It
• Verlag: Independent Thinking Press
• Erscheinungsjahr: 2014
• Sprache: Englisch
• ISBN-10: 1781351090
• ISBN-13: 9781781351093
• Einband: paperback
• Zustand: Very Good

Über diesen Titel

Inhaltsangabe

In a dynamic and ever changing education climate it is important to re-evaluate practice in schools on a regular basis in order to ensure that we are doing the right thing for our children. With questions being raised over the value of homework, Mark Creasy advises teachers and parents on how to get the most out of homework without letting it get in the way of their lives. The author provides suggestions for how teachers can make homework more effective, applicable and less pointless; by organising classroom learning to allow children to set their own homework and creating opportunities for learning out of everyday situations. Based on over 10 years of real teaching practice in both primary and secondary schools, Unhomework is both entertaining and informative. It challenges the current status quo of traditionally set homework and provides an insight for parents and educators intohow homework can be done differently, for greater effect as an extension to classroom practice. Unhomework is based on the 5Rs and these are detailed for teachers to implement to secure Unhomework successfully. With practical ideas for teachers across year groups and subjects to use, Unhomework is for teachers (Year 3-13) at all stages of the profession, senior managers in primary and secondary phases, independent and state sectors, parents and teacher trainers.

Über die Autorin bzw. den Autor

Mark Creasy is a dedicated father and teacher at an independent school in Buckinghamshire. His contemporary and down-to-earth style of teaching has allowed him to view learning as a tool, not a rule, to ensure that his pupils are given the right to an education that suits their needs and maximises their potential for future success.