The Power of Suggest…ed Practice: Using Optional Practice Instead of Assigned Homework in the High School Science Classroom

Abstract

As an educator, it is challenging to find the balance between helping students practice enough to master content while also allowing them the free time to pursue their lives outside of school. This article evaluates the role and history of homework in the context of a post-pandemic educational system, and offers an option for using suggested practice rather than mandatory homework in the high school science classroom. Guidance on how to structure a Suggested Practice sheet is offered, incorporating ways to meet the needs of a diverse range of learners. Best practices for implementation are also discussed, as learned through trial and error of the author in a classroom setting.

Keywords:

• Equity
• homework
• high school
• science
• practice
• cognitive engagement
• behavioral engagement
• engagement
• resource

Additional information

Notes on contributors

Lindsey Paricio-Moreau

Lindsey Paricio-Moreau ([email protected]) is a science lover who holds a B.S. and M.S. in Chemistry and M.Ed. from Colorado State University. Her research experience includes working in biomedical chemistry and material design, with publications in Biointerphase, before transitioning to focus on incorporating sustainability into physical science education. She has published articles to this effect in The Science Teacher magazine, and has previously presented at the Colorado Science Teacher Convention and the American Chemical Society Conference. Lindsey currently teaches high school Earth System Science, Biochemistry, and Chemistry in the Cherry Creek School District in Colorado and has been recently involved with Diversity, Equity, and Inclusion work in science education.