Lesson 9 Homework 5.2

[Vannessa Rataj]

Donot grind. Complete the recommended amount of each exercise to the best of your ability and move on. You'll have ample time to keep practicing and improving your skills when doing these exercises as warmups later.

Do not rush. Give yourself the time you need to plan your lines out, to prepare appropriately, and to demonstrate your current best. Every mark is independently important. Once the ghosting method is introduced in the Ghosted Lines exercise, use it consistently for all your structural marks.

Read all of the instructions carefully, multiple times if necessary. While I've tried to organize this content in as digestible a manner as I can, there is a lot of information here and there is no way you'd absorb all of it at once.

Take breaks! One day you're going to be a beast who can draw for hours without breaking a sweat, but right now, you need to be patient with yourself and take it all one step at a time.

NOTE: These three exercises constitute just one section of this lesson. You should hold onto your homework until you're done all three sections (lines, ellipses, boxes), and only submit for feedback once they're all done. You may feel hesitant or uncertain about whether or not you're doing things correctly - that's normal, but it's best you push past the urge to second-guess yourself. Focus on reading the instructions carefully, complete the work, and submit once all of it is complete. This will give others a solid body of work on which to base their feedback, giving you a more useful analysis of what you're doing well and what you may not understand.

All the assigned work for this section should be done in ink, using fineliners/felt tip pens as described here. In a pinch, I will accept work done in ballpoint, but only if the situation is dire. This is an exception only for this lesson as students get started.

This is another one of those things that aren't sold through Amazon, so I don't get a commission on it - but it's just too good to leave out. PureRef is a fantastic piece of software that is both Windows and Mac compatible. It's used for collecting reference and compiling them into a moodboard. You can move them around freely, have them automatically arranged, zoom in/out and even scale/flip/rotate images as you please. If needed, you can also add little text notes.

When starting on a project, I'll often open it up and start dragging reference images off the internet onto the board. When I'm done, I'll save out a '.pur' file, which embeds all the images. They can get pretty big, but are way more convenient than hauling around folders full of separate images.

Did I mention you can get it for free? The developer allows you to pay whatever amount you want for it. They recommend $5, but they'll allow you to take it for nothing. Really though, with software this versatile and polished, you really should throw them a few bucks if you pick it up. It's more than worth it.

Having your work reviewed by others is critical, as those who are just starting out aren't in a position to properly judge their own work, and won't be for quite some time. Don't be afraid to show your struggles - it's by analyzing your mistakes that we can help you grow. Perfect homework is not what we're looking for; we just need it to be complete.

All of these private critiques are done through reddit, in specific threads where students post their work as a comment, including a link to their work (often hosted on Imgur, though most image hosts are okay).

The minimum pledge for this lesson is $5.00/month. The orange button above will take you to the reddit thread for this lesson, you can post a link to your work there and I'll be notified. Once I catch the submission, I'll add it to this backlog spreadsheet.

Pledges are collected at the beginning of the following month, but you may start submitting your work immediately. If you're a new patron, I'll be reaching out to your shortly to collect your reddit username.

When you write out the piano homework sheet in advance of the lesson, you need to think through the lesson. This process prompts you to look up new resources, or pull out old ones that might be useful.

This is similar to my lesson planning system! I plan their assignments along with the lesson, but then I still have to wait to put the assignments in the notebook they bring each week. I have tried assignment sheets in the past, and it was helpful to have things written out in advance, so I might give your template a try! ?

Hi Nicola, I am using your system and love it, but rather than an individual sheet for each lesson , I would prefer a document which I can easily refer back to, rather than opening and closing each one. If I make a copy for each term within the one document, can you email just the current week to the student? Would be great if you could walk through the exact process use do as if I can not that out I think it will be great.

To confirm, on the assignment sheet template How well prepared is this for your next lesson with 5 stars, the section is for students, right? do they need to fill/tick each star depending on how good they are prepared? Also, what if the assignment sheet is sent digitally (for online lessons)? how to use it in such a case?

Once you've completed a lesson, one of the best ways to refine your understanding of that material is to help others by critiquing their work. After having done thousands of critiques and having improved immensely over the last few years, I can attest to that myself.

I have explored issues with homework in various different posts. In particular, the research into homework by John Hattie is covered in detail in this post: Homework: What does the Hattie research actually say?

However, we have to take account of the research evidence that suggests that homework is more effective for younger or less confident students when homework builds confidence and fluency. This requires tasks to be tightly defined, well scaffolded and focused mainly on practising things students can already do. The more confident learners become, the more scope there is for more open-ended and challenging tasks.

To provide opportunities for extended practice: Giving students tasks that enable them to improve their fluency and confidence; tasks that support deeper and more fluent recall. Lesson time is not enough on its own and students need structured guidance to support their practice activities.

My sense is that, as with the forms of lesson activities I describe as Mode A and Mode B teaching, there is the need to provide a diet of homework that blends these different opportunities and purposes:

In general, students need Mode A homework to be the main staple; the routine. However, Mode B homework in important and should be woven in from time to time. If I use my son and daughter as case-studies, without doubt, their success at school has been supported by a strong core diet of routine Mode A homework. Their teachers have done a great job teaching them how to study effectively in each subject so that, by the time their exams came around, they knew what to do with any study time they had. A key factor here was that a high volume of routine homework year on year helped them develop good study habits. It was normal for them to study; no big deal, just a part of the process of learning, of being at school; not tacked on, not separate- just an integrated part of the whole.

At the same time, their school lives were enriched massively by occasional set-piece Mode B homework tasks: tasks that lit a fire; that allowed them to experience deep-end challenge, to broaden their horizons, to get stuck into a topic in ways that gave them a great sense of satisfaction. These are the things they remember.

Here the emphasis is on practice and consolidation. This means students need question and task types they are familiar with in sufficient quantity to constitute sustained practice. At higher levels, this can and should become more extended including essays and longer, more challenging question sets.

Pre-lesson prep: reading ahead, note-making, prior-knowledge reviews. This is more relevant with older students but should certainly be a routine expectation for GCSE and Alevel, L2/L3 students. Again, the relevant procedures need to be taught and there needs to be a form of accountability so that students get into the habit of doing this well.

The full experience and value of eMATHinstruction courses are achieved when units and lessons are followed in order. Students learn skills in earlier units that they will then build upon later in the course. Lessons can be used in isolation but are most effective when used in conjunction with the other lessons in this course. All Lesson/Homework files, Spanish translations of those files, and videos are available for free. Other resources, such as answer keys and more, are accessible with a paid membership.

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