Thu, January 18, 2024
9:00 am - 10:30 am

Homework Help I – VIRTUAL

This training focuses on making homework help time effective by helping youth get organized, by providing an atmosphere that helps youth focus on their work and by building a supportive relationship with youth. These elements will help you to reconsider a time to help with homework as an opportunity to build relationships and nurture growth, beyond merely getting the work done.

Upon successful completion of this training, the participant will earn 1.5 clock hours (.2 CEUs) of training.

Training Objectives

Participants will:

  1. Describe the homework cycle and name potential supports.
  2. Develop strategies to make homework help time productive.
  3. Compare homework tracking systems and design a homework space.

Core Knowledge, Skills and Competencies Addressed (CKSCs):

Learning Environments and Curriculum

Physical Environment and Activities

Apply – A. Scaffolds learning experiences and engages children and youth with clear objectives that meet individual needs, interests, and developmental levels.

Apply – C. Employs schedules, routines, and structured transitions.

Apply – F. Uses various culturally responsive practices, tools, and accommodations – including individualization and differentiation — to meet individual needs and enhance learning.

Physical, Social/Emotional, and Cognitive Development

Identify – C. Identifies aspects of a developmentally and culturally responsive environment and learning plan.

Apply – A. Pays attention to and interacts with children and youth.

Apply – B. Implements strategies to develop young people’s self-awareness, social awareness, self-management, relationship building, and responsibility.

Apply – D. Incorporates activities promoting cognitive, social, emotional, and physical   development.

Apply – E. Is responsive and encourages learning through questions, active listening, problem-solving activities, and conversations.

Apply – I. Uses contextualized teaching strategies to provide children and youth multiple entry points to an activity based on their current knowledge and abilities.

Language and Communication Development

Apply – A. Uses and models active listening.

Apply – C. Encourages children and youth to communicate in a variety of ways.

Relationships and Interaction with Children/Youth 

Individual Child/Youth Guidance 

Identify – B. Is aware of factors that may impact behavior.

Identify – D. Identifies individual child/youth abilities and corresponding positive guidance techniques.

Apply – D. Practices positive, healthy interactions and guides children and youth in self-awareness, social awareness, relationship building, and responsible decision making.

Primary QIS Scales Addressed:

I. Safe Environment

I-E. Creating Safe Spaces

II. Supportive Environment

II-H. Scaffolding Learning

II-I. Fostering Growth Mindset

III. Interactive Environment

III-M. Promoting Responsibility and Leadership

IV. Engaging Environment

IV-O. Furthering Learning

IV-Q. Planning