Efficient & Meaningful Homework Review
Lesson Objective: Groups compare homework to share strategies and learn from each other
All Grades / All Subjects / Homework

Thought starters

  1. What are the advantages of using this homework routine?
  2. How does this process encourage student accountability?
  3. Notice how the use of small groups increases both the efficiency and effectiveness of reviewing homework.?
What happens when a student hasn't done the homework?
Recommended (16)
Anything simple always interests me.
Recommended (0)
I really like the way you review homework. It makes so much more sense than me collecting homework, taking it home, and reviewing it several days later. Your technique is much more meaningful for all involved. Thanks!
Recommended (3)
I love that the students are talking to each other about the work they have done.
Recommended (1)
I use this approach in my classroom and it definitely has other benefits than those mentioned in the video. It encourages every student to complete homework, not perfunctorily, but carefully, since they know they'll be discussing it with others. I can instantly tell if the class as a whole was confused or stymied by any aspect of the assignment. I still collect all homework and further check it and grade it, but this approach guarantees that small, careless issues are eliminated before my review, saving me time in the grading process.
Recommended (4)


  • Interviewer: Okay, so you have your homework out from last night?

    Interviewee: Yeah.

    Interviewer: So please take a few moments to go over

    Interviewer: Okay, so you have your homework out from last night?

    Interviewee: Yeah.

    Interviewer: So please take a few moments to go over it at your tables.

    Every time they come into my class, they come in the same way. That is, they come in, they write down the homework, and they take out last night’s homework and begin to compare their work. They look over their homework so they’re comparing answers, and if there’s ever a disagreement, then they work together to come to an agreement if there is one right answer. If not, they’re just sharing their strategies. Then, after a few minutes of doing that, I’ll take questions, any outstanding questions that they may have.

    Interviewee: You could’ve picked whichever of them make, takes or adds.

    Interviewer: Or adds, exactly. That’s how I started by saying that there is more than one answer.

    For the most part, they tend to resolve things in their group, but often there are questions at the end, and so I’ll take those as a whole class. It makes the homework meaningful and not just “Something I have to do every night and my teacher collects and does I don’t know what with it.” It keeps them accountable to each other. It also keeps the rest of the class from not having to listen to the one person who has the one question and the other 20 of us have to sit there and listen and watch me go over something they already understand.

    [End of Audio 01:21]

School Details

Amistad Dual Language School
4862 Broadway
New York NY 10034
Population: 430

Data Provided By:



Amy Withers



All Grades / All Subjects / Tch Tools

Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

Teaching Practice

All Grades / All Students / Class Culture