Evidence-Based Homework Philosophy

Our Philosophy:

We believe when thoughtfully designed, homework promotes responsibility and a healthy home-school connection. Consistent, successful completion of homework enhances a student’s learning experience and helps strengthen executive function and life skills. 

The purpose of homework at Lawrence School is to... 

• Assist students in building academic confidence by allowing them to experience success while also becoming aware of their limits
• Encourage students to demonstrate a sophisticated level of metacognition—a student’s ability to think about their own thinking
• Reinforce critical concepts taught in the classroom through independent practice
• Build and enhance a partnership between home and school
• Allow teachers to have an increased level of awareness of student strengths and weaknesses, thereby guiding personalized instruction
• Improve executive function skills—the ability to organize, plan and manage time
• Provide opportunities for students to demonstrate application of knowledge and skills in a variety of settings

Lawrence homework always... 

• Strategically meets the needs of each diverse learner
• Minimizes any anxiety or frustration
• Recognizes and respects competing demands on students' time outside of school
• Is meaningful and purposeful in objective
• Promotes exploration and discovery
• Considers each learner's Zone of Proximal Development, which asserts true learning requires the level of challenge not overwhelm an individual's level of competence
• Recognizes attempts at completion and/or attempts to problem solve

How did we establish our K-12 homework policy? 

Over the course of two years, Lawrence teachers and administrators discussed homework-related practices with the goal of creating a consistent school-wide philosophy and policy. The process was detailed and involved: much research into best practices, the benefits of homework, and consideration for the negative effects it can sometimes have on learning were explored. The team convened for more than a dozen small group meetings and two half-day planning sessions; they gathered input from student and teacher experience surveys; and contacted LD schools across the country. Careful thought formed our philosophy, which was embraced school wide and paved the way for a consistent K-12 policy.