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Search the site, search suggestions, "homework" in college.

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Since coming to Harvard, I don’t recall even once hearing the word “homework”—which is a pretty strange thing considering the role it played for the first 12 years of my education (spoiler alert: this doesn’t mean that we don’t have assignments and work to do).

However, the type of work that’s assigned in college is different from what I was used to in high school, so I’m here to break it down for you.

Problem Sets

Problem sets, or “psets”, are typically packets of questions that are assigned and due on a regular basis. Most of my pset classes have been math and science courses, although they don’t necessarily have to be. I think the biggest difference between psets in college compared to similar assignments in high school is that they can be really challenging, and many courses expect and encourage students to work together on them—I made some of my best friends while struggling through organic chemistry psets lasts year!

Completed homework with comments and a congratulatory sticker featuring a monkey

Sometimes you even get stickers.

Rather than lots of shorter assignments, many classes opt for a few essays spaced throughout the semester. Humanities classes (English, history, etc.) are typically essay classes, although many science classes also have you practice scientific writing through grant proposal or review-style papers. If you’re not super comfortable writing academic papers coming into college, not to worry! All freshmen take a writing course (Expos) during the first year to make sure that everyone is on the same foot. There’s a ton of individual feedback, so it can be really beneficial no matter what your level of writing is coming in.

Discussion Posts

Particularly if it’s an essay class, you might be assigned additional questions to respond to on an online forum for the course. It’s a nice way to keep people on track with the reading, and the responses are often used to start discussion in section.

*Most larger courses have weekly “sections” with 12-15 students and a teaching fellow leading discussion—it’s an opportunity to review the material and go more in-depth with the readings.

Reading (sometimes a lot of reading)

One of the bigger adjustments for some students is learning how to get through hundreds of pages of reading per week. Granted, this depends on what type of classes you’re taking—it is possible to tailor your schedule to an amount of reading that’s appropriate for you. I’ve found that my humanities classes have a much higher volume of reading, but that my science courses have denser reading—sometimes a seven page primary lit paper from a science journal takes me the same amount of time to read as forty pages in a novel. If you are struggling to get through all of your assigned reading, or just want to use your time more efficiently, the Bureau of Study Counsel offers “speed reading” courses during the year which are said to be really helpful!

Author with book over her face

I was found very diligently reading my book.

I have to say, I’ve had some pretty cool project assignments in college. In my multivariable calc class, our final project was to use Mathematica (a math tool) to come up with equations that would form a 3D object, so I made and printed a 3D minion. In a genetics class, we spent the semester analyzing our own DNA in lab, looking for markers that might indicate lactose intolerance, ancestral history, etc. (I wasn’t lactose intolerant, thankfully.) One of my friends is in a Folklore and Mythology class on quilt making, and her final project is to make a quilt. Pretty cool, huh?

Photograph of author holding a toy "minion" from the film "Despicable Me"

My minion!!

Ah yes, not one to forget. On the plus side, there tend to be fewer exams in college than in high school—for classes that do have exams, you would likely only have 1-2 midterms and a final. Studying is often more effective in a group, so it’s another chance to meet people in your class!

Whew! While this is not a complete list, hopefully it gives a sense of the type of work you might be asked to do here. You can choose a schedule of classes that’s a good fit for you—while some people really like taking four essay classes or four pset classes at once, for example, I always try to strike a balance halfway in between. Particularly if you’re taking classes that you’re really interested in, the work doesn’t even seem so bad. :)

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Research Trends: Why Homework Should Be Balanced

Research suggests that while homework can be an effective learning tool, assigning too much can lower student performance and interfere with other important activities.

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Homework: effective learning tool or waste of time?

Since the average high school student spends almost seven hours each week doing homework, it’s surprising that there’s no clear answer. Homework is generally recognized as an effective way to reinforce what students learn in class, but claims that it may cause more harm than good, especially for younger students, are common.

Here’s what the research says:

  • In general, homework has substantial benefits at the high school level, with decreased benefits for middle school students and few benefits for elementary students (Cooper, 1989; Cooper et al., 2006).
  • While assigning homework may have academic benefits, it can also cut into important personal and family time (Cooper et al., 2006).
  • Assigning too much homework can result in poor performance (Fernández-Alonso et al., 2015).
  • A student’s ability to complete homework may depend on factors that are outside their control (Cooper et al., 2006; OECD, 2014; Eren & Henderson, 2011).
  • The goal shouldn’t be to eliminate homework, but to make it authentic, meaningful, and engaging (Darling-Hammond & Ifill-Lynch, 2006).

Why Homework Should Be Balanced

Homework can boost learning, but doing too much can be detrimental. The National PTA and National Education Association support the “10-minute homework rule,” which recommends 10 minutes of homework per grade level, per night (10 minutes for first grade, 20 minutes for second grade, and so on, up to two hours for 12th grade) (Cooper, 2010). A recent study found that when middle school students were assigned more than 90–100 minutes of homework per day, their math and science scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015). Giving students too much homework can lead to fatigue, stress, and a loss of interest in academics—something that we all want to avoid.

Homework Pros and Cons

Homework has many benefits, ranging from higher academic performance to improved study skills and stronger school-parent connections. However, it can also result in a loss of interest in academics, fatigue, and a loss of important personal and family time.

Grade Level Makes a Difference

Although the debate about homework generally falls in the “it works” vs. “it doesn’t work” camps, research shows that grade level makes a difference. High school students generally get the biggest benefits from homework, with middle school students getting about half the benefits, and elementary school students getting few benefits (Cooper et al., 2006). Since young students are still developing study habits like concentration and self-regulation, assigning a lot of homework isn’t all that helpful.

Parents Should Be Supportive, Not Intrusive

Well-designed homework not only strengthens student learning, it also provides ways to create connections between a student’s family and school. Homework offers parents insight into what their children are learning, provides opportunities to talk with children about their learning, and helps create conversations with school communities about ways to support student learning (Walker et al., 2004).

However, parent involvement can also hurt student learning. Patall, Cooper, and Robinson (2008) found that students did worse when their parents were perceived as intrusive or controlling. Motivation plays a key role in learning, and parents can cause unintentional harm by not giving their children enough space and autonomy to do their homework.

Homework Across the Globe

OECD , the developers of the international PISA test, published a 2014 report looking at homework around the world. They found that 15-year-olds worldwide spend an average of five hours per week doing homework (the U.S. average is about six hours). Surprisingly, countries like Finland and Singapore spend less time on homework (two to three hours per week) but still have high PISA rankings. These countries, the report explains, have support systems in place that allow students to rely less on homework to succeed. If a country like the U.S. were to decrease the amount of homework assigned to high school students, test scores would likely decrease unless additional supports were added.

Homework Is About Quality, Not Quantity

Whether you’re pro- or anti-homework, keep in mind that research gives a big-picture idea of what works and what doesn’t, and a capable teacher can make almost anything work. The question isn’t  homework vs. no homework ; instead, we should be asking ourselves, “How can we transform homework so that it’s engaging and relevant and supports learning?”

Cooper, H. (1989). Synthesis of research on homework . Educational leadership, 47 (3), 85-91.

Cooper, H. (2010). Homework’s Diminishing Returns . The New York Times .

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003 . Review of Educational Research, 76 (1), 1-62.

Darling-Hammond, L., & Ifill-Lynch, O. (2006). If They'd Only Do Their Work! Educational Leadership, 63 (5), 8-13.

Eren, O., & Henderson, D. J. (2011). Are we wasting our children's time by giving them more homework? Economics of Education Review, 30 (5), 950-961.

Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015, March 16). Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices . Journal of Educational Psychology. Advance online publication.

OECD (2014). Does Homework Perpetuate Inequities in Education? PISA in Focus , No. 46, OECD Publishing, Paris.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis . Review of Educational Research, 78 (4), 1039-1101.

Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement . The Journal of Educational Research, 96 (6), 323-338.

Walker, J. M., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teachers, after school program staff, and parent leaders . Cambridge, MA: Harvard Family Research Project.

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  • Why use Homework?
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  • Think carefully about why students are doing homework. Is it to prepare for the next class? To practice material learned in class? To synthesize new information? Etc. Make it clear to students why they are being asked to complete homework to help motivate them to complete it.
  • Emphasize that the assignments are not just busy-work, but rather there to help students deepen their understanding of material.
  • Avoid fact regurgitation – students feel that repeating readily available facts is busy work and will not be motivated (and will most likely complain). Rather think of problems that applies information to new situations of challenges them to think critically
  • Vary types of questions – students can get bored if the same type or format of question is used. Vary the types of problems and format of responses. For example you can have students draw their responses, write short answers, or respond to a class-blog. 
  • Make questions personal and close to real-life situations – students will be more engaged if the questions are relatable. Use real-world data, reference activities on campus, or require students to generate their own data when possible while writing questions
  • Help students remember previously covered topics by having questions that incorporate old material with the new material. By repeating older material and having students retrieve previously learned knowledge, it helps them remember and learn
  • There are benefits to having individual assignments and group assignments. If you decide to have group work, encourage students to first work independently to test their own understanding before getting together with a study-group to work on the assignment.
  • Students can build confidence as they complete the work independently
  • Self-testing is a good way for students to evaluate how well they understand the material in a low-pressure environment
  • Students will learn the material more concretely if they have to struggle a little to complete the assignment
  • Students can tackle more difficult questions in a group as they can pool their knowledge
  • Students can teach each other. This benefits the students who are struggling as they can get help they need. It also benefits the students who are teaching as they need to further cement the information to clearly communicate their reasoning
  • Students appreciate multiple approaches to solving problems, especially for open ended questions that challenge students critical thinking skills
  • Enhances communication and team-work skills
  • Students may have questions while completing their homework. Have a designated system for them to contact you – either have office hours, an email policy, etc.
  • Don’t be afraid to edit or clarify a question to the entire class if several students get suck at the same point.

Have a policy for missed work and stick to it. Also have a policy for what an accepted excuse will be

  • Students learn most from constructive feedback on their assignments. Praise good responses and indicate where errors occurred on incorrect responses
  • Post an answer key so students can compare their responses to the ‘correct’ response. This also cuts back on grading time, as you do not have to re-write correct answers for each student.

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Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

child doing homework

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

Janine Bempechat

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Sara Rimer

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

Comments & Discussion

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

benefits of homework harvard

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Raychelle Cassada Lohmann Ph.D.

The Value of Homework

Are teachers assigning too much homework.

Posted September 5, 2016 | Reviewed by Ekua Hagan

  • Studies show that the benefits of homework peak at about one hour to 90 minutes, and then after that, test scores begin to decline.
  • Research has found that high school teachers (grades 9-12) report assigning an average of 3.5 hours’ worth of homework a week.
  • While homework is necessary, there needs to be balance as well as communication between teachers about the amount of homework being assigned.

SIphotography/Deposit Photos

The value of homework has been the subject of debate over the years. In regards to research, the jury is still out as to whether homework positively impacts a student's academic achievement.

In the past, I have written a couple of posts on homework and whether or not it is being used or abused by educators. I am always amazed at what some of my young readers share about sleepless nights, not participating in extracurricular events, and high levels of stress —all of which are attributed to large and daunting amounts of homework .

There have been studies that show that doing homework in moderation improves test performance. So we can’t rule out the value of homework if it’s conducive to learning. However, studies have also shown that the benefits of homework peak at about one hour to 90 minutes, and then after that, test scores begin to decline.

Now, while looking at data, it’s important to review the standard, endorsed by the National Education Association and the National Parent-Teacher Association , known as the "10-minute rule" — 10 minutes of homework per grade level per night. That would mean there would only be 10 minutes of homework in the first grade, and end with 120 minutes for senior year of high school (double what research shows beneficial). This leads to an important question: On average, how much homework do teachers assign?

monkeybusiness/Deposit Photos

Typical homework amounts

A Harris Poll from the University of Phoenix surveyed teachers about the hours of homework required of students and why they assign it. Pollsters received responses from approximately 1,000 teachers in public, private, and parochial schools across the United States.

High school teachers (grades 9-12) reported assigning an average of 3.5 hours’ worth of homework a week. Middle school teachers (grades 6-8) reported assigning almost the same amount as high school teachers, 3.2 hours of homework a week. Lastly, K-5 teachers said they assigned an average of 2.9 hours of homework each week. This data shows a spike in homework beginning in middle school.

Why homework is assigned

When teachers were asked why they assign homework, they gave the top three reasons:

  • to see how well students understand lessons
  • to help students develop essential problem-solving skills
  • to show parents what's being learned in school

Approximately, 30 percent of teachers reported they assigned homework to cover more content areas. What’s interesting about this poll was the longer an educator had been in the field the less homework they assigned. Take a look at the breakdown below:

  • 3.6 hours (teachers with less than 10 years in the classroom)
  • 3.1 hours (teachers with 10 to 19 years in the classroom)
  • 2.8 hours (teachers with more than 20 years in the classroom)

The need for balance

While many agree that homework does have a time and place, there needs to be a balance between life and school. There also needs to be communication with other teachers in the school about assignments. Oftentimes, educators get so involved in their subject area, they communicate departmentally, not school-wide. As a result, it’s not uncommon for teens to have a project and a couple of tests all on the same day. This dump of work can lead to an overwhelming amount of stress.

Questions for educators

Educators, how can you maximize the benefit of homework? Use the questions below to guide you in whether or not to assign work outside of the classroom. Ask yourself:

  • Do I need to assign homework or can this be done in class?
  • Does this assignment contribute and supplement the lesson reviewed in class?
  • Do students have all of the information they need to do this assignment? In others words, are they prepared to do the homework?
  • What are you wanting your students to achieve from this assignment? Do you have a specific objective and intended outcome in mind?
  • How much time will the assignment take to complete? Have you given your students a sufficient amount of time?
  • Have you taken into account other coursework that your students have due?
  • How can you incorporate student choice and feedback into your classroom?
  • How can you monitor whether or not you are overloading your students?

Wavebreakmedia/Deposit Photos

What kids think of homework

Educators: As a conclusion, I have provided a few of the many comments, that I have received below. I think it’s important to look at the age/grade level and messages these teens have shared. Take time to read their words and reflect on ways you can incorporate their perspective into course objectives and content. I believe the solution to the homework dilemma can be found in assigning work in moderation and finding a balance between school, home, and life.

“I am a 7th grader in a small school in Michigan. I think one of the main problems about what teachers think about homework is that they do not think about what other classes are assigned for homework. Throughout the day, I get at least two full pages of homework to complete by the next day. During the school year, I am hesitant to sign up for sports because I am staying up after a game or practice to finish my homework.”

benefits of homework harvard

“I'm 17 and I'm in my last year of high school. I can honestly tell you that from 7 p.m. to 12 a.m. (sometimes 1 or 2 a.m.) I am doing homework. I've been trying to balance my homework with my work schedule, work around my house, and my social life with no success. So if someone were to ask me if I think kids have too much homework, I would say yes they do. My comment is based solely on my personal experience in high school.”

“I am 13 and I have a problem: homework. I can’t get my homework done at home because it is all on my school MacBook. I don’t own my own personal computer, only an Amazon Fire tablet. What’s the problem with my tablet? There are no middle or high school apps for it. You are might be wondering, “Why not bring the MacBook home?” Well, I am not allowed to, so what is the punishment ? Four late assignments, and 1 late argument essay. And 90% of the homework I get is on my MacBook. This is a mega stresser!"

Raychelle Cassada Lohmann Ph.D.

Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens .

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More than two hours of homework may be counterproductive, research suggests.

Education scholar Denise Pope has found that too much homework has negative impacts on student well-being and behavioral engagement (Shutterstock)

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but who may not be very interested in too much detail. It also provides teachers (and students) with tips on assigning group projects, ways to organize groups, and what to do when the process goes awry.

Some reasons to ask students to work in groups

Asking students to work in small groups allows students to learn interactively. Small groups are good for:

  • generating a broad array of possible alternative points of view or solutions to a problem
  • giving students a chance to work on a project that is too large or complex for an individual
  • allowing students with different backgrounds to bring their special knowledge, experience, or skills to a project, and to explain their orientation to others
  • giving students a chance to teach each other
  • giving students a structured experience so they can practice skills applicable to professional situations

Some benefits of working in groups (even for short periods of time in class)

  • Students who have difficulty talking in class may speak in a small group.
  • More students, overall, have a chance to participate in class.
  • Talking in groups can help overcome the anonymity and passivity of a large class or a class meeting in a poorly designed room.
  • Students who expect to participate actively prepare better for class.

Caveat: If you ask students to work in groups, be clear about your purpose, and communicate it to them. Students who fear that group work is a potential waste of valuable time may benefit from considering the reasons and benefits above.

Large projects over a period of time

Faculty asking students to work in groups over a long period of time can do a few things to make it easy for the students to work:

  • The biggest student complaint about group work is that it takes a lot of time and planning. Let students know about the project at the beginning of the term, so they can plan their time.
  • At the outset, provide group guidelines and your expectations.
  • Monitor the groups periodically to make sure they are functioning effectively.
  • If the project is to be completed outside of class, it can be difficult to find common times to meet and to find a room. Some faculty members provide in-class time for groups to meet. Others help students find rooms to meet in.

Forming the group

  • Forming the group. Should students form their own groups or should they be assigned? Most people prefer to choose whom they work with. However, many students say they welcome both kinds of group experiences, appreciating the value of hearing the perspective of another discipline, or another background.
  • Size. Appropriate group size depends on the nature of the project.  If the group is small and one person drops out, can the remaining people do the work? If the group is large, will more time be spent on organizing themselves and trying to make decisions than on productive work?
  • Resources for students. Provide a complete class list, with current email addresses. (Students like having this anyway so they can work together even if group projects are not assigned.)
  • Students that don't fit. You might anticipate your response to the one or two exceptions of a person who really has difficulty in the group. After trying various remedies, is there an out—can this person join another group? work on an independent project?

Organizing the work

Unless part of the goal is to give people experience in the process of goal-setting, assigning tasks, and so forth, the group will be able to work more efficiently if they are provided with some of the following:

  • Clear goals. Why are they working together? What are they expected to accomplish?
  • Ways to break down the task into smaller units
  • Ways to allocate responsibility for different aspects of the work
  • Ways to allocate organizational responsibility
  • A sample time line with suggested check points for stages of work to be completed

Caveat: Setting up effective small group assignments can take a lot of faculty time and organization.

Getting Started

  • Groups work best if people know each others' names and a bit of their background and experience, especially those parts that are related to the task at hand. Take time to introduce yourselves.
  • Be sure to include everyone when considering ideas about how to proceed as a group. Some may never have participated in a small group in an academic setting. Others may have ideas about what works well. Allow time for people to express their inexperience and hesitations as well as their experience with group projects.
  • Most groups select a leader early on, especially if the work is a long-term project. Other options for leadership in long-term projects include taking turns for different works or different phases of the work.
  • Everyone needs to discuss and clarify the goals of the group's work. Go around the group and hear everyone's ideas (before discussing them) or encourage divergent thinking by brainstorming. If you miss this step, trouble may develop part way through the project. Even though time is scarce and you may have a big project ahead of you, groups may take some time to settle in to work. If you anticipate this, you may not be too impatient with the time it takes to get started.

Organizing the Work

  • Break up big jobs into smaller pieces. Allocate responsibility for different parts of the group project to different individuals or teams. Do not forget to account for assembling pieces into final form.
  • Develop a timeline, including who will do what, in what format, by when. Include time at the end for assembling pieces into final form. (This may take longer than you anticipate.) At the end of each meeting, individuals should review what work they expect to complete by the following session.

Understanding and Managing Group Processes

  • Groups work best if everyone has a chance to make strong contributions to the discussion at meetings and to the work of the group project.
  • At the beginning of each meeting, decide what you expect to have accomplished by the end of the meeting.
  • Someone (probably not the leader) should write all ideas, as they are suggested, on the board, a collaborative document, or on large sheets of paper. Designate a recorder of the group's decisions. Allocate responsibility for group process (especially if you do not have a fixed leader) such as a time manager for meetings and someone who periodically says that it is time to see how things are going (see below).
  • What leadership structure does the group want? One designated leader? rotating leaders? separately assigned roles?
  • Are any more ground rules needed, such as starting meetings on time, kinds of interruptions allowed, and so forth?
  • Is everyone contributing to discussions? Can discussions be managed differently so all can participate? Are people listening to each other and allowing for different kinds of contributions?
  • Are all members accomplishing the work expected of them? Is there anything group members can do to help those experiencing difficulty?
  • Are there disagreements or difficulties within the group that need to be addressed? (Is someone dominating? Is someone left out?)
  • Is outside help needed to solve any problems?
  • Is everyone enjoying the work?

Including Everyone and Their Ideas

Groups work best if everyone is included and everyone has a chance to contribute ideas. The group's task may seem overwhelming to some people, and they may have no idea how to go about accomplishing it. To others, the direction the project should take may seem obvious. The job of the group is to break down the work into chunks, and to allow everyone to contribute. The direction that seems obvious to some may turn out not to be so obvious after all. In any event, it will surely be improved as a result of some creative modification.

Encouraging Ideas

The goal is to produce as many ideas as possible in a short time without evaluating them. All ideas are carefully listened to but not commented on and are usually written on the board or large sheets of paper so everyone can see them, and so they don't get forgotten or lost. Take turns by going around the group—hear from everyone, one by one.

One specific method is to generate ideas through brainstorming. People mention ideas in any order (without others' commenting, disagreeing or asking too many questions). The advantage of brainstorming is that ideas do not become closely associated with the individuals who suggested them. This process encourages creative thinking, if it is not rushed and if all ideas are written down (and therefore, for the time-being, accepted). A disadvantage: when ideas are suggested quickly, it is more difficult for shy participants or for those who are not speaking their native language. One approach is to begin by brainstorming and then go around the group in a more structured way asking each person to add to the list.

Examples of what to say:

  • Why don't we take a minute or two for each of us to present our views?
  • Let's get all our ideas out before evaluating them. We'll clarify them before we organize or evaluate them.
  • We'll discuss all these ideas after we hear what everyone thinks.
  • You don't have to agree with her, but let her finish.
  • Let's spend a few more minutes to see if there are any possibilities we haven't thought of, no matter how unlikely they seem.

Group Leadership

  • The leader is responsible for seeing that the work is organized so that it will get done. The leader is also responsible for understanding and managing group interactions so that the atmosphere is positive.
  • The leader must encourage everyone's contributions with an eye to accomplishing the work. To do this, the leader must observe how the group's process is working. (Is the group moving too quickly, leaving some people behind? Is it time to shift the focus to another aspect of the task?)
  • The leader must encourage group interactions and maintain a positive atmosphere. To do this the leader must observe the way people are participating as well as be aware of feelings communicated non-verbally. (Are individuals' contributions listened to and appreciated by others? Are people arguing with other people, rather than disagreeing with their ideas? Are some people withdrawn or annoyed?)
  • The leader must anticipate what information, materials or other resources the group needs as it works.
  • The leader is responsible for beginning and ending on time. The leader must also organize practical support, such as the room, chalk, markers, food, breaks.

(Note: In addition to all this, the leader must take part in thc discussion and participate otherwise as a group member. At these times, the leader must be careful to step aside from the role of leader and signal participation as an equal, not a dominant voice.)

Concerns of Individuals That May Affect Their Participation

  • How do I fit in? Will others listen to me? Am I the only one who doesn't know everyone else? How can I work with people with such different backgrounds and expericnce?
  • Who will make the decisions? How much influence can I have?
  • What do I have to offer to the group? Does everyone know more than I do? Does anyone know anything, or will I have to do most of the work myself?

Characteristics of a Group that is Performing Effectively

  • All members have a chance to express themselves and to influence the group's decisions. All contributions are listened to carefully, and strong points acknowledged. Everyone realizes that the job could not be done without the cooperation and contribution of everyone else.
  • Differences are dealt with directly with the person or people involved. The group identifies all disagreements, hears everyone's views and tries to come to an agreement that makes sense to everyone. Even when a group decision is not liked by someone, that person will follow through on it with the group.
  • The group encourages everyone to take responsibility, and hard work is recognized. When things are not going well, everyone makes an effort to help each other. There is a shared sense of pride and accomplishment.

Focusing on a Direction

After a large number of ideas have been generated and listed (e.g. on the board), the group can categorize and examine them. Then the group should agree on a process for choosing from among the ideas. Advantages and disadvantages of different plans can be listed and then voted on. Some possibilities can be eliminated through a straw vote (each group member could have 2 or 3 votes). Or all group members could vote for their first, second, and third choices. Alternatively, criteria for a successful plan can be listed, and different alternatives can be voted on based on the criteria, one by one.

Categorizing and evaluating ideas

  • We have about 20 ideas here. Can we sort them into a few general categories?
  • When we evaluate each others' ideas, can we mention some positive aspects before expressing concerns?
  • Could you give us an example of what you mean?
  • Who has dealt with this kind of problem before?
  • What are the pluses of that approach? The minuses?
  • We have two basic choices. Let's brainstorm. First let's look at the advantages of the first choice, then the disadvantages.
  • Let's try ranking these ideas in priority order. The group should try to come to an agreement that makes sense to everyone.

Making a decision

After everyone's views are heard and all points of agreement and disagreement are identified, the group should try to arrive at an agreement that makes sense to everyone.

  • There seems to be some agreement here. Is there anyone who couldn't live with solution #2?
  • Are there any objections to going that way?
  • You still seem to have worries about this solution. Is there anything that could be added or taken away to make it more acceptable? We're doing fine. We've agreed on a great deal. Let's stay with this and see if we can work this last issue through.
  • It looks as if there are still some major points of disagreement. Can we go back and define what those issues are and work on them rather than forcing a decision now.

How People Function in Groups

If a group is functioning well, work is getting done and constructive group processes are creating a positive atmosphere. In good groups the individuals may contribute differently at different times. They cooperate and human relationships are respected. This may happen automatically or individuals, at different times, can make it their job to maintain the atmospbere and human aspects of the group.

Roles That Contribute to the Work

Initiating —taking the initiative, at any time; for example, convening the group, suggesting procedures, changing direction, providing new energy and ideas. (How about if we.... What would happen if... ?)

Seeking information or opinions —requesting facts, preferences, suggestions and ideas. (Could you say a little more about... Would you say this is a more workable idea than that?)

Giving information or opinions —providing facts, data, information from research or experience. (ln my experience I have seen... May I tell you what I found out about...? )

Questioning —stepping back from what is happening and challenging the group or asking other specific questions about the task. (Are we assuming that... ? Would the consequence of this be... ?)

Clarifying —interpreting ideas or suggestions, clearing up confusions, defining terms or asking others to clarify. This role can relate different contributions from different people, and link up ideas that seem unconnected. (lt seems that you are saying... Doesn't this relate to what [name] was saying earlier?)

Summarizing —putting contributions into a pattern, while adding no new information. This role is important if a group gets stuck. Some groups officially appoint a summarizer for this potentially powerful and influential role. (If we take all these pieces and put them together... Here's what I think we have agreed upon so far... Here are our areas of disagreement...)

Roles That Contribute to the Atmosphere

Supporting —remembering others' remarks, being encouraging and responsive to others. Creating a warm, encouraging atmosphere, and making people feel they belong helps the group handle stresses and strains. People can gesture, smile, and make eye-contact without saying a word. Some silence can be supportive for people who are not native speakers of English by allowing them a chance to get into discussion. (I understand what you are getting at...As [name] was just saying...)

Observing —noticing the dynamics of the group and commenting. Asking if others agree or if they see things differently can be an effective way to identify problems as they arise. (We seem to be stuck... Maybe we are done for now, we are all worn out... As I see it, what happened just a minute ago.. Do you agree?)

Mediating —recognizing disagreements and figuring out what is behind the differences. When people focus on real differences, that may lead to striking a balance or devising ways to accommodate different values, views, and approaches. (I think the two of you are coming at this from completely different points of view... Wait a minute. This is how [name/ sees the problem. Can you see why she may see it differently?)

Reconciling —reconciling disagreements. Emphasizing shared views among members can reduce tension. (The goal of these two strategies is the same, only the means are different… Is there anything that these positions have in common?)

Compromising —yielding a position or modifying opinions. This can help move the group forward. (Everyone else seems to agree on this, so I'll go along with... I think if I give in on this, we could reach a decision.)

Making a personal comment —occasional personal comments, especially as they relate to the work. Statements about one's life are often discouraged in professional settings; this may be a mistake since personal comments can strengthen a group by making people feel human with a lot in common.

Humor —funny remarks or good-natured comments. Humor, if it is genuinely good-natured and not cutting, can be very effective in relieving tension or dealing with participants who dominate or put down others. Humor can be used constructively to make the work more acceptable by providing a welcome break from concentration. It may also bring people closer together, and make the work more fun.

All the positive roles turn the group into an energetic, productive enterprise. People who have not reflected on these roles may misunderstand the motives and actions of people working in a group. If someone other than the leader initiates ideas, some may view it as an attempt to take power from the leader. Asking questions may similarly be seen as defying authority or slowing down the work of the group. Personal anecdotes may be thought of as trivializing the discussion. Leaders who understand the importance of these many roles can allow and encourage them as positive contributions to group dynamics. Roles that contribute to the work give the group a sense of direction and achievement. Roles contributing to the human atmosphere give the group a sense of cooperation and goodwill.

Some Common Problems (and Some Solutions)

Floundering —While people are still figuring out the work and their role in the group, the group may experience false starts and circular discussions, and decisions may be postponed.

  • Here's my understanding of what we are trying to accomplish... Do we all agree?
  • What would help us move forward: data? resources?
  • Let's take a few minutes to hear everyone's suggestions about how this process might work better and what we should do next.

Dominating or reluctant participants —Some people might take more than their share of the discussion by talking too often, asserting superiority, telling lengthy stories, or not letting others finish. Sometimes humor can be used to discourage people from dominating. Others may rarely speak because they have difficulty getting in the conversation. Sometimes looking at people who don't speak can be a non-verbal way to include them. Asking quiet participants for their thoughts outside the group may lead to their participation within the group.

  • How would we state the general problem? Could we leave out the details for a moment? Could we structure this part of the discussion by taking turns and hearing what everyone has to say?
  • Let's check in with each other about how the process is working: Is everyone contributing to discussions? Can discussions be managed differently so we can all participate? Are we all listening to each other?

Digressions and tangents —Too many interesting side stories can be obstacles to group progress. It may be time to take another look at the agenda and assign time estimates to items. Try to summarize where the discussion was before the digression. Or, consider whether there is something making the topic easy to avoid.

  • Can we go back to where we were a few minutes ago and see what we were trying to do ?
  • Is there something about the topic itself that makes it difficult to stick to?

Getting Stuck —Too little progress can get a group down. It may be time for a short break or a change in focus. However, occasionally when a group feels that it is not making progress, a solution emerges if people simply stay with the issue.

  • What are the things that are helping us solve this problem? What's preventing us from solving this problem?
  • I understand that some of you doubt whether anything new will happen if we work on this problem. Are we willing to give it a try for the next fifteen minutes?

Rush to work —Usually one person in the group is less patient and more action-oriented than the others. This person may reach a decision more quickly than the others and then pressure the group to move on before others are ready.

  • Are we all ready-to make a decision on this?
  • What needs to be done before we can move ahead?
  • Let's go around and see where everyone stands on this.

Feuds —Occasionally a conflict (having nothing to do with the subject of the group) carries over into the group and impedes its work. It may be that feuding parties will not be able to focus until the viewpoint of each is heard. Then they must be encouraged to lay the issue aside.

  • So, what you are saying is... And what you are saying is... How is that related to the work here?
  • If we continue too long on this, we won't be able to get our work done. Can we agree on a time limit and then go on?

For more information...

James Lang, " Why Students Hate Group Projects (and How to Change That) ," The Chronicle of Higher Education (17 June 2022).

Hodges, Linda C. " Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement ,"  CBE—Life Sciences Education  17.2 (2018): es3.

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15 Surprising Benefits of Homework for Students

L K Monu Borkala

  • The importance of homework for students
  • 3 Helpful tips to do your homework effectively
  • 15 benefits of homework

Homework is an important component of the learning and growing process. It is a common practice for students to develop their skills and learn new information.

Homework is simply a general term that we use to describe work that you have to do at home. Typically, it’s assigned by the teacher during school hours and meant to be completed after school in the evenings or weekends.

Homework is loved and hated by many, but it is an integral part of education. It is not just a boring part of the learning process. It has a lot to offer!

The Importance of Homework for Students

So, why should students have homework? According to research conducted by Duke University psychology professor Harris Cooper , there was a positive relation between homework and student achievement. He found out that homework can help students perform better in school.

This shows the importance of homework in a student’s life. Homework is not always popular with students because it takes away their free time at home.

However, there are many benefits associated with homework.  Homework helps students understand the material in greater depth. Moreover, it allows teachers to assess how much the student has learned.

Tips for Doing Your Homework Faster

It is important to have a homework routine. A routine will help you know what to expect at the end of the day, and it will give you time to digest what you learned.

In addition, a routine will help you to be stress-free because you won’t be worrying about when to start your homework or whether you’re going to finish it on time.

So, here are some tips on how to set up a good homework routine:

  • Find a place in the house where you can study without interruption.
  • Set a timer for how long each assignment should take.
  • Make sure your table is neat and that you have all of your materials ready before starting.

These tips will surely make your student life easier and put you on the right track towards higher grades!

The Benefits of Homework for Students

There are numerous reasons why homework is given in schools and colleges. Students can reap the benefits even in their professional lives.

But what exactly are the benefits of homework and how can it help students? Let us take a look at some of them:

1. Students Learn the Importance of Time Management

Time Mangement

They will learn to balance play and work. Students will also learn to complete assignments within deadlines by learning to prioritize their time.

It helps them understand the importance of time management skills . When they are assigned a project or a test, they will know when it is due, how much time they have to complete it, and what they need to do.

This also helps them in their future careers. Employees must be able to manage their time efficiently in order to be successful.

If a project is due soon, employees should take effective steps to get it done on time. Homeworks in the schooling years teaches this practice of time management.

2. Promotes Self-Learning

Students get more time to review the content and this promotes self-learning . This is a big advantage of homework.

It also promotes continuous learning as students can revise their syllabus on their own. Homework gives them an opportunity to develop their critical thinking skills and problem-solving abilities.

3. Helps Teachers Assess a Student’s Learning

Homeworks help teachers track how well the students are grasping the content . They can modify their teaching methods based on the responses they receive from their students.

4. Teaches Students to Be Responsible

Students learn to become independent learners as they do their homework without any help from the teacher.

Studying at home also motivates students to study harder in order to achieve better results. This encourages them to take up more responsibilities at home too.

5. Boosts Memory Retention

Homework provides practice time to recall concepts discussed in class, thereby enabling students to memorize facts and figures taught at school.

One of the advantages of homework is that it sharpens memory power and concentration.

6. Enables Parents to Track a Student’s Performance

Parents can assess how well their children are doing with regard to academic performance by checking their homework assignments.

This gives parents a chance to discuss with teachers about improving their child’s performance at school .

7. Allows Students to Revise Content

Girl Revising

Revising together with other students can also help with understanding  information because it gives you another perspective, as well as an opportunity to ask questions and engage with others.

8. Practice Makes Perfect

Doing homework has numerous benefits for students. One of them is that it helps students learn the concepts in depth.

Homework teaches them how to apply the concepts to solve a problem. It gives them experience on how to solve problems using different techniques.

9. Develops Persistence

When students do their homework, they have to work hard to find all the possible solutions to a problem.

They have to try out different methods until they reach a solution that works. This teaches them perseverance and helps them develop their determination and grit to keep working hard.

10. Helps Them to Learn New Skills

Homework is important because it helps students to learn new and advanced skills. It promotes self-study, research and time management skills within students.

It also builds their confidence in tackling problems independently without constant help from teachers and parents.

11. Helps in Building a Positive Attitude Towards Learning

Be positive

12. Students Can Explore Their Areas of Interest

Homework helps in building curiosity about a subject that excites them. Homework gives students an opportunity to immerse themselves in a subject matter.

When they become curious, they themselves take the initiative to learn more about it.

13. Encourages In-Depth Understanding of The Concepts

Homeworks allow students to learn the subject in a more detailed manner. It gives students the chance to recall and go over the content.

This will lead to better understanding and they will be able to remember the information for a long time.

14. Minimizes Screen Time:

Homework is not only a great way to get students to do their work themselves, but it can also encourage them to reduce screen time.

Homework gives students a good reason to stay off their computers and phones. Homework promotes the productive use of time .

15. Helps Develop Good Study Habits

girl studying with laptop in hand

The more they do their homework, the better they will get it. They will learn to manage their time in a more effective way and be able to do their work at a faster rate.

Moreover, they will be able to develop a good work ethic, which will help them in their future careers.

We all know that too much of anything can be bad. Homework is no different. If the workload of the students is too much, then it can lead to unnecessary stress .

Therefore, it is necessary for teachers to be mindful of the workload of students. That way, students will be able to enjoy their free time and actually enjoy doing homework instead of seeing it as a burden.

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The Benefit of Family Mealtime

  • Posted April 1, 2020
  • By Jill Anderson

A father having dinner with his daughter

Despite family mealtimes being hugely beneficial to kids, only about 30% of families manage to eat together regularly. Anne Fishel , executive director of the Family Dinner Project , knows it's not always easy to find that time but it also doesn't have to be so hard. Through her work, she helps families find fun, creative, and easy ways to make meals a reality. As many families adjust to stay-at-home orders from the Coronavirus, there is a silver lining in that now there is time to enjoy a family meal or two.

Jill Anderson: I am Jill Anderson. This is the Harvard EdCast. With so many families staying home right now, that means there's also more opportunities for families to eat meals together. Family therapist Anne Fishel says only about 30% of families regularly eat dinner together, despite family meal time being hugely beneficial for kids. She's the executive director of the Family Dinner Project, a nonprofit that helps families find their way back to the dinner table with fun, easy conversations and meals. Before the coronavirus outbreak, I spoke to Anne, and asked her how we wound up being a country full of families that just don't eat together very often.

Anne Fishel

 I mean the numbers certainly have gone down over the last 30 to 40 years. Although it's interesting in affluent families the numbers have gone up, and in low income families they've gone down, which I think speaks to the extra stressors of having to work extra jobs, having unpredictable schedules, not having as much access to healthy food. I think this accounts for why low income families struggle more with it.

But whether families are high income or low income, or live in the Midwest or on either coast, the obstacles to family dinner are pretty much the same all over. We hear that families are too busy, it's too much work to make dinner night after night, once they make it their kids or their partners are too picky. So what's the point? There's too much conflict at the table, families are distracted by technology, teenagers seem not to want to eat with their parents, although the research really flies in the face of that. Teenagers rank family dinner pretty high on their list of things they like to do, and 80% of teenagers say that family dinner is the time of the day they're most likely to talk to their parents.

Jill Anderson: Wow. Tell me a little bit more about what are some of the benefits of having dinner together?

Anne Fishel: Yes.

Jill Anderson: And why it's important?

Anne Fishel: Yes. I'm a family therapist, and I sort of half joke that I could be out of business if more families had regular family dinners, because so many of the things that I try to do in family therapy actually get accomplished by regular dinners. There have been more than 20 years of dozens of studies that document that family dinners are great for the body, the physical health, the brains and academic performance, and the spirit or the mental health, and in terms nutrition, cardiovascular health is better in teens, there's lower fat and sugar and salt in home cooked meals even if you don't try that hard, there's more fruit, and fiber, and vegetables, and protein in home cooked meals, and lower calories. Kids who grow up having family dinners, when they're on their own tend to eat more healthily and to have lower rates of obesity.

Then the mental health benefits are just incredible. Regular family dinners are associated with lower rates of depression, and anxiety, and substance abuse, and eating disorders, and tobacco use, and early teenage pregnancy, and higher rates of resilience and higher self esteem.

Jill Anderson: The Family Dinner Project has worked with, I think I read 1 million families on this issue.

Anne Fishel: Yes, we've had close to 2 million unique visitors on our website.

Jill Anderson: Wow.

Anne Fishel: We have tons of free online resources of recipes that take less than 30 minutes, and games to play at the table that promote conversation and conversation starters. Then we've worked with thousands of families through our community programs. We host community dinners at schools, and afterschool programs, and military bases, and homeless shelters, and firehouses, and we bring together a lot of families, and we have a great dinner together, we cook together, we eat, we play games, we have conversation, and then the kids will go off with a team member to make dessert for everybody, and one of us will meet with the parents and we'll ask them what are they doing well when it comes to making dinner happen, and what are their obstacles? Then we'll ask the parents to brainstorm their own solutions to these common problems.

Over 10 years, we've kind of collected some of those great work arounds, those real life hacks and collected them in this new book that we wrote called Eat, Laugh, Talk, The Family Dinner Playbook . It's really kind of a celebration of the incredible innovation that families demonstrate when they try to make family dinner happen. It's organized around the main obstacles. If I could just give you an example to show you how innovative families can be.

Jill Anderson: Oh sure.

Anne Fishel: There's a father in the book, a divorced father who has his three sons every weekend, and he very much would like to have dinner with them over the weekend, and they're really not that interested, so they scarf down their dinner and off they go to their screens. One night he said to himself, if you can't beat them, join them. And he said, boys, come to the kitchen, humor me, we're going to make ratatouille over pasta. They did that, and then he had them watch the movie Ratatouille while they ate the dinner, and they would discuss how their ratatouille compared to the movie version. Then sometimes he would turn off the sound, and have them guess what the actors were saying on the screen, and sometimes he would have them be critics, stop the movie and have them critique the different scenes. He used technology to engage them around the table, and that kick-started their practice of having weekend dinners with one another, and he didn't have to show a movie each time.

Jill Anderson: Right. I mean that's not even something I had even thought about, you have so many different family structures, kids moving from maybe one home to a different home-

Jill Anderson:   - or different parents' home, and just very different situations.

Anne Fishel: Yes, you have three generational families-

Jill Anderson: Yes.

Anne Fishel: - single parents, you could have a family dinner with friends, or college kids in a dorm who regularly have dinner with one another, I think of that as a kind of family dinner.

Jill Anderson: Really runs the gamut.

Jill Anderson: It's not what you traditionally would think of as a family.

Anne Fishel: Exactly. It doesn't even have to be dinner, some families find it so much easier to have breakfast together, or weekend brunches, or even a late night snack, where you push away from work and meet in the kitchen for cheese and crackers and hot chocolate.

Jill Anderson: Yeah.

Anne Fishel: That would count too. I mean if you think of it, there's 16 opportunities for a family to eat together in a week, seven breakfasts, seven dinners, and two weekend lunches, and any of those would count towards the benefits.

Jill Anderson: Right. If you know you're going to have a day where dinner is going to be impossible on a weekend together, maybe you can try to do a breakfast or some other time.

Anne Fishel: Sure.

Jill Anderson: I imagine doing this every day would be the dream, but is there a goal?

Anne Fishel: Yeah, I think it's really up to each individual family to find their way. The research has focused on five meals a week as being kind of the tipping point for a lot of these benefits, but I'm not sure that they've carefully calibrated it, I mean some researchers have looked to see, do you get the same benefits with two meals a week? Some of the academic benefits seem to really count on five meals or more, and the goal is to have at least one good enough meal together a week. If a family can make that happen, often more will follow.

The idea that has to be five or more can become an obstacle. It can kind of a tyranny of perfection. I think we really want to get away from that in all regards. It doesn't have to be a perfect number, it doesn't have to be perfectly cooked, doesn't have to be perfect manners, the secret sauce of dinner is really not about the food at all. The secret sauce is, is it enjoyable? Do kids feel that when they speak, somebody wants to listen to what they have to say? Is there not much criticism, or anger, or conflict at the table? These are the things that I think families really should focus on.

Jill Anderson: I want to talk more about that. It's not so much the act of eating together as much as it is about that connection, and making it quality time together, which I know myself as a parent is hard to do, especially with a young child.

Anne Fishel: There are developmental challenges when the kids are young, and then again when they're teenagers, but I think when they're young you want to set kind of realistic expectations-

Jill Anderson: Right.

Anne Fishel: - and some kids, if you can get them to sit for five or 10 minutes, I think that's something you can build on as the years go on. Sometimes if parents put a little bit more thought into how they're going to engage their kids at the table, and less focus on the foods that that can make for a more enjoyable dinner.

Jill Anderson: Oh yeah.

Anne Fishel: Maybe picking a game that you want to play that will really delight a child, and help a child talk more fully about their day than just asking them what did you do in school? Or how was your day? But instead maybe everybody goes around the table and says a rose, a thorn, and a bud. Rose is something funny or positive, a thorn is something difficult or challenging, and a bud is something you hope will happen tomorrow.

Jill Anderson: That's great.

Anne Fishel: Yeah.

Jill Anderson: I'll have to try that tonight, because I definitely am a parent guilty of saying how was your day and getting nothing because my child is so young.

Anne Fishel: Yes, there are 52 weeks of recipes and games to play at the table, and conversation starters for all different ages, and I think it can be fun as a parent just to go through, and kind of pick and choose what you think might work at your table with your family.

Jill Anderson: Can we talk about the conversation with teenagers, or when they get a little bit older, I would assume, and I'm sure a lot of parents would assume, their teenagers want nothing to do with them at the dinner table, and then it turns out that's not really true.

Anne Fishel: It's not true. No, when kids are given the choice, or when they're asked in a survey, would you rather eat with your parents than by yourself in front of a screen or with your peers? 80% choose their families. It's because teens know that it's the most reliable time of the day to have time with their parents, and adolescents still need that and want that. In a funny way adolescents have the most to gain from family dinner when you think of the reduction in high risk teen behavior that comes with regular family dinner.

I think it's kind of a question of accommodating, making some changes, engaging teenagers more in choosing the menu, or maybe cooking one meal a week, or cooking a course, or finding out a country that they're interested in and picking some menus from or some dishes from that country and making that, or asking a teenager to make a playlist of favorite songs to play during dinner and talking about that, and maybe not talking about things that you know really upset your teenage kid. Maybe not talking about that D they got on their math quiz, or how messy their room is, or the missed curfew over the weekend. Maybe waiting for those conversations until everyone's eaten, and maybe having it one-on-one instead of at the dinner table.

Jill Anderson: Wait, I want to go back to something you mentioned earlier, which was there's academic benefits to eating together-

Jill Anderson: - and I don't know that people would necessarily equate eating together as having some sort of benefit academically.

Anne Fishel: Yes, these are very dramatic benefits, with young kids, preschoolers, the organic language that happens at the dinner table turns out to have 10 times as many rare or uncommon words sort of embedded in those conversations, as parents talk about being late because they hit a lot of traffic and they were so upset they wanted to tear their hair out, whatever, there are a lot of words that kids don't pick up in their picture books or on the playground, and kids who have a larger vocabulary learn to read earlier and more easily. This was a study done at the Harvard Ed school actually, a kind of a longitudinal literacy study done by Snow and Beals.

Then moving along the age continuum, kids who eat regular family dinners in elementary school and in high school get better grades, and the effect is stronger than even doing homework, or doing art, or sports.

Jill Anderson: Have you looked at all at the college student population? They're sort of transient, sometimes they move home for a month or two.

Anne Fishel: Yes. The dinner table is in some ways the the microcosm of what's going on in the family in general. It's the place where parents first feel maybe the emptiness of the empty nest, as they night after night sit at the same kitchen table and they have two empty seats where their children would be seated. I think there's something like that that happens when young adult kids come home, and maybe they weren't expected. Maybe the parents, the single parent, or two parents, they're sitting in different seats now that it's just the two of them, and they notice they have to rearrange their seating to accommodate a young adult, or maybe they've gotten in the habit of eating much later than they used to, or maybe the college student has become a vegetarian and wants to change the way the parents eat.

So you see some of these developmental frictions, or changes, or adaptations at the dinner table, and as a family therapist, it's kind of a fruitful place to work out some of the changes, who's going to accommodate, and how's that going to happen? Are you going to keep eating at nine o'clock the way you've been doing since your college kid has been away? Are you going to reach some understanding?

Jill Anderson: It's just renegotiating?

Anne Fishel: I think often college kids come back with some new ideas about food that they may want to introduce their families to, and I think one of the kind of earmarks of families who do the best, making the transition from teenage to young adulthood happens when parents really welcome the adventures and journeys that their kids take outside the family, and those journeys might be in exploring new cuisines, new ways of eating. It's sort of an opportunity I think, for parents to say, teach us, make something you've learned, or let us adapt to things that are important to you now that you've had a new experience in college.

Jill Anderson: I hear a little bit about parents, they want to get their kid to bed earlier, and both parents are not home at the same time, and so then I becomes this what time to eat issue.

Anne Fishel: Right. Yeah, it's like which ritual is going to get privileged? Is it going to be the bedtime ritual or the dinnertime ritual? Couple things come to mind, one is a family dinner doesn't have to be everybody.

Anne Fishel: Family dinner is one parent and a child, it could still be a family dinner, and then if there's another parent and he or she comes home late, then the child at least still had a family dinner. But maybe on the nights when the whole family can't eat together, there's more focus on breakfast.

Few years ago, Cheerios came to us and said, we know you have the Family Dinner Project, but how about the family breakfast project? We created games, and food, and conversation starters for breakfast, building it around a seven minute breakfast, because that's how long it is when you press your snooze alarm before it goes off again. We thought even busy families could fit in a seven minute breakfast, so they're conversation starters and games that sort of tilt towards anticipating the day rather than reflecting back on it.

Jill Anderson: I'm still a little bit taken aback by that statistic you mentioned earlier, that only 30% or 40%-

Anne Fishel: Have dinner.

Jill Anderson: - have dinner together, and while that's not the worst number you could ever hear.

Anne Fishel: And that's regular.

Anne Fishel: There more families who have it one time a week, or twice a week. It's not that the other 60% are never having family dinner.

Jill Anderson: Right, it's still surprising to hear that. What would you say if there was one thing for families to think about doing? How do you start?

Anne Fishel: I think I would start with making a commitment to having it once a week, and then I would ask a family, what would you like to work on? If you were to make one small change, where would it be? Would it be in trying a new food? Would it be having more fun at the table? Would it be finding out more what goes on in each other's days? Would it be talking about the news? Or talking about who we are as a family, and what our identity is, and what we value as a family? I would ask a family, if you were to make one small shift, small addition to family dinner, in what realm would you want to do it?

Jill Anderson: Do you find that if you approached this to big, thinking let's do this every night, it's just-

Anne Fishel: It doesn't work.

Jill Anderson: It doesn't work.

Anne Fishel: Yeah. Yeah, I think that can be overwhelming, and can make families just want to give up on it. Some families, nobody likes to cook. I remember a family like that who nobody liked to cook, but they wanted to have dinner together, and so they decided to have one dinner out a week, and I made them a conversation jar, it was a jar stuffed with whimsical, thought provoking, funny questions on little slips of paper, you can download them on our website, because they wanted to have a sustained conversation at the restaurant for 45 minutes, and so they brought the conversation jar to the restaurant. Just said, forget about cooking at home, maybe later on we'll tackle that, but for now we just want to have a good conversation with the three kids and the two parents.

Jill Anderson: That's what this is all really about.

Anne Fishel: Yeah, it really is. There's just so few opportunities each day for families to be together, and to connect, and relax, and have a good time.

Jill Anderson: And get rid of your phones.

Anne Fishel: And well, get rid of your phone, that's one option that many families take to have a technology free time of the day. Other families I know take a slightly different stance where you can bring a phone if you want to share something with the family, a photo you took, or a funny text, that's okay. Or sometimes families say, we'll just use our phones to resolve factual debates, do fish sleep? Who won the world series in 1990? That kind of thing.

Jill Anderson: I mean, it sounds like there really is no wrong way to do this-

Jill Anderson: - other than just not trying to do this at all.

Anne Fishel: Yes, it's a very flexible format, the family dinner. We're not trying to make this a nostalgia project, or kind of bring back a fantasy from the 1950s with a spotless kitchen and one parent, usually the mother home slow roasting a pot roast. The idea really is to try to involve as many people as possible to make the work a little bit lighter, and to focus more on what happens around the table then the food, I mean, everyone loves food too.

Jill Anderson: Anne Fishel is the executive director and co-founder of the Family Dinner Project. She is also a family therapist, clinical psychologist, and associate clinical professor of psychology at the Harvard Medical School. She is director of the family and couples therapy program at Massachusetts General Hospital. The Family Dinner Project just recently released the Eat, Laugh, Talk, the Family Dinner Playbook .

I'm Jill Anderson. This is the Harvard EdCast produced by the Harvard Graduate School of Education. Thanks for listening, and please subscribe.

About the Harvard EdCast

In the complex world of education, we keep the focus simple: what makes a difference for learners, educators, parents, and our communities.

The Harvard EdCast is a weekly podcast about the ideas that shape education, from early learning through college and career. We talk to teachers, researchers, policymakers, and leaders of schools and systems in the US and around the world — looking for positive approaches to the challenges and inequties in education. One of the driving questions we explore: How can the transformative power of education reach every learner? Through authentic conversation, we work to lower the barriers of education’s complexities so that everyone can understand.

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We’re social beings. So are microbes. 

When we  pick up our neighbors’ bugs, we get the good as well as the bad and the ugly

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The COVID-19 pandemic reminded us that social interactions transmit pathogens. But do humans spread “good” bugs, too?

Very much so, say a team of biologists who are probing the links between the microbiome and health. In a recent perspective piece in Cell , they explain why the “social microbiome” — the microbial metacommunity associated with a social network of humans or other animals — deserves attention. The researchers pointed out that microbial sharing could play a role in individuals’ susceptibility to, and resilience against, both communicable and non-communicable diseases.

“When we think of factors that affect the microbiome, diet and antibiotics come to mind most readily,” said lead author Amar Sarkar , a Harvard Griffin Graduate School of Arts and Sciences student in the Department of Human Evolutionary Biology . “But the fact that our social interactions also affect the microbiome is less well appreciated.”

The researchers first introduced the concept of the social microbiome in a 2020 article in Nature Ecology and Evolution . There, Sarkar and co-authors suggested that the social microbiome could be viewed as a sort of archipelago, each of us being an “island” that hosts a distinct set of microbes. We share our microbes with one another, similar to how birds or insects might disperse across islands. Their latest analysis looks at why that framework matters.

Processes at different social-ecological scales influence the social microbiome, and health-relevant processes are affected by the social transmission of microbes.

Processes at different social-ecological scales influence the social microbiome, and health-relevant processes are affected by the social transmission of microbes.

Credit: Cell

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Focusing on the gut microbiome and its implications for overall health, the researchers offer an analysis of social transmission of microbes at five levels, each increasing in ecological scale. They range from host-to-host interactions that spread through direct contact between individuals, like ­hugging and touching, all the way up to inter-species microbial mingling — think our close ties with our pets.

Social microbial transmission can take place from parent to infant early in life, and through direct and indirect contact with others throughout life. This is why household co-habitation leads to substantial microbial strain-sharing between family members. The researchers cite studies showing that individuals within a household shared a significant proportion of their gut microbial strains , and that villages could be distinguished on the basis of their social microbiomes .  

The importance of microbial connections in human health outcomes is an area with enormous potential for discovery, according to the researchers. Many chronic conditions historically considered to be “noncommunicable” — including metabolic diseases, cardiovascular disease, autoimmune disorders, and certain cancers — are now being evaluated for their microbial causes and correlations. In many cases, the microbes that shape susceptibility to diseases, or responses to treatment, have been shown to be socially transmissible.

“If microbes contributing to disease can be transmitted between individuals, some noncommunicable conditions may in fact have a communicable component,” said Rachel Carmody , associate professor in Human Evolutionary Biology and co-senior author of the work. “While that may be a potentially unsettling thought, socially transmitted microbes may help protect against these conditions, too.” For example, studies have shown that mice living in the same cage can transmit microbes that increase resilience against colitis or improve their responsiveness to cancer therapy .

“We observe instances where social microbial transmission protects against disease, and instances where it promotes disease, but further work to probe these effects in humans is necessary,” said co-author Cameron McInroy ’22, a teaching fellow in the same department. “Key challenges lie in pinpointing the microbes and transmission contexts controlling these risk-decreasing and risk-increasing effects, understanding how they work, and ultimately harnessing them for our benefit.”

The researchers considered the impact of the social microbiome for antibiotic use. Antibiotic exposures can be thought of as disturbances to the microbiome ecosystem, similar to how fires disturb forest ecosystems. Altering the gut microbiome, sometimes for extended periods, can increase the risk of acute infections such as Clostridioides difficile . Social interactions after antibiotic exposure could help the microbiome recover from these antibiotic-induced disturbances.

The researchers also looked at the global problem of antibiotic-resistant microbes arising and spreading due to exploitation of antibiotic drugs. The transmission of such microbes may have more social components than are currently appreciated, the researchers say. For example, individuals who share a household might acquire antibiotic-resistant microbes from each other if some members are under prolonged antibiotic treatment. What’s more, cultures, societies, and countries differ in their usage of antibiotics, they say, creating “culture-dependent transmission landscapes” for antibiotic-resistant microbes.  

Evolutionary biologists have long proposed that important benefits of group living — such as protection from predation, improved territorial defense, and social learning — come at the price of higher pathogen transmission. In their article, the researchers raise the prospect that some social behaviors may also have evolved to transmit beneficial bacteria among individuals.

“Social interactions can provide conduits for pathogen transmission, but beneficial microbes are also known to be transmitted through these interactions,” said co-senior author Andrew Moeller of Princeton University. “It may be that, in some contexts, the benefits provided by socially transmitted mutualists outweigh the costs incurred by socially transmitted pathogens.”

The authors of “ Microbial transmission in the social microbiome and host health and disease ” were supported in part by the National Science Foundation, National Institutes of Health, National Cancer Institute, and National Institute of General Medical Sciences.

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A Conversation with John Bliss on the Benefits and Risks of Generative AI for Lawyers

John Bliss is assistant professor of law at the University of Denver Sturm College of Law, as well as a current affiliate at the Center on the Legal profession. He sat down for a conversation with Dana Walters, associate editor of The Practice, to talk about his research on the use of generative AI in legal education and legal practice.

Dana Walters : Your early work investigates professional identity in the legal profession and movement lawyering. Recently, however, you’ve been examining AI and its implications for lawyers. Could you talk about this pivot—if it is a pivot—and how it connects to your earlier work?

John Bliss : Yes, thank you for the question. It is a pivot, in recognition that we’re living in transformative times. Generative AI is already going very mainstream in the profession through the everyday tools of legal research: LexisNexis and Westlaw both use GPT-4 and other LLMs to answer legal questions and draft legal documents. It’s also going mainstream in word processing and internet search. I’m interested in what this all means for lawyers today and where this tech is heading in the future.

But in some respects this is not a pivot. As with my prior work, I’m looking at how lawyers can do the most good, and how the lawyer role opens up some possibilities but also constrains the kind of impact lawyers can have. It’s very plausible, given recent research on legal AI capabilities, that these tools could make lawyers more efficient, and with efficiency could come greater access to legal services. And then there are the more seemingly sci-fi scenarios, which I think we need to take seriously, where AI might be capable of doing a lot—or maybe all of—what lawyers do. And if that happens, you could get more access to justice. But there’s also a great deal of concern about what that means for lawyers and the legal system. A lawyer is more than a legal advice dispenser—they’re also a moral agent. They stand in as a representative of the legal system and a member of the political order that helps connect clients with their rights and the legal system.

Walters : Unsurprisingly, as you have jumped into this space you’ve done it from every angle possible—from teaching to writing to even helping develop a new nonprofit that teaches lawyers about generative AI. I’d love to learn about this suite of activities, starting with teaching. How do you teach something that’s constantly evolving? Could you talk about your class and approach? And how your new paper, “ Teaching Law in the Age of Generative AI ,” where you actually surveyed students and faculty about their generative AI know-how, fits in?

Headshot of John Bliss

Bliss : Yes, the paper is meant to be useful for law teachers dealing with this dilemma about how to integrate AI into their teaching. I conducted surveys of my own students who had taken a first-year property course where I had them use generative AI for some assignments. And then I also did a national survey of law faculty and received about 150 responses.

The students pretty consistently described an initial sense of awe about generative AI—upon first meeting ChatGPT and similar tools, the AI seemed an almost omniscient legal mind capable of writing very polished responses to our course assignments. Then the students gained some first-hand experience using the tech in their writing. Their initial awe was often replaced with disappointment. The AI was making mistakes, or really, if you know the law well enough, it wasn’t quite citing the right sources or making the strongest arguments. But later in the semester, the students seemed to settle somewhere in between this awe and disappointment as they found ways to use generative AI in their legal research and writing workflow. For example, students emphasized that AI tools were especially helpful with brainstorming, considering counterarguments, and overcoming the tyranny of the blank page. As one student put it, the AI can serve as “another brain,” or, as educational scholars put it, an interlocutor—someone to talk to throughout the learning and writing process. More generally, the students had a lot of positive things to say about how using generative AI aided in their legal learning, by requiring great attention to detail in their prompts and their assessments of AI outputs.

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The faculty I surveyed seemed less familiar with the leading AI tools. They were very supportive of the idea that we should be teaching students how to use this tech and how to weigh the risks and benefits, but they also felt very ill-equipped to provide that instruction themselves. My article is meant to help instructors decide whether we should integrate this technology in different aspects of the legal curriculum. I don’t think this is a one-size-fits-all situation. Reasonable minds can disagree, and there are good reasons to limit the use of this technology on some assignments. I lay out a wide range of considerations, including the importance of preparing practice-ready graduates with the new professional competencies that are emerging along with AI advances.

Walters : What sorts of concerns did faculty have?

The faculty were pretty concerned about learning, although the students I surveyed mostly said that using AI aided in their understanding of legal doctrine. The faculty were worried that students would over-rely on AI outputs rather than doing the work themselves. But I found that the students were iterating with the tech; they weren’t just relying on the first answer. They would go back and forth to improve their prompts and see if they could obtain better outputs.

The article also outlines some specific AI-integrated assignments and exercises, where students can use generative AI in the research and writing process or where an instructor brings this tech into the classroom.

The faculty were also very worried about academic integrity—for instance, if you give students take-home assignments and tell them not to use generative AI, some students might use it anyway, which I think is a very valid concern. The technology is already pervasive, especially if students have access to the generative AI capabilities in Google and Bing, Microsoft Word, Lexis and Westlaw, and other apps.

A lot of faculty have suggested that they can AI-proof their exams by tailoring the exam to the specific course content. This can actually backfire because the latest research on AI performance on law exams showed that if an instructor inputted their own teaching notes, the AI produced answers as high as an A- or an A.

Walters : And then I assume if you are using it on an open book exam, it may actually be that you’re learning the material in the iterations with the prompts, kind of like how a student might produce a notecard for a test, but in the process, learn the material.

Bliss : Exactly. I used to give students this example of an old Simpsons episode where Bart is staying up late the night before a US history exam, and he’s writing his notes on the bottom of his shoe in order to cheat. And then, when he shows up to the exam, it turns out he doesn’t need to consult his shoe, because he accidentally studied for the exam by writing up his notes. With generative AI, students can learn a lot from the process of interacting with the AI, especially if they’re encouraged to iterate and figure out the kind of information the AI needs in order to produce a good answer, and then carefully assess the AI outputs for quality and accuracy. This is probably a preview of the workflow that you’re going to see increasingly in legal practice where lawyers are using generative AI as a collaborator or an assistant throughout the process of research and writing.

Walters : So it sounds like teaching this, you take an applied approach, using exercises and having students engage with it. That leads me to ask about your nonprofit, which is certainly trying to meet a need and fill a gap of understanding on the faculty side, but also on the practitioner side. Could you tell us about this nonprofit and what it’s trying to achieve?

Bliss : The organization is called the Oak Academy for AI in the Legal Profession, and we train and educate lawyers about state-of-the-art legal AI. We were motivated by our perception that most of the discussions around generative AI in the legal profession are based on outdated and inaccurate information. It’s a fast moving field. And many lawyers are afraid of this technology, worried that they won’t use it competently. Some see headlines about hallucinations or they’re worried about confidentiality in these systems. But many of these fears are unfounded, and much of this discourse is deeply uninformed. So there’s an important educational mission here in the programming that we’re developing to bring practitioners up to speed.

We start by discussing the leading research in legal AI. Often, this research is reported in misleading ways. For example, there was an article recently that suggested an extremely high rate of hallucinations on legal questions. But I think a lot of readers, as evident in mass and social media, didn’t realize that this was not a study of leading AI. It was a study of GPT 3.5, essentially last year’s technology. It was a rigorous and well-designed study and the findings are illuminating. But the hallucination rates are much lower in GPT-4 and the other LLMs that are going mainstream in legal tech applications. Lexis+ AI claim to be hallucination-free. Westlaw’s CoCounsel also provides real legal citations. So a big part of what we’re doing is correcting these misconceptions, including setting the record straight on where AI’s capabilities tend to be underestimated and overestimated.

Eric Martinez, who’s on the faculty of Oak Academy, for another example, took a close look at the claim that generative AI scored in the 90 th percentile on the bar exam, which seems to be based on a February administration of the Bar exam, where repeat test-takers are prevalent.  Among first time test takers, it’s actually only a roughly 60 th percentile performance, and below 50 th percentile on the essay portion. That’s very different from a world where 9 out of 10 lawyers are outperformed by a machine in an established, albeit deeply flawed, metric of legal knowledge and writing proficiency.

Our program has leading researchers on legal AI, including Dan Schwarcz, professor of law at the University of Minnesota, who has conducted studies of AI performance on law exams and on some real legal tasks, including a randomized controlled trial. And then we have some folks provide tech demos. At our first session, this included vLex and Everlaw. And we discuss how to select different AI tools for different purposes. I give a talk about professional responsibility and how legal scholars have thought about AI and the future of the legal profession.

Walters : I want to close with one last question: when you look at the landscape of what’s coming with legal profession and AI, what are you excited about, or hopeful for, and what are you scared of? Maybe they are the same thing.

Bliss : I’m excited about the possibility that we could radically expand access to justice by making lawyers more efficient or by putting powerful legal AI technology in the hands of people with legal problems, especially people who otherwise wouldn’t have access to the expensive and scarce resource known as a human lawyer. I’m also excited about the possible well-being benefits for lawyers. If AI removes a lot of repetitive and mundane tasks and leaves us with some more interesting strategic and interpersonal work, I think that could point toward a hopeful future.

On the other hand, I was with a group of law students at lunch today where someone said, “I’m scared of AI. I feel like it’s developing too fast, and we’re not ready for it, and the people in control of developing it don’t represent society’s interests very well.” And you know, I hear that. And I think that there are some grave risks where AI spreads misinformation and bias and produces low-quality outputs that could diminish legal services. I don’t even dismiss the risk of catastrophic and existential threats to humanity—I recently wrote an article about the lawyers working on these issues of AI safety . The future of AI is uncertain, but many think that humanity may soon hand off the mantle of being the most intelligent beings on the planet. So, I suppose my range of hope and despair is wide.

But, rather than ending on a note of doom, I want to say that I’m really focused on how this tech can be useful for lawyers. To this end, I recently started a blog on the latest empirical research on legal AI capabilities. I have a post there discussing the possibility that we are on a rapid ascent toward legal AGI—artificial general intelligence—while noting that it’s also very plausible that advances in AI will slow down in the near future. We’ve had many of these cycles of hype with AI for a century now. I think, in the end, it’s really important to have an accurate understanding of where we are in order to adjust our expectations around this technology and to effectively integrate it in legal practice and legal education, and to really understand the risks and benefits.

Walters : I think that’s a good note to close on—thank you for your time.

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How to Market Sustainable Products

  • Frédéric Dalsace
  • Goutam Challagalla

benefits of homework harvard

Many companies overestimate customers’ appetite for sustainable products, flooding the market with offerings that don’t sell. The reality is, social and environmental benefits have less impact on purchasing decisions than basic product attributes do. Consumers buy products to get specific jobs done, and only after they find something that will do that will they look for a product that provides some social or environmental advantage.

Of course, that’s only if they value sustainability. Not everyone does, and marketers need to recognize that. Some customers (greens) place a premium on it, some (blues) value it only moderately, and some (grays) don’t care about it and view it skeptically. The three segments cannot all be approached in the same way. How sustainable product benefits interact with traditional benefits is also critical: They can have no impact on a product’s performance (independence), diminish it (dissonance), or enhance it (resonance). Marketers need to follow different playbooks for independent, dissonant, and resonant products, tailoring their approaches to green, blue, and gray customers with each.

Three paths to success

Idea in Brief

The problem.

Many companies overestimate consumers’ appetite for sustainable products, flooding the market with offerings that don’t sell well.

The Opportunity

By understanding how sustainability features interact with a product’s core benefits, companies can devise effective marketing strategies for different consumer segments.

The Solution

Assess whether your sustainable offering’s performance is equivalent, inferior, or superior to that of conventional alternatives. Tailor marketing messages to customers according to how they value sustainability versus traditional attributes.

When companies market the sustainability features of their offerings, they often overlook a fundamental truth: Social and environmental benefits have less impact on customers’ decisions than basic product attributes do. With any purchase, consumers are first trying to get a specific job done. Only after they find something that will help them do that job—and only if sustainability is important to them—will they look for a product that in addition confers a social or environmental advantage. No one decides to buy a chocolate bar to, say, improve the working conditions of farmers on the Ivory Coast. People buy chocolate, first and foremost, because they want to indulge in a small pleasure. No one decides to buy an electric car to prevent climate change. People buy cars because they need transportation; reducing their carbon footprint is an ancillary benefit.

  • FD Frédéric Dalsace is a professor of strategy and marketing at IMD.
  • GC Goutam Challagalla is a professor of strategy and marketing at IMD.

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IMAGES

  1. The Benefits of Doing Homework: A Closer Look at Educational Growth

    benefits of homework harvard

  2. These Great Benefits of Homework Will Make You Rethink Everything

    benefits of homework harvard

  3. What Are the Benefits of Homework?

    benefits of homework harvard

  4. What are the benefits of homework?

    benefits of homework harvard

  5. Why Homework should be Balanced

    benefits of homework harvard

  6. An explicit guide on homework and its history

    benefits of homework harvard

COMMENTS

  1. Are You Down With or Done With Homework?

    Magazine Are You Down With or Done With Homework? Posted January 17, 2012 By Lory Hough The debate over how much schoolwork students should be doing at home has flared again, with one side saying it's too much, the other side saying in our competitive world, it's just not enough.

  2. "Homework" in College

    Studying Ah yes, not one to forget. On the plus side, there tend to be fewer exams in college than in high school—for classes that do have exams, you would likely only have 1-2 midterms and a final.

  3. Key Lessons: What Research Says About the Value of Homework

    Indeed, some primary-level teachers may assign homework for such benefits, which include learning the importance of responsibility, managing time, developing study habits, and staying with a task until it is completed (Cooper, Robinson and Patall 2006; Corno and Xu 2004; Johnson and Pontius 1989; Warton 2001).

  4. Online vs traditional homework: A systematic review on the benefits to

    Thus, the current study aimed to conduct a systematic review on online homework and traditional homework, with the goal of learning the methodological features of the studies comparing both homework formats and understanding which of the two benefits most students' performance.

  5. What's the Right Amount of Homework?

    As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ).

  6. Lessons in learning

    And a new Harvard study suggests it may be important to let students know it. The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active ...

  7. Research Trends: Why Homework Should Be Balanced

    Homework has many benefits, ranging from higher academic performance to improved study skills and stronger school-parent connections. However, it can also result in a loss of interest in academics, fatigue, and a loss of important personal and family time. Grade Level Makes a Difference

  8. Homework

    Determine whether students will complete homework individually or as a group There are benefits to having individual assignments and group assignments. If you decide to have group work, encourage students to first work independently to test their own understanding before getting together with a study-group to work on the assignment.

  9. The Case for Homework

    Not only is it important in reinforcing skills learned during the school day, it also teaches time management, study skills, and independent learning, as well as keeps parents connected to their children's learning.

  10. Online vs traditional homework: A systematic review on the benefits to

    Thus, the current study aimed to conduct a systematic review on online homework and traditional homework, with the goal of learning the methodological features of the studies comparing both homework formats and understanding which of the two benefits most students' performance. Following a review protocol, 31 studies were included and ...

  11. Study finds students learn better through physical ...

    It explains that physical movements can help students solve difficult problems, generate new ideas, and think more creatively. It shows how far active learning research has come and how much of an impact it can have in the classroom. GAZETTE: With the pandemic and so many schools moving to remote learning, what happened in terms of active learning?

  12. Is Homework Necessary for Student Success?

    Aug. 6, 2022 Alberto Miranda To the Editor: Re " The Movement to End Homework Is Wrong ," by Jay Caspian Kang (Sunday Opinion, July 31): Finland proves that you don't need homework for...

  13. Does Homework Really Help Students Learn?

    The author of the essay " The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help " in the winter 2019 issue of , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

  14. Is Homework Good for Kids? Here's What the Research Says

    The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between ...

  15. Should We Get Rid of Homework?

    799 Alberto Miranda By Jeremy Engle and Michael Gonchar Oct. 26, 2022 Do you like doing homework? Do you think it has benefited you educationally? Has homework ever helped you practice a...

  16. The Value of Homework

    High school teachers (grades 9-12) reported assigning an average of 3.5 hours' worth of homework a week. Middle school teachers (grades 6-8) reported assigning almost the same amount as high ...

  17. More than two hours of homework may be counterproductive, research

    "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope. High-performing paradox In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded.

  18. Secrets of Successful Afterschool Programs

    Afterschool programs can promote positive learning and developmental outcomes, but some programs are not maximizing their potential. Research and evaluation point to three factors that are critical for creating constructive settings that can achieve these results with youth. 1. Access to and sustained participation in programs.

  19. The Realities of Remote Work

    The Covid-19 pandemic sparked what economist Nicholas Bloom calls the " working-from-home economy .". While some workers may have had flexibility to work remotely before the pandemic, this ...

  20. Group Work

    giving students a chance to teach each other giving students a structured experience so they can practice skills applicable to professional situations Some benefits of working in groups (even for short periods of time in class) Students who have difficulty talking in class may speak in a small group.

  21. Benefits

    Benefits Office. Call center: 617-496-4001; M, T, Th, F, 9 a.m.-5 p.m.; W, 10 a.m.-5 p.m. Email: [email protected]. Fax: 617-496-3000. Managing Director of Benefits Programs: Alice Baird WHAT WE DO Harvard Benefits is responsible for the design, delivery and administration of University benefits aimed at supporting the long-term health and ...

  22. It's Time to Redefine Our Gendered Idea of "Ambition"

    For everybody's benefit, the authors argue, it's time for a new model of ambition — one that takes women's perspective into account and puts a new emphasis on growth rather than time.

  23. 15 Amazing Benefits of Homework: An Essential Guide

    Summary: The importance of homework for students 3 Helpful tips to do your homework effectively 15 benefits of homework Homework is an important component of the learning and growing process. It is a common practice for students to develop their skills and learn new information.

  24. What Does Banning Short-Term Rentals Really Accomplish?

    Given that short-term rentals have benefits, bans are a poor solution. ... Chiara Farronato is the Glenn and Mary Jane Creamer Associate Professor of Business Administration at Harvard Business ...

  25. The Benefit of Family Dinner

    This was a study done at the Harvard Ed school actually, a kind of a longitudinal literacy study done by Snow and Beals. Then moving along the age continuum, kids who eat regular family dinners in elementary school and in high school get better grades, and the effect is stronger than even doing homework, or doing art, or sports.

  26. We're social beings. So are microbes.

    Jon Chase/Harvard Staff Photographer. Health We're social beings. So are microbes. When we pick up our neighbors' bugs, we get the good as well as the bad and the ugly ... "It may be that, in some contexts, the benefits provided by socially transmitted mutualists outweigh the costs incurred by socially transmitted pathogens." ...

  27. A Conversation with John Bliss on the Benefits and Risks of Generative

    John Bliss. Bliss: Yes, the paper is meant to be useful for law teachers dealing with this dilemma about how to integrate AI into their teaching.I conducted surveys of my own students who had taken a first-year property course where I had them use generative AI for some assignments.

  28. How to Market Sustainable Products

    People buy cars because they need transportation; reducing their carbon footprint is an ancillary benefit. A version of this article appeared in the March-April 2024 issue of Harvard Business ...