Homework opportunities that focus on unit goals provide a natural mechanism for situated learning and for social construction of what students are learning in campus. This challenges them to use higher-order thinking as they apply learning to real-world settings. Home assignments can provide natural opportunities for students to contribute ideas and sometimes even educate their families as they examine choices and trade-offs that influence their social experiences and decisions. For example, in a math unit on budgeting, one of the goals might focus on economic decision making (e.g., what constitutes a "good buy"). A homework assignment might address issues such as how families decide whether a grocery store sale on meat is really a good deal as well as the implications of the decision. In a science unit on water conservation, one of the goals might be heightening awareness of the importance of water, the amount used by individuals in their daily lives, and the associated costs and considering what we might do to conserve water.
Students and their families could monitor their water usage for a specified time and determine the costs associated with it.
After gathering and analyzing their data, families could develop plans for modifying their practices. The plans could then be shared with the class. Once the plans are enacted and new data are gathered and analyzed, the results could be revisited and changes could be discussed. Students will begin to feel empowered, seeing that they can make a difference using what they have learned. They will begin to realize they can do it?they can contribute, they can decide, they can figure it out. Teachers and families can provide information and opportunities to help students make intelligent decisions in the real world and begin to understand and explain why things areas they are and how they came to be. These experiences develop students' self-efficacy perceptions concerning their knowledge and self-regulation potential in the social domain.Typical goals might include understanding and appreciating the types of conservation that families, businesses, and communities might consider in order to preserve nonrenewable resources. As a follow-up to lessons focusing on renewable and nonrenewable resources, students could be asked to talk with family members, business owners, or community service personnel about what they might do to conserve nonrenewable resources. Students would be encouraged to bring their lists to colleges, accompanied by paragraphs explaining what would need to be done to conserve the nonrenewable resources and what changes would be needed to help people agree to do so. Subsequently, a debate might be held as a means of thinking more deeply about related issues, such as offshore drilling.
hurd hurd christopher hitchens ron paul 2012 zynga stock zynga stock sam houston state university
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