But ESL students, on the other hand, may disagree. Adult learners will argue that they have busy schedules and a life outside the classroom, which translates into “ ”. Young learners and teens may come to terms with the fact that they have to do homework, but do we want them to do it because they are compelled to do it... or do we want them to do it because they are excited to do it? Which would you prefer?
The only way to get young students excited about doing homework, and get adults to set aside some time for it, is through . And here are 5 examples:
A Word Book or Vocabulary Journal is a classic among teachers of very young learners who are not adept at using dictionaries; here they have a chance to make their own. Help them design their very own Word Book from scratch, out of construction paper, cardboard, or any materials you have on hand. At the end of a reading task or activity, make a list of the words they have learned for the day. Their homework assignment is to enter each of the new words in their Word Book. The littlest ones simply copy the word and draw a picture of it; older students can use the word in a sentence that illustrates its meaning. There is no need to copy “dictionary” definitions. They may also cut out pictures from magazines or newspapers and get as creative as they like. But one thing is certain… these will be words they won’t easily forget!
This is an extremely engaging way to provide extended practice of any grammar point. Say you want your students to practice . Tell them you need information on this year's Oscar nominations. Tell them to go to and give them a list of questions they must answer:
You may assign any number of research tasks: ideal places for a family vacation ( ), best restaurants in the city ( ), or anything based on local information. Just make sure you give them a website to go to, a set of questions to answer or a task to complete, and above all don't forget to plan the assignment with a grammar point or learning objective in mind.
This is an ideal assignment for adult students. Most read the newspaper anyway, right? Or watch the evening news. Ask them to choose a news story that has piqued their interest, and have them:
”, thus prompting them to use , for example ( )
This is clearly one of the homework assignments that works best with adult learners or those who specifically study . Give them an email to read and ask them to write an appropriate reply. Or give them a situation that would require them to compose a message, like a complaint over a bad service experience or an inquiry into vacation rentals.
Choose a TV series that is shown in English, either with or without subtitles (you may ask students to cover the subtitles). Choose a show that is suitable to your students’ ages. Tell your students that their homework for that night will be to watch an episode of , whether they usually watch the show or not. Give them a task to complete after viewing the episode: a synopsis of the episode, a character description, or a questionnaire (Do you usually watch this show? If not, would you start watching it? Why/why not?)
Another great way to get students actively engaged in their homework assignments is to ask them to come up with some ideas for creative assignments on their own and share them with the class. They may surprise you!
And if you’re still stumped as to which worksheets to assign to , , or , BusyTeacher.org is always available to help, 24/7, with wonderful ideas for activities and great ready-to-print worksheets.
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Setting appropriate homework tasks is a big part of your teaching role. Setting homework is an opportunity to ensure that your students have absorbed the lesson and can apply what they've learnt to individual study. Homework allows students to reflect on your teachings and broaden their understanding of a particular subject or topic.
However, motivating your class to view homework this way might be something of a challenge! Most young people find settling down to complete homework outside of school hours challenging. If the task feels overwhelming or difficult or seems monotonous, they might just go through the motions of getting it done rather than giving it their full energy and attention and completing it the best they can.
So how can you ensure students' love of learning continues outside the classroom and that they not only give their all to completing homework but actually enjoy it too?
By getting creative with the work you set and thinking about how you can engage and motivate students to complete their homework, you will undoubtedly see better results.
Here are some excellent homework ideas to help encourage creative, student-led learning.
Write their own lesson plan.
If you want to give your students a chance to step into your shoes for the day, why don't you ask them to create their own lesson plan around a topic they've learnt about or are about to learn? This will give them a chance to showcase their knowledge, do research and think creatively. You'll also learn more about how your students like to work and what would make a good lesson from their perspective, which could help inform how you shape your lessons in the future.
If your students are learning about a famous historical figure or studying a classic text, why not get them to think about different perspectives? You could ask them to embody someone influential from a particular period or a character from a play or story and write a speech or story from that person's point of view.
Gamification is always a fun idea to try to inject energy into the classroom, and getting your students to create their very own board game is a fantastic way to keep things fun while also getting them engaged in their learning. Games could centre around a particular topic; they could be quiz-based, matching games, or number games - let them get as creative as they like. You can then have fun in class playing the best ones too.
As a fun homework task that will get your students out and about, ask them to go on a treasure or scavenger hunt, finding certain things that are related to your topic. For younger children, this could be as simple as collecting leaves, flowers, or twigs they might find in their local park, or particular shapes or colours, but older children can benefit from this kind of task too by setting more complicated challenges.
Creating collages can be a fun and interesting way for students to demonstrate their learning, improve their research skills and use their creativity and imagination and can be based on a variety of different topics so they work well across lots of subjects. Encourage them to stick cutouts, fabrics, tickets, photographs, and any other relevant materials to make up their collages, and then they can take turns presenting these in class.
If your students are older and have mobile phones, you could set a video-making task for them to do at home. This could involve interviewing friends and relatives about a topic or filming themselves talking about a specific subject, or answering a particular question. Students could share their videos in class and will love being able to use their phones in school for once!
Get your students to think creatively about questions and answers by asking them to create their very own crossword puzzle, using the material you've taught them in class as a basis. You can ask them to bring all their crossword puzzles into class and then swap them with each other to see if other students can fit the answers in correctly.
Almost every subject has weird and wonderful facts surrounding it. Did you know, for example, that the word 'hundred' derives from an old Norse term 'hundrath,' which actually means 120?! Or that water can both boil and freeze simultaneously? Encourage your students to find the most obscure or interesting facts about the subjects you are teaching them, and then you can all share your findings in class.
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Take-home assignments provide the opportunity to transfer different skills and lessons learned in the therapeutic context to situations in which problems arise.
These opportunities to translate learned principles into everyday practice are fundamental for ensuring that therapeutic interventions have their intended effects.
In this article, we’ll explore why homework is so essential to CBT interventions and show you how to design CBT homework using modern technologies that will keep your clients engaged and on track to achieving their therapeutic goals.
Before you continue, we thought you might like to download our three Positive CBT Exercises for free . These science-based exercises will provide you with a detailed insight into positive CBT and give you the tools to apply it in your therapy or coaching.
Why is homework important in cbt, how to deliver engaging cbt homework, using quenza for cbt: 3 homework examples, 3 assignment ideas & worksheets in quenza, a take-home message.
Many psychotherapists and researchers agree that homework is the chief process by which clients experience behavioral and cognitive improvements from CBT (Beutler et al., 2004; Kazantzis, Deane, & Ronan, 2000).
We can find explanations as to why CBT homework is so crucial in both behaviorist and social learning/cognitive theories of psychology.
Behaviorist models of psychology, such as classical and operant conditioning , would argue that CBT homework delivers therapeutic outcomes by helping clients to unlearn (or relearn) associations between stimuli and particular behavioral responses (Huppert, Roth Ledley, & Foa, 2006).
For instance, imagine a woman who reacts with severe fright upon hearing a car’s wheels skidding on the road because of her experience being in a car accident. This woman’s therapist might work with her to learn a new, more adaptive response to this stimulus, such as training her to apply new relaxation or breathing techniques in response to the sound of a skidding car.
Another example, drawn from the principles of operant conditioning theory (Staddon & Cerutti, 2003), would be a therapist’s invitation to a client to ‘test’ the utility of different behaviors as avenues for attaining reward or pleasure.
For instance, imagine a client who displays resistance to drawing on their support networks due to a false belief that they should handle everything independently. As homework, this client’s therapist might encourage them to ‘test’ what happens when they ask their partner to help them with a small task around the house.
In sum, CBT homework provides opportunities for clients to experiment with stimuli and responses and the utility of different behaviors in their everyday lives.
Scholars have also drawn on social learning and cognitive theories to understand how clients form expectations about the likely difficulty or discomfort involved in completing CBT homework assignments (Kazantzis & L’Abate, 2005).
A client’s expectations can be based on a range of factors, including past experience, modeling by others, present physiological and emotional states, and encouragement expressed by others (Bandura, 1989). This means it’s important for practitioners to design homework activities that clients perceive as having clear advantages by evidencing these benefits of CBT in advance.
For instance, imagine a client whose therapist tells them about another client’s myriad psychological improvements following their completion of a daily thought record . Identifying with this person, who is of similar age and presents similar psychological challenges, the focal client may subsequently exhibit an increased commitment to completing their own daily thought record as a consequence of vicarious modeling.
This is just one example of how social learning and cognitive theories may explain a client’s commitment to completing CBT homework.
Let’s now consider how we might apply these theoretical principles to design homework that is especially motivating for your clients.
In particular, we’ll be highlighting the advantages of using modern digital technologies to deliver engaging CBT homework.
Gone are the days of grainy printouts and crumpled paper tests.
Even before the global pandemic, new technologies have been making designing and assigning homework increasingly simple and intuitive.
In what follows, we will explore the applications of the blended care platform Quenza (pictured here) as a new and emerging way to engage your CBT clients.
Its users have noted the tool is a “game-changer” that allows practitioners to automate and scale their practice while encouraging full-fledged client engagement using the technologies already in their pocket.
To summarize its functions, Quenza serves as an all-in-one platform that allows psychology practitioners to design and administer a range of ‘activities’ relevant to their clients. Besides homework exercises, this can include self-paced psychoeducational work, assessments, and dynamic visual feedback in the form of charts.
Practitioners who sign onto the platform can enjoy the flexibility of either designing their own activities from scratch or drawing from an ever-growing library of preprogrammed activities commonly used by CBT practitioners worldwide.
Any activity drawn from the library is 100% customizable, allowing the practitioner to tailor it to clients’ specific needs and goals. Likewise, practitioners have complete flexibility to decide the sequencing and scheduling of activities by combining them into psychoeducational pathways that span several days, weeks, or even months.
Importantly, reviews of the platform show that users have seen a marked increase in client engagement since digitizing homework delivery using the platform. If we look to our aforementioned drivers of engagement with CBT homework, we might speculate several reasons why.
The rest of this article will explore examples of engaging homework, assignments, and worksheets designed in Quenza that you might assign to your CBT clients.
These detailed, science-based exercises will equip you or your clients with tools to find new pathways to reduce suffering and more effectively cope with life stressors.
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Let’s now look at three examples of predesigned homework activities available through Quenza’s Expansion Library.
Many of the problems CBT seeks to address involve changing associations between stimulus and response (Bouton, 1988). In this sense, stimuli in the environment can drive us to experience urges that we have learned to automatically act upon, even when doing so may be undesirable.
For example, a client may have developed the tendency to reach for a glass of wine or engage in risky behaviors, hoping to distract themselves from negative emotions following stressful events.
Using the Urge Surfing homework activity, you can help your clients unlearn this tendency to automatically act upon their urges. Instead, they will discover how to recognize their urges as mere physical sensations in their body that they can ‘ride out’ using a six-minute guided meditation, visual diagram, and reflection exercise.
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Central to CBT is the understanding that how we choose to think stands to improve or worsen our present emotional states. When we get entangled with our negative thoughts about a situation, they can seem like the absolute truth and make coping and problem solving more challenging.
The Moving From Cognitive Fusion to Defusion homework activity invites your client to recognize when they experience a negative thought and explore it in a sequence of steps that help them gain psychological distance from the thought.
Many clients commencing CBT admit feeling confused or regretful about past events or struggle with self-criticism and blame. In these situations, the focus of CBT may be to work with the client to reappraise an event and have them look at themselves through a kinder lens.
The Finding Silver Linings homework activity is designed to help your clients find the bright side of an otherwise grim situation. It does so by helping the user to step into a positive mindset and reflect on things they feel positively about in their life. Consequently, the activity can help your client build newfound optimism and resilience .
As noted, when you’re preparing homework activities in Quenza, you are not limited to those in the platform’s library.
Instead, you can design your own or adapt existing assignments or worksheets to meet your clients’ needs.
You can also be strategic in how you sequence and schedule activities when combining them into psychoeducational pathways.
Next, we’ll look at three examples of how a practitioner might design or adapt assignments and worksheets in Quenza to help keep them engaged and progressing toward their therapy goals.
In doing so, we’ll look at Quenza’s applications for treating three common foci of treatment: anxiety, depression, and obsessions/compulsions.
When clients present with symptoms of generalized anxiety, panic, or other anxiety-related disorders, a range of useful CBT homework assignments can help.
These activities can include the practice of anxiety management techniques, such as deep breathing, muscle relaxation, and mindfulness training. They can also involve regular monitoring of anxiety levels, challenging automatic thoughts about arousal and panic, and modifying beliefs about the control they have over their symptoms (Leahy, 2005).
Practitioners looking to support these clients using homework might start by sending their clients one or two audio meditations via Quenza, such as the Body Scan Meditation or S.O.B.E.R. Stress Interruption Mediation . That way, the client will have tools on hand to help manage their anxiety in stressful situations.
As a focal assignment, the practitioner might also design and assign the client daily reflection exercises to be completed each evening. These can invite the client to reflect on their anxiety levels during the day by responding to a series of rating scales and open-ended response questions. Patterns in these responses can then be graphed, reviewed, and used to facilitate discussion during the client’s next in-person session.
As with anxiety, there is a range of practical CBT homework activities that aid in treating depression.
It should be noted that it is common for clients experiencing symptoms of depression to report concentration and memory deficits as reasons for not completing homework assignments (Garland & Scott, 2005). It is, therefore, essential to keep this in mind when designing engaging assignments.
CBT assignments targeted at the treatment of depressive symptoms typically center around breaking cycles of negative events, thinking, emotions, and behaviors, such as through the practice of reappraisal (Garland & Scott, 2005).
Examples of assignments that facilitate this may include thought diaries , reflections that prompt cognitive reappraisal, and meditations to create distance between the individual and their negative thoughts and emotions.
To this end, a practitioner looking to support their client might design a sequence of activities that invite clients to explore their negative cognitions once per day. This exploration can center on responses to negative feedback, faced challenges, or general low mood.
A good template to base this on is the Personal Coping Mantra worksheet in Quenza’s Expansion Library, which guides clients through the process of replacing automatic negative thoughts with more adaptive coping thoughts.
The practitioner can also schedule automatic push notification reminders to pop up on the client’s device if an activity in the sequence is not completed by a particular time each day. This function of Quenza may be particularly useful for supporting clients with concentration and memory deficits, helping keep them engaged with CBT homework.
Homework assignments pertaining to the treatment of obsessive-compulsive disorder typically differ depending on the stage of the therapy.
In the early stages of therapy, practitioners assigning homework will often invite clients to self-monitor their experience of compulsions, rituals, or responses (Franklin, Huppert, & Roth Ledley, 2005).
This serves two purposes. First, the information gathered through self-monitoring, such as by completing a journal entry each time compulsive thoughts arise, will help the practitioner get clearer about the nature of the client’s problem.
Second, self-monitoring allows clients to become more aware of the thoughts that drive their ritualized responses, which is important if rituals have become mostly automatic for the client (Franklin et al., 2005).
Therefore, as a focal assignment, the practitioner might assign a digital worksheet via Quenza that helps the client explore phenomena throughout their day that prompt ritualized responses. The client might then rate the intensity of their arousal in these different situations on a series of Likert scales and enter the specific thoughts that arise following exposure to their fear.
The therapist can then invite the client to complete this worksheet each day for one week by assigning it as part of a pathway of activities. A good starting point for users of Quenza may be to adapt the platform’s pre-designed Stress Diary for this purpose.
At the end of the week, the therapist and client can then reflect on the client’s responses together and begin constructing an exposure hierarchy.
This leads us to the second type of assignment, which involves exposure and response prevention. In this phase, the client will begin exploring strategies to reduce the frequency with which they practice ritualized responses (Franklin et al., 2005).
To this end, practitioners may collaboratively set a goal with their client to take a ‘first step’ toward unlearning the ritualized response. This can then be built into a customized activity in Quenza that invites the client to complete a reflection.
For instance, a client who compulsively hoards may be invited to clear one box of old belongings from their bedroom and resist the temptation to engage in ritualized responses while doing so.
These 17 Positive CBT & Cognitive Therapy Exercises [PDF] include our top-rated, ready-made templates for helping others develop more helpful thoughts and behaviors in response to challenges, while broadening the scope of traditional CBT.
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Developing and administering engaging CBT homework that caters to your client’s specific needs or concerns is becoming so much easier with online apps.
Further, best practice is becoming more accessible to more practitioners thanks to the emergence of new digital technologies.
We hope this article has inspired you to consider how you might leverage the digital tools at your disposal to create better homework that your clients want to engage with.
Likewise, let us know if you’ve found success using any of the activities we’ve explored with your own clients – we’d love to hear from you.
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It’s certainly true that therapy outcomes depend in part on the work taking place in each session. But for this progress to reach its full impact, clients need to use what they learn in therapy during their daily lives.
Assigning therapy “homework” can help your clients practice new skills during the week. While many types of therapy may involve some form of weekly assignment, homework is a key component of cognitive behavior therapy.
Some clients may respond well to any type of homework, while others may struggle to complete or find benefit in certain assignments. It’s important for clients to step outside of their comfort zone in some ways. For example, it’s essential to learn to challenge unwanted thoughts and increase understanding of feelings and emotions, especially for people who struggle with emotional expression.
But there isn’t just one way to achieve these goals. Finding the right type of homework for each client can make success more likely.
There are many different types of therapy homework. Asking your client to practice breathing exercises when they feel anxious or stressed? That’s homework. Journaling about distressing thoughts and ways to challenge them, or keeping track of cognitive distortions ? Also homework.
Some clients may do well with different assignments each week, while others may have harder times with certain types of homework. For example:
When you give the assignment, take a few minutes to go over it with your client. Give an example of how to complete it and make sure they understand the process. You’ll also want to explain the purpose of the assignment. Someone who doesn’t see the point of a task may be less likely to put real effort into it. If you give a self-assessment worksheet early in the therapy process, you might say, “It can help to have a clear picture of where you believe you’re at right now. Later in therapy I’ll ask you to complete another assessment and we can compare the two to review what’s changed.”
Some people may also find apps a useful way to develop and practice emotional wellness coping skills outside of therapy. Therapy apps can help people track their moods, emotions, or other mental health symptoms. They can provide a platform to practice CBT or other therapy skills. They can also offer structured mindfulness meditations or help clients practice other grounding techniques.
If you’re working with a client who’s interested in therapy apps, you might try using them in treatment. Just keep in mind that not all apps offer the same benefits. Some may have limitations, such as clunky or confusing interfaces and potential privacy concerns. It’s usually a good idea to check whether there’s any research providing support for—or against—a specific app before recommending it to a client.
Trusted mental health sources, such as the American Psychological Association or Anxiety and Depression Association of America websites, may list some popular mental health apps, though they may not specifically endorse them. These resources can be a good starting place. Other organizations, including Northwestern University’s Center for Behavioral Intervention Technologies and the Defense Department of the United States, have developed their own research-backed mental health apps.
You can also review apps yourself. Try out scenarios or options within the app to get to know how the app works and whether it might meet your client’s needs. This will put you in a position to answer their questions and help give them tips on getting the most out of the app.
Some of your clients may wonder why you’re assigning homework. After all, they signed up for therapy, not school.
When clients ask about the benefits of therapy homework, you can point out how it provides an opportunity to put things learned in session into practice outside the therapy session. This helps people get used to using the new skills in their toolbox to work through issues that come up for them in their daily lives. More importantly, it teaches them they can use these skills on their own, when a therapist or other support person isn’t actively providing coaching or encouragement. This knowledge is an important aspect of therapy success.
A 2010 review of 23 studies on homework in therapy found evidence to suggest that clients who completed therapy homework generally had better treatment outcomes. This review did have some limitations, such as not considering the therapeutic relationship or how clients felt about homework. But other research supports these findings, leading many mental health experts to support the use of therapy homework, particularly in CBT. Homework can be one of many effective tools in making therapy more successful.
You may eventually work with a client who shows little interest in homework and doesn’t complete the assignments. You know this could impede their progress in therapy, so you’ll probably want to bring this up in session and ask why they’re having difficulty with the homework. You can also try varying the types of homework you assign or asking if your client is interested in trying out a mental health app that can offer similar benefits outside your weekly sessions.
When you ask a client about homework non-compliance, it’s important to do it in a way that doesn’t anger them, make them feel defensive, or otherwise damage the relationship you’re working to develop. Here are some tips for having this conversation:
The prospect of homework in therapy may surprise some clients, but for many people, it’s an essential element of success. Those put off by the term “homework” may view “skills practice” or similar phrasing more favorably, so don’t feel afraid to call it something else. The important part is the work itself, not what you call it. References:
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An example of practice homework is math workbooks. Usually, a teacher will complete the math task in class so students know how to do it, then give them a workbook of 20 - 50 tasks to complete overnight to reinforce the task. The benefit of practice homework is that it can certainly help students commit what they learned in class to memory.
Here's how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break.
38 Examples of Homework John Spacey, April 07, 2023. Homework is the practice of assigning study tasks to students to be completed at home. This may be done to cultivate study skills, master a talent or to complete individual tasks such as reading without consuming class time. In theory, homework can support classwork by preparing, reflecting ...
1. Less is More. A 2017 study analyzed the homework assignments of more than 20,000 middle and high school students and found that teachers are often a bad judge of how long homework will take. According to researchers, students spend as much as 85 minutes or as little as 30 minutes on homework that teachers imagined would take students one ...
Step Three. Third, some students may be quite unhappy when being mandated to do specific work. Therefore, teachers should stress the choices a student gets when completing their homework and that students get to complete the work that best reflects their own sense of self. Step Four. Finally, the teacher should praise students individually, as ...
But to get those elements to work, said Fires in the Mind author and speaker Kathleen Cushman, students must be motivated to do their homework in the first place. One example Cushman gave was creating a project so interesting and involved, students naturally wanted to keep working on it after the bell rang. She pointed to a chapter in the book ...
4. Listen to a Podcast. Listening is one of the ESL student's most difficult skills to acquire, so listening to a short podcast episode is ideal homework. You can ask students to write a little about the podcast to turn in to you, or you can ask them to briefly summarize what they heard for the class in the next session.
1. Estimate how much time will be needed to complete each assignment. Be realistic. It is better to block out more time than less. If you finish early, you can use your bonus time for another subject. Remember that if you have extra time left over, you can reward yourself by doing something other than homework. 2.
Effective homework is based on 8 key principles: 8 Keys to Effective Homework. H Has a clear purpose. O Opportunity for success. M Makes quality the focus. E Extends, reinforces, or previews content. W Work is done independently or with appropriate support. O Ownership felt by students.
6. Revisit goals and set new ones. At the start of each homework session, establish goals for completion of your tasks or assignments. Revisit the goals at the end of the session and acknowledge a ...
Create a board game. Complete a quiz - you could also ask students to write the quiz in groups and then swap and complete for homework. Write a lesson plan for teaching the topic to a younger class. Teach the teacher - create a poster, Complete a series of exercises. Complete a family tree, real or imaginary.
The challenge: Managing time and staying organized. Some kids struggle with keeping track of time and making a plan for getting all of their work done. That's especially true of kids who have trouble with executive function. Try creating a homework schedule and set a specific time and place for your child to get homework done.
One of the key challenges in homework assignments is vague or unclear instructions. For optimal results, educators must provide clear and direct directions; students should understand exactly what is expected of them and its scope as well as any evaluation criteria or assessment criteria. Clarity not only encourages confidence among students ...
2. Make a board game. This is definitely one of the most creative homework assignments. Let your students come up with an idea for a board game about the lesson content. They have to make cards, and pawns, draw, write, cut, and paste. They have to use their imagination and inventive ideas to create a coherent board game. Click to open.
Khan Academy's 100,000+ free practice questions give instant feedback, don't need to be graded, and don't require a printer. Math Worksheets. Khan Academy. Math worksheets take forever to hunt down across the internet. Khan Academy is your one-stop-shop for practice from arithmetic to calculus. Math worksheets can vary in quality from ...
The example about teaching a math algorithm is a single-skill format. If the assigned homework included the newly learned algorithm along with some previously learned skill, it would be considered cumulative. Cumulative practice is critical for skill maintenance and is included in any model of effective teaching practices.
The studies reviewed with the highest impacts set homework twice a week in a particular subject. Evidence also suggests that how homework relates to learning during normal school time is important. In the most effective examples homework was an integral part of learning, rather than an add-on.
Constructive feedback on Homework. 1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough. 2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes. 3.
For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario.
Homework Assignments That Work. 1. A Word Book. A Word Book or Vocabulary Journal is a classic among teachers of very young learners who are not adept at using dictionaries; here they have a chance to make their own. Help them design their very own Word Book from scratch, out of construction paper, cardboard, or any materials you have on hand.
Go on a treasure hunt. As a fun homework task that will get your students out and about, ask them to go on a treasure or scavenger hunt, finding certain things that are related to your topic. For younger children, this could be as simple as collecting leaves, flowers, or twigs they might find in their local park, or particular shapes or colours ...
Using Quenza for CBT: 3 Homework Examples. Let's now look at three examples of predesigned homework activities available through Quenza's Expansion Library. Urge Surfing. Many of the problems CBT seeks to address involve changing associations between stimulus and response (Bouton, 1988).
But for this progress to reach its full impact, clients need to use what they learn in therapy during their daily lives. Assigning therapy "homework" can help your clients practice new skills ...
The homework debate is further complicated by students' varying home environments. Some children have supportive homes with ample time and resources for completing assignments, while others face ...