Homework is one of education's most debated practices—but the better question may not be whether teachers should assign it. The better question is: What is the homework designed to accomplish?
In part one of this conversation, host Paul Murray sits down with educator, author, and consultant Rick Wormeli to examine the real purpose of homework. Rick challenges teachers to move beyond routine assignments, compliance grades, and one-size-fits-all practice—and instead use homework intentionally to strengthen learning and long-term retention.
Together, they explore how cognitive load, student readiness, formative assessment, executive-function skills, and life outside of school should influence both the homework teachers assign and the way they respond when it is not completed.
In This Episode, You'll Learn
- Why the primary purpose of homework should be practice for long-term retention, not teaching responsibility or enforcing compliance
- Why no homework should be the default unless an assignment has a clear learning purpose
- How to recognize and retire busywork that does not meaningfully advance learning
- Why effective homework should be timely, responsive, and sometimes different for different students
- How exit tickets can help teachers quickly match practice to students' actual needs
- Why homework is formative practice and should not distort a student's summative achievement grade
- How family responsibilities, access, reading ability, anxiety, and other factors can affect homework completion
- Why explicitly teaching executive-function skills is more productive than relying on zeros and penalties
- Why students should practice independently only after they have demonstrated enough understanding to practice accurately
The Big Idea
Homework should not be assigned simply because it is expected, because it is a certain day of the week, or because every student has always received the same worksheet. It should be assigned only when it gives a student purposeful, appropriate practice that helps move learning into long-term memory.
The Play: Try This Tomorrow
Before assigning homework, ask:
- Will this practice meaningfully strengthen learning or long-term retention?
- Has the student shown enough understanding to complete it accurately and independently?
- Is this the right practice for this student based on today's evidence?
If the answer to any question is no, skip the assignment or adjust it. Use an exit ticket to identify what each student actually needs next, then group the responses into a few targeted practice options.
Memorable Takeaway
“Doing homework is a report of compliance. It is not a report of learning.” — Rick Wormeli
About the Guest
Rick Wormeli is an educator, author, and consultant with more than four decades of experience in education. His work helps teachers and school leaders rethink assessment, grading, homework, cognitive psychology, and meaningful learning so classroom practices more accurately support—and report—student growth.
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About the Podcast
The Teacher's Playbook: Where Passion Meets Practice brings educators practical strategies, meaningful conversations, and real-world ideas they can use to support student success. The podcast is part of the California Private School Professional Development Program through Title II, Part A funding and is powered by Education Speakers Network.
Follow, share, and recommend the podcast to a colleague—and join us for part two of this conversation with Rick Wormeli.
What is The Teachers' Playbook: Where Passion Meets Practice?
For TK–12 teachers, instructional coaches, and private school leaders, The Teachers' Playbook: Where Passion Meets Practice delivers practical ideas you can use in your classroom right away. Each episode explores topics like classroom management, student engagement, teaching strategies, AI in education, differentiated instruction, assessment, school leadership, and teacher professional development through research-informed, actionable conversations. This podcast is brought to you by the California Private School Professional Development Program through Title II, Part A funding.