Revolutionize Your Classroom: Why I Ditched Homework for Microlearning

Guest Writer: Jess Lyons

After almost 20 years of teaching, I have realized a few things. One, there is no monetary value that anyone can put on treats in the staff breakroom, and two, that traditional homework assignments are about as practical as teaching a cat to fetch. Sure, some students may thrive with homework, but for most students in my classroom, it’s just another chore to add to their already overwhelming to-do list.

Luckily I learned about a better way to support student learning, called microlearning. By implementing microlearning, my students stay more engaged, empowered, and motivated in my classroom.

And the best part? 

Because of implementing microlearning, I could ditch those tedious traditional homework assignments for good! Instead, microlearning activities allow me to provide my students with a more effective, enjoyable, and feedback-driven learning experience.

The Reasons for Ditching Homework

I realize that homework is a decisive issue among educators. And while homework has long been a staple of the educational system, many compelling reasons exist to reconsider its use. In fact, the debate over whether or not to assign homework to students has become more and more prevalent recently.

Most research does not support the concept of assigning homework. Chris McNutt’s study found that “homework is rarely shown to have any impact on achievement, whether that be measured through standardized testing or otherwise.” 

So just because homework is something “we have always done” in the educational system does not mean we should keep doing it.

Equitability of Homework

One of the most significant issues with homework is its lack of equitability. Assigning homework assumes that all students have the same access to resources and support outside of school that they have in school. However, this is far from the truth, as we all know. 

Students from low-income families, students with disabilities, and students who speak languages other than English at home are disproportionately affected by homework. Assuming students can do the homework at home the same way they can do the work at school creates an unfair disadvantage for these students and further perpetuates systemic inequalities.

But do you want to know the biggest reason why I ditched homework? 

The Kids Simply Do Not Do It

Deciding to no longer assign homework is not a situation of me lowering my expectations but an example of shifting my expectations to align better with my students’ circumstances.

There can be various reasons for students not completing homework, such as competing demands on their time outside of school or, yes, a lack of motivation. But any way you slice it, when the homework is not completed, it creates issues for the next class.

When I assigned homework that students did not complete, I wasted time in class catching those students up, leading to me having the scrap nearly all of that day’s lesson.

Eventually, after many, many, many classes filled with frustration and irritation, I accepted the fact that homework was not working in my classroom. So I looked for alternatives and found microlearning.

What is Microlearning?

Simply put, microlearning is an approach to teaching that breaks down complex concepts into small, easily-digestible pieces. Instead of lengthy lectures or dense reading assignments, microlearning presents information in short, focused bursts. 

Microlearning theory is a concept uncovered by German psychologist Hermann Ebbinghaus and his trials on human memory. Ebbinghaus illustrated what became known as the ‘forgetting curve,’ which depicts how much information the brain can retain over time. It also shows how quickly people typically forget new knowledge they have acquired. Utilizing microlearning “works with the brain to prioritize information that may be more relevant to a daily workflow.”

Microlearning can take many forms in the classroom, from videos to games to interactive quizzes or social media posts. Omer Jomah explains that microlearning is all about getting your learning in small doses [so] you can comprehend quickly. 

Its emphasis on flexibility and customization sets microlearning apart from traditional learning. This approach to teaching is critical in today’s fast-paced world, where learners often have limited attention spans and teachers compete with technology in the classroom. 

Wait, Isn’t Microleaning Just Chunking?

The answer is yes and no. Microlearning and chunking are both instructional techniques that break down information into smaller, more manageable parts to improve learning. However, there are some key differences between the two.

Microlearning is a learning approach that involves delivering information in small, bite-sized fragments. It is important to remember that these fragments are typically brief, self-contained, and designed to convey a single, focused concept or idea. 

On the other hand, chunking is a cognitive process that involves grouping information into meaningful chunks or units. Chunking helps learners process and remember large amounts of information more effectively. 

The main difference between microlearning and chunking lies in their purpose and implementation. Microlearning is primarily a delivery method, while chunking is a cognitive strategy.

Additionally, microlearning can be completed in a single sitting, while chunking lasts throughout a more extended learning experience to help learners better process and retain information.

Examples of Microlearning in the Classroom

Videos and Talks

Lesson Title: Microlearning with Khan Academy’s “Intro to Photosynthesis” Video

Steps:

1. Share the Khan Academy’s “Intro to Photosynthesis” video link with the learners.
2. Ask the learners to watch the video and take notes on the main points covered in the video. Provide a notetaking guide as needed.
3. After the learners have watched the video, engage them in a brief discussion about what they learned.
4. Ask the learners to apply what they have learned by summarizing the process of photosynthesis in their own words. 
5. Reinforce the learning by completing a concept map in the next class.

Games

Lesson Title: Microlearning with Kahoot for Atomic Structure and Properties

Steps:

1. Choose a specific topic in atomic structure and properties that you want the learners to master.
2. Create a Kahoot game that focuses on the chosen topic. The game can include multiple choice, true/false, short answer, or any combination of questions.
3. Allow the learners to play the Kahoot game for a predetermined amount of time, no more than 10-15 minutes.
4. After the game, ask the learners to reflect on what they learned. What were the main takeaways from playing the game? What skills or knowledge did they acquire?
5. Reinforce learning by having learners by having a group discussion over the activity in the next class.

Infographics

Lesson Title: Microlearning with Infographics for the Bill of Rights

Steps:

1. Introduce the Bill of Rights to the learners, explaining the purpose and importance of the amendments.
2. Provide a brief overview of the amendment in the Bill of Rights that you want to cover that day.
3. Show the learners a series of infographics visually representing the amendment, explaining each infographic.
4. Allow the learners to review each infographic for a predetermined amount of time, such as 1-2 minutes per infographic.
5. After reviewing the infographics, ask the learners to pair and share with a partner what their main takeaways are.
6. Reinforce what they learned by giving them a brief quiz during the next class.

Social Media

Lesson Title: Microlearning with Social Media for Introducing William Shakespeare

Steps:

1. Introduce the learners to William Shakespeare, explaining his life, work, and impact on literature and the English language.
2. Find a series of social media posts covering key facts and engaging details about William Shakespeare’s life and works, using hashtags such as #Shakespeare or #Shakespeare400.
3. Allow the learners to review each social media post for a predetermined amount of time, such as 1-2 minutes per post.
4. After reviewing the social media posts, ask the learners to write a reflection on what they learned.
5. Reinforce learning in the next class by having students create their own social media posts.
6. By breaking down complex concepts into smaller pieces, microlearning helps learners focus on the most crucial information, improving comprehension and retention. 

Results?

Overall, the data suggest that microlearning may be a more effective way to support student learning than traditional homework assignments. In a study by Jan Skalka, the benefits of microlearning activities were most often mentioned, including a better understanding of the content, preparation for the following lessons, quick acquisition of information, brief content of the lesson, and the possibility of practice. 

But as they say, the proof is in the pudding, right? In my own classroom, I have seen the power of microlearning firsthand. By incorporating microlearning activities into my lessons, I have been able to engage students who may have otherwise struggled to keep up. The activities provide me with a quick and easy way to help students review important concepts and reinforce their learning. 

Additionally, with microlearning activities, I can easily customize the activities to meet the unique needs of individual students, allowing for a more personalized approach to learning. 

As educators continue exploring new teaching methods, I hope microlearning will likely become an increasingly important tool for modern education. It provides a promising approach to education that aligns with how our brains naturally learn. 

With its focus on flexibility, customization, and engagement, microlearning has the potential to transform education for the better; it definitely has in my classroom.