Homework vs Homeplay | Playful Learning Beyond the Classroom

September 5, 2024
Luis Hernández

Category: EdTech, Learning Resources, Teaching Strategies

I understand that the subject of assigning homework can be controversial, but recent research is increasingly validating what I tried to apply as a teacher years ago. Studies now show that traditional homework, especially for younger students, offers limited academic benefits and can even diminish the joy of learning. Many schools are shifting toward more meaningful and engaging assignments that connect with students’ lives outside the classroom. When I was working as a bilingual teacher, I always believed that learning shouldn’t be confined to the school walls. True learning happens when students connect what they learn in school with their everyday lives and when families become active participants in the educational process. This belief led me to move away from traditional homework and implement a strategy I called “Homeplay.” This approach not only transformed how my students engaged with learning at home but also strengthened parent involvement, making learning a shared and enjoyable experience for everyone.

What is Homeplay?

Homeplay was my playful alternative to traditional homework. Instead of sending home repetitive and often tedious exercises like worksheets or mandatory readings, I designed activities that were fun, entertaining, and deeply connected to our weekly learning objectives. My thinking was simple: if students enjoy what they’re doing, they’ll be more motivated to complete the task, and they’ll reinforce the concepts learned in class without it feeling like a tedious chore.

But Homeplay was about more than just making learning fun. I designed these activities to involve parents in the educational process, transforming homework into an opportunity for families to spend quality time together. The activities were collaborative, meaning that students could work alongside their parents to complete the projects. This not only helped my students feel more supported in their learning but also allowed parents to see firsthand what their children were learning and how they could help with their academic development. Over time, I began incorporating activities into Homeplay that relied on the use of technology that was available to my students at the time. This gradual integration of technology allowed students to explore new tools and resources while still engaging in meaningful and playful learning experiences at home.

Options for Different Types of Families

From the beginning, I knew that families have different levels of access to technology, and it was important for me to cater to those differences when I set downplay activities. As I transitioned into my current role as an EdTech consultant, I continued to emphasize the importance of creating inclusive learning opportunities that accommodate all students and their families. Below are some suggestions based on what worked in my classroom, tailored to different scenarios:

For Families with Limited or No Technology Access

Traditional Model Building: For families without access to technology, traditional model-building activities using everyday materials like cardboard, clay, and recycled items remain an excellent option. For example, I would ask my students to create a model of an ecosystem using household items like shoeboxes for terrain, clay for animals, and cotton for clouds. This hands-on approach encouraged creativity and resourcefulness while reinforcing our weekly learning objectives. Parents could join in by helping gather materials and discussing the different elements with their children.
Clay Models and Crafts: I often had my students use modeling clay or playdough to create representations of concepts learned in subjects like science or math. After a lesson on the phases of the moon, for instance, students would sculpt each phase using clay. Parents could guide the process and discuss the characteristics of each lunar phase, making the activity both creative and educational without needing any digital tools.
Family Storytelling: Families could engage in traditional storytelling by creating and sharing stories together. I encouraged parents and children to collaborate on inventing a story, which they could then act out, narrate, or illustrate. This could be based on a theme we explored in class, such as community life or friendship. To make it more engaging, families could also accompany their storytelling with drawings, sketches, or simple representations of the story’s characters and events, using paper and basic art supplies. Even subjects like science and math can be explored creatively through storytelling. For example, students might create a story about an adventurous water droplet traveling through the water cycle, illustrating each phase with drawings. In math, students could narrate the journey of a character who solves real-life problems using multiplication or fractions, representing the problems with simple sketches or diagrams. These visual and narrative approaches allow both parents and children to express their creativity through multiple forms of expression, making learning more engaging. These activities were not just about reinforcing content but also about strengthening family bonds and encouraging creativity.

For Families with Access to and Proficiency in Technology

Model Building with Augmented Reality (AR): For families with access to smartphones or tablets, I suggested using AR apps like Assemblr or JigSpace to build and explore ecosystems virtually. Students could design their ecosystems digitally, adding elements like plants, animals, and geographical features. Parents and students could work together to place these virtual models in their living room and interact with them, discussing the different components and their roles within the ecosystem.
AI-Assisted Clay Models: For families comfortable with technology, students could use AI-powered tools or digital sculpting software like Google’s AI Experiments or SketchUp to create models of concepts learned in class. After a lesson on the phases of the moon, for example, students could model the different phases using a digital tool, with AI providing feedback on accuracy and creativity. This approach offered a modern twist on traditional activities and helped students engage more deeply with the content.
Digital Family Storytelling: For families comfortable with technology, digital storytelling offers endless possibilities to bring creativity and learning together. With the wide range of apps available today, parents can help their children create digital stories using simple yet powerful tools. For instance, students can use PowerPoint to combine images, record their voices, and add background music, creating a multimedia story that’s engaging and easy to produce. Apps like Canva or Book Creator allow students to design digital storybooks, complete with images, text, and audio, while Flip (formerly Flipgrid) lets students record short videos, add captions, and interact with peers, making the storytelling experience collaborative and fun. For more advanced storytelling, families can explore apps like iMovie or Canva Video Editor for video editing, where students can record videos and add special effects, soundtracks, and transitions to bring their stories to life. Some apps, like Reality Composer and Adobe Aero, even incorporate augmented reality, allowing students to create interactive elements that blend their stories with the physical world. Whether using simple slideshows or advanced video editing software, digital storytelling can enhance creativity while helping students explore subjects in new, exciting ways. The possibilities are endless, with apps suited for all levels of expertise, making storytelling both educational and fun for the whole family.

The Lasting Impact of Homeplay

The impact of Homeplay was clear to me every time my students returned to school with their completed projects. Their enthusiasm was infectious. Many expressed how much they enjoyed working on the activities with their parents and how the learning felt more meaningful because it was connected to their everyday lives. Parents also appreciated these tasks, as they provided an opportunity to actively engage in their children’s education—something that’s often difficult to achieve with traditional homework.

Let me share a story that captures the lasting impact of this playful learning approach. A few years ago, I was shopping at a supermarket close to where I used to work as a fifth-grade bilingual teacher. While I was going about my shopping, I heard someone call out, “Mr. Hernandez!!!” in a loud and raspy voice. When I turned around, I saw a man looking at me, and he said, “Don’t you remember me? I’m Carlos; I was your fifth-grade student.”

At that moment, as I looked into his eyes, the memories flooded back. The eyes are something that never seem to change, and that’s often how I recognize former students, even after many years. I immediately saw the child who had been in my classroom several years ago. “Oh, Carlos! Look at you, man—you’ve grown up so much!” I said, shaking his hand warmly. Without missing a beat after saying hello, Carlos excitedly asked, “Do you remember the video that we created together for the superhero project?” And then it all came rushing back to me. That project was a playful learning activity I designed to make learning engaging and meaningful. Carlos continued, “I still have the DVD!” The emotion on his face as he recalled the project was unmistakable, it was a memory that had stayed with him all these years.

The project he was referring to was a simple yet powerful idea. While teaching the objectives of different energy forms, I gave my students a camera and asked them to record themselves pretending to be superheroes. Each group of students was assigned a different superpower, corresponding to a type of energy; some had the power of sound, and others had electricity, sound, wind, and so on. The students enthusiastically recorded each other, posing as superheroes, using their assigned powers. Some mimicked the effects of electricity or magnetism, while others used a big clap to demonstrate the power of sound.

After they finished recording, I took all the footage and used Apple’s Motion software to add some simple but “cool” special effects tailored to the superpowers of each group. I enhanced the videos with sound effects, edited them with Final Cut Pro, and even added music and loops using GarageBand. In the end, I compiled everything into a polished video, created a DVD, and gave a copy to each of my students as a gift.

Back then, I didn’t have access to this kind of software in the classroom or through the school district, so I had to do all of this at home. But today, many school districts are investing heavily in providing teachers and students with access to these types of tools. Nowadays, many students have computers or tablets assigned to them, and they take these devices home as part of their educational materials. This means that it might be possible for them to access similar software, which could be used to implement playful learning activities or Homeplay projects.

The idea is to encourage students to use this technology, not just to meet learning objectives, but also to explore the possibilities these tools offer. By connecting the content of the curriculum with practical, hands-on activities, students not only facilitate their own learning but also gain experience with tools that are becoming increasingly important in the workforce.

Little did I know back then that this project would have such a lasting effect on Carlos—and possibly many of the other students in that class. It was a playful activity, but it was deeply connected to learning. It made the learning experience truly meaningful and engaging. This is the power of playful learning, and it’s why I am so passionate about the concept of “Homeplay.”

Carlos’s story is a testament to how these kinds of experiences can stick with students long after they leave the classroom. It’s a reminder that when learning is fun, interactive, and tied to real-life experiences, it leaves a lasting impression. This approach is especially helpful when developing academic language in students learning a second language. The playful nature of the activities, combined with the challenge of creating something impressive, motivates students to use proper language and sound professional in order to create a final product they can be proud of. Whether it’s showing off their work or presenting it to others, the desire to produce something “cool” encourages them to apply the academic language skills they’ve learned. This is why I advocate for “Homeplay” as a strategy that not only enhances learning but also builds strong connections between school, home, and the broader community.

As an educational consultant now, I still advocate for strategies like Homeplay. By providing options that cater to different levels of technology access, we can ensure that all families can participate in meaningful and engaging learning experiences. Whether through traditional methods or modern technological tools, the goal remains the same: to create a bridge between school and home, making learning a collaborative, fun, and impactful journey for everyone involved. Integrating newer technologies like AR and AI into Homeplay activities opens up even more possibilities for making learning an engaging and collaborative experience, while still ensuring that those without access to such tools can enjoy a rich and rewarding educational experience. These are lessons I learned firsthand in the classroom, and I believe they are valuable for all teachers to consider as they shape their students’ learning experiences.

References:

Dolean, D. D., & Lervag, A. (2022). Variations of homework amount assigned in elementary school can impact academic achievement. Journal of Experimental Education, 90(2). https://doi.org/10.1080/00220973.2020.1861422
Trautwein, U., & Köller, O. (2003). Time Investment Does not Always Pay off: The Role of Self-Regulatory Strategies in Homework Exekution. Zeitschrift Fur Padagogische Psychologie, 17(3–4). https://doi.org/10.1024//1010-0652.17.34.199
Valdés-Cuervo, A. A., Grijalva-Quiñonez, C. S., & Parra-Pérez, L. G. (2022). Parental autonomy support and homework completion: Mediating effects of children’s academic self-efficacy, purpose for doing homework, and homework-related emotions. Anales de Psicologia, 38(2). https://doi.org/10.6018/analesps.424221

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