When I wrote about homework in the Pelham Patch in June, I mainly focused on the meaningless minimums set by some school districts, including ours in Pelham. This piece from the Sunday New York Times, by a writer expert in the science of learning, points out how important quality is over quantity. The techniques, developed by studying how “children absorb, retain and apply knowledge,” make homework smarter. I’m for that.
WHEN you think of America’s students, do you picture overworked, stressed-out children bent under backpacks stuffed with textbooks and worksheets? Or do you call to mind glassy-eyed, empty-headed teenagers sitting before computer screens, consumed by video games and social networking sites, even as their counterparts in China prepare to ace yet another round of academic exams?
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