Eliminate homework, please!

Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]

I received an email from someone who reads my blog questioning my statement that I am not a fan of homework. Not a fan is a bit mild. I’m fed up with homework. Not my homework. (I was fed up with that long ago.) I am referring to my grandchildren’s homework. Most of the homework assignments they have received this year and in years past are tedious, reinforce bad habits, and make little or no contribution to their education.

Most of the homework assignments consist of “solving” repetitive homework problems, “answering” questions, and “doing” research.  There is evidence that homework has a very small impact on achievement of students as measured by unit exams. As Cooper and his colleagues put it in a systematic review of the literature: “. . .the positive causal effect of homework on achievement has been tested and found only on measures of an immediate outcome, the unit test. Therefore, it is not possible to make claims about homework’s causal effects on longer-term measures of achievement, such as class grades and standardized tests, or other achievement-related outcomes (p.53).” Nor is there enough evidence to say that the link between homework and achievement holds across subjects.

My granddaughter came home from school and asked, “Grampi, can you help me with my math homework?”  The fact that she needed help told me that she had not really learned what she was being asked to practice.

Homework that engages students in practice exercises designed to reinforce prior learning can only succeed if the students have mastered what they have been asked to practice to the point where they are unlikely to make mistakes. If they have not, they will make mistakes. If the homework assignment involves repetition as homework assignments often do, students who make mistakes will practice their mistakes. Practicing the mistakes will harden them and make it difficult for teachers to change them.

Prior to COVID 19, my other granddaughter was asked to produce a three to four-page persuasive essay appraising the impact of a major historical event. The assignment was well laid out. The guide explained what was meant by a persuasive essay. The guide provided a recommended structure of a persuasive essay, and explained how to handle referencing source materials. The criteria for evaluation were clearly specified and the allocation of marks to key elements explained.  

But my granddaughter was at a loss about several things. I asked whether the current or a previous teacher had explained and provided practice in writing a persuasive essay. “No,” she replied, “but there is a guide sheet.”

“What preparation have you had with the topic area?” I asked.

“We’ve worked in groups answering questions the teacher gave us about the topic.”

“How did that go?”

“Each kid researched one of the questions.”

“Did the group discuss the answers with the teacher?”

“Not really. We just looked up the answers to the questions.”

I do not blame the teachers. Teacher education programs devote little, if any, attention to homework. Many parents mistakenly equate homework with achievement. If their children do not have homework, these parents think that their kids aren’t learning.

There are many things that students can do after school that are more beneficial than homework. My hunch is that outdoor play that requires physical exercise has a better return on the investment of time in terms of long-term health than homework has on achievement. Many after school jobs require discipline, mental effort, and social skills that have both short and long term benefit. Eliminate homework, please!

AI produced scoring rubrics, group projects, and discussion questions

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

In previous blogs I explored the use of AI for planning lessons, outlining a unit, and creating a multiple-choice quiz. This blog reports the results of my exploration of using AI to create a scoring rubric, generating group projects, and producing discussion questions.  

I also asked the bot to create a marking rubric for essays addressing the question "was the French Revolution a success?"  Here’s what it produced.  

Marking Rubric for "Was the French Revolution a Success?" Essays  

I. Introduction

·         Clearly states the topic and thesis statement (0-2 marks)

·         Provides background information on the French Revolution (0-2 marks)

 II. Historical Context

·         Describes the political, economic, and social conditions leading up to the Revolution (0-2 marks)

·         Outlines the key events of the Revolution (0-2 marks)

 III. Analysis of Success

·         Defines what constitutes success in the context of the French Revolution (0-2 marks)

·         Supports thesis with well-researched and relevant historical evidence (0-5 marks)

·         Considers both positive and negative outcomes of the Revolution (0-5 marks)

·         Integrates outside sources to support arguments (0-3 marks)

 IV. Conclusion

·         Restates thesis and summarizes key arguments (0-2 marks)

·         Offers a clear, concise evaluation of the success of the French Revolution (0-2 marks)

·         Provides implications for the future or lessons learned from the Revolution (0-2 marks)

 V. Writing Quality

·         Properly cites sources using MLA or Chicago style (0-2 marks)

·         Demonstrates clarity, coherence, and organization in writing (0-2 marks)

·         Avoids errors in grammar, punctuation, and spelling (0-2 marks)

 VI. Total (out of 25 marks)

I would employ the rubric as is. I particularly liked that the bot identified that it is important that students define success in context, support their argument with evidence, consider both positive and negative outcomes of the Revolution, and integrate outside sources to support their arguments (though the latter point might seem to double count the evidentiary requirement).  

Knowing that group work is common and popular technique among teachers, I asked the bot to provide a list of group projects for students studying the French Revolution. I was pleasantly surprised by the variety of suggestions:  

• Role-Play Simulation: Divide the class into groups and assign each group a specific role, such as a member of the Third Estate, a member of the Royal Court, or a revolutionary leader. Each group must then conduct a simulated meeting or debate to address a specific issue related to the French Revolution.  

• Newspaper Project: Have students create a newspaper from the perspective of the French Revolution. Each group must research and write articles about key events, figures, and issues during the Revolution, including opinions and editorials.  

• Museum Exhibition: Have students create a museum exhibit on the French Revolution. Each group must research and create displays and interactive exhibits such as maps, paintings, artifacts, and timelines, to illustrate the causes, events, and impacts of the Revolution.  

• Historical Fiction: Have students write a fictional story set during the French Revolution. Each group must research the time period, create characters, and write a story that captures the essence of the Revolution while incorporating accurate historical information.  

• Debating Society: Have students form a debating society to discuss and debate key issues related to the French Revolution. Each group must research and prepare arguments, both for and against, on topics such as the role of the monarchy, the impact of the Enlightenment, and the legacy of the Revolution.  

• Political Cartoon Project: Have students create political cartoons to comment on key events and issues during the French Revolution. Each group must research and create illustrations that convey a message or opinion about the Revolution.  

• Re-enactment: Have students re-enact a key event from the French Revolution, such as the fall of the Bastille, the Reign of Terror, or the rise of Napoleon. Each group must research and prepare a script, costumes, and props to bring the event to life.  

• Historical Documentary: Have students create a historical documentary on the French Revolution. Each group must research and create a film that covers the causes, events, and impacts of the Revolution, using primary sources, interviews, and visual aids.  

• Research Paper: Have students write a research paper on a specific aspect of the French Revolution. Each group must choose a topic, such as the role of women, the influence of the Enlightenment, or the impact of the Revolution on Europe, and research and write a well-supported paper that addresses their chosen topic.  

• Museum Scavenger Hunt: Have students create a scavenger hunt for a museum exhibit on the French Revolution. Each group must research and create questions, clues, and puzzles to guide visitors through the exhibit and help them learn about the causes, events, and impacts of the Revolution.

I’d consider most of the suggestions, but I would not include the suggestion about re-enacting the Reign of Terror for reasons that I assume are obvious.  

I find group projects relatively time consuming. I prefer encouraging group discussions as a means of assessing how well students have grasped the central concepts and ideas associated with a topic. So, I asked the bot to create a list of discussion topics that a group of students might have about the French Revolution. Here is the bot’s output:  

·         What were the main causes of the French Revolution?

·         How did Enlightenment ideas influence the Revolution?

·         What was the significance of the fall of the Bastille?

·         How did the Revolution impact the French monarchy and the role of the king?

·         What were the key events and turning points of the Revolution, such as the Reign of Terror and the rise of Napoleon?

·         What was the role of women in the Revolution, and how did they contribute to the cause of liberty and equality?

·         How did the Revolution affect the French economy, society, and culture?

·         How did the Revolution influence other European countries and the wider world?

·         What were the long-term effects and legacies of the Revolution, both positive and negative?

·         Was the French Revolution ultimately a success, and if so, what made it successful? If not, what factors contributed to its failure?

These are worthy topics that, if given time for preparation, would challenge students to invest mental effort in demonstrating their learning and build upon the contributions of their peers.

I suggest you evaluate the bot’s production of rubrics, group projects, and discussions on other topics and in other fields.

AI generated unit plans and assessment

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Last week I reported the results of using AI as a foundation for planning lessons. In general, I thought the bot I used produced a workable framework and, if thoroughly reviewed, some useful content and examples for a first draft plan. That experience prompted me to want to explore the bot’s contribution to unit planning and classroom assessments of various types.  

I asked the bot to prepare an outline for a teaching unit about the French Revolution. Here’s the output:  

I. Introduction

A. Definition and overview of the French Revolution

B. Historical context of the Revolution

C. Significance of the Revolution for France and the world

 II. Causes of the Revolution

A. Economic crisis and poverty

B. Political corruption and abuse of power

C. Enlightenment ideas and the influence of philosophers

D. International events and wars

 III. Major events of the Revolution

A. The fall of the Bastille

B. The Reign of Terror

C. The rise of Napoleon Bonaparte

D. The abolition of the monarchy and the establishment of the First Republic

 IV. Impact of the Revolution

A. Political and social changes in France

B. The spread of revolutionary ideals to other countries

C. The influence on later political and social movements

D. Legacy of the Revolution in France and the world

 V. Conclusion

A. Summary of key points

B. Reflection on the significance of the French Revolution

C. Final thoughts and open discussion.

 VI. Assessment

A. Written tests or essays

B. Group projects or presentations

C. Class discussions or debates

D. Quizzes or exams.

Like the lesson plans, the unit outline is a useful starting point upon which a teacher might build a detailed unit plan. In developing my plan, I would want to place greater emphasis on the Declaration of the Rights of Man and of the Citizen and the contradiction between advocacy of those rights and slavery and religious intolerance. Nonetheless, the outline is a starting point. It, as is the case with everything produced by the bot or even one’s colleagues, needs to be carefully reviewed.  

My next experiment was to ask the bot to produce a ten-item multiple choice test on the French Revolution. I stipulated that each successive item should be more difficult than the preceding item. I asked the bot to mark the correct answer with an asterisk. Here’s the output:  

What was the main cause of the French Revolution?

a. The Enlightenment

b. The American Revolution

c. The Industrial Revolution

d. Economic crisis and poverty *

Who was the first ruler of France during the Revolution?

a. King Louis XVI *

b. Napoleon Bonaparte

c. Maximilien Robespierre

d. Charles De Gaulle

What was the fall of the Bastille symbolize for the French people?

a. The end of the Revolution

b. The end of the monarchy

c. The start of the Reign of Terror

d. The start of their freedom *

 

What was the Reign of Terror?

a. A period of intense violence during the Revolution *

b. A period of peace and prosperity

c. The name of Napoleon's army

d. A period of intellectual enlightenment

 

Who was Maximilien Robespierre?

a. A philosopher of the Enlightenment

b. A military leader during the Revolution

c. The leader of the Reign of Terror *

d. A supporter of the monarchy

 

What did the Declaration of the Rights of Man and Citizen do?

a. Established the First Republic

b. Granted citizenship to all men *

c. Abolished the monarchy

d. Established a dictatorship

 

Who was Napoleon Bonaparte?

a. A philosopher of the Enlightenment

b. A military leader during the Revolution

c. The leader of the Reign of Terror

d. The first ruler of the First Republic *

 

What was the impact of the French Revolution on other countries?

a. It led to the spread of revolutionary ideals *

b. It had no impact on other countries

c. It led to the decline of revolutionary ideals

d. It led to increased political corruption

 

What was the long-term legacy of the French Revolution?

a. The decline of revolutionary ideals

b. The end of the monarchy

c. The establishment of the First Republic *

d. The rise of dictatorship

 

What was the significance of the French Revolution?

a. It changed the course of European history *

b. It had no significant impact

c. It led to the decline of revolutionary ideals

d. It led to increased political corruption.

Over my career I’ve read many multiple-choice items. I’d put the items produced by the bot somewhere near the 80th percentile among all the items I’ve read. Without a prompt, the bot avoided items that asked “NOT-type” items, ones in which the respondent is to pick out the one item that is NOT an instance of the phenomenon addressed by the question. The bot also avoided tipping off the answer by keeping all plausible answers the same length.  

I am not happy with all items. The item about Louis XVI is confusing at best (Louis XVI was the last king before the revolution). I wouldn’t use it as written by the bot. The item that asks what was the fall of the Bastille symbolize for the French people?  is worded awkwardly. It should read what did the fall of the Bastille symbolize for the French people?  I wouldn’t use the one asking, “who was Maximilien Robespierre?” because it places greater emphasis on his part in the reign of terror than it does on his advocacy of universal male suffrage. Nor is it evident to me that the questions become progressively difficult. Notwithstanding those shortcomings,, the output is a useful, time-saving starting point for the construction of a quiz.  

To my previous caution about scrutinizing the bot’s output for accuracy I would add nuance is not a feature of the bot’s output. Yet, when judged against the output produced by novice item-writers – and I would put most teachers in that category – the bot scored about 80% in my mental calculus.  

In a future blog, I will report on the bot’s production of marking rubrics, group project ideas, and discussion questions. In the meantime, you might want to evaluate the bot’s production of multiple-choice items on other topics and in other fields.

Artificial Intelligence can help initiate the lesson planning process

Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Lesson planning is the foundation of good instruction. The process establishes the objective(s) of each lesson, the sequence of activities to enable students to reach the objective, the materials that they and the teacher will need while carrying out the activities, and how the teacher will assess the students’ attainment of the objective. Lesson planning is time consuming, especially for novice teachers for whom the process is not well established.  

There is a suite of lesson planning resources, including experienced colleagues, members of subject or grade level specialist associations within teachers’ associations, commercially available lesson plans, and more. The development of chatbots like ChatGPT that I have written about in earlier blogs will proliferate and provide another source that teachers can call upon to initiate the lesson planning process.  

I used ChatGPT to generate lessons for a variety of subjects. The output provided a credible starting point for lesson development. The bot generates plans in a useful format. It provides a title for the lesson, specifies the objective, suggests an introduction, outlines instructional procedures and materials required, details the students’ guided practice, makes provision for independent practice and lesson closure, and identifies an assessment strategy.  

The lesson introductions are functional if a bit pedestrian. They often entail asking students what they know about the concept or topic. An attentive teacher would note what the students know and do not know about the topic or concept, paying special attention to the misconceptions and misunderstandings that the students reveal that must be corrected if the students are to achieve the lesson objective.  

The instructional suggestions will include examples if the bot is asked to provide them. This is especially useful because it is very hard for teachers to generate multiple examples during a lesson.  

I asked the bot to produce several plans. 

• a plan [level unspecified] detailing the theme, character development, and plot of the novel Charlotte's Web with examples.
• a plan for grade 9 general science on the difference between respiration and evaporation, including at least three examples of each.
• a plan [grade level not specified] comparing the American, French, and Russian revolutions with three examples of each similarity or difference.
• a grade 11 plan about F.R. Scott's poem “W.L.M.K” showing the allusions to King’s tenure as Prime Minister with specific examples.
• a plan for grade 10 on the similarities and the differences between a revolution and a coup d’état incorporating at least five specific examples of both.

Like the plans colleagues provide or the ones that are commercially available, the plans from the bot are imperfect.  It is a good idea to check the accuracy of the examples, and, for that matter, the other information contained in the lesson. “Garbage in, garbage out” may be too strong an indictment of my requests but, in fairness to the bot, the accuracy of the bot’s replies might have been better if I had been more precise about my requests.  

Notwithstanding its limitations and mine, the output produced by the bot provided a useful starting point for developing a lesson plan. Evaluate it yourself. You might want to submit a few variations on the same request to see what the bot produces.