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How to Sign “Homework” in Sign Language

This sign is a compound of the words “home” and “work.” If you are talking about a specific assignment or project, those are different signs.

Signing “Home”

• Hand shape: Form your dominant hand into a bent “O” handshape.
• Hand location: Start with your hand on the side of your face, close to your mouth.
• Movement: Move your hand from your mouth to the top of your cheek.
• Facial expression: Keep a neutral facial expression.

Signing “Work”

• Hand shape: Both hands should be in a fist shape (also known as "S" handshape), with your thumbs resting against the front side of your fingers.
• Hand location: Place your hands in front of you. Make sure your non-dominant hand is facing palm-down. Your dominant hand should be facing outward, so that your wrist touches the top of your non-dominant hand.
• Movement: Use your dominant fist to tap on top of your non-dominant fist a few times at the wrist area.

See more about the sign for work .

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How to sign: preparatory school work done outside school (especially at home)

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Similiar / Same: prep , preparation

Categories: schoolwork , school assignment

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This is how you sign Homework in American Sign Language.

Description.

To sign "Homework" in American Sign Language (ASL), you are going to make an O handshape, put it next to your mouth and then bring it up on top of your cheek and whack your non-dominant hand just once.

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How to sign homework in American Sign Language

Sign #1 (1 of 1), sign instructions:.

This sign is done by signing "home" and then "work". However, in this instance "home" is signed by only pressing your hand on your face once instead of twice. After this, sign "work" by having your non-dominant hand in front of you with your palm orientation downward and your dominant hand tapping against your non-dominant hand 2 times.

Example Video

Tutorial video, sequential image breakdown.

Beginning and End Frames

Beginning of sign.

End of Sign

Dominant Handshapes for this sign

Non-Dominant Handshapes for this sign

About the Creator

Paul Kelly, a nationally certified sign language interpreter and the founder of howdoyousign.com, has dedicated his career to bridging communication gaps through sign language. As a CODA (child of deaf adult), with deep personal and professional roots in the deaf community, Paul brings a unique blend of personal insight and professional expertise to his work.

His experiences range from legal to entertainment interpreting, including teaching sign language to celebrities like Dwayne 'The Rock' Johnson. His passion for innovation is evident in the AI-driven features of this dictionary, aiming to make sign language more accessible for all.

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DO in sign language

How to sign "do" in American Sign Language (ASL)?

Meaning: Perform (an action, the precise nature of which is often unspecified).

E.g. "something must be done about..." MUST #DO SOMETHING.

"What are you doing?" YOU DO++? "What will you plan to do this weekend?" IX-this WEEKEND/\ YOU PLAN DO++?

One-handed (informal) and two-handed (formal) signs may be interchangeable.

Meaning: to execute (a piece or amount of work).

E.g. "He has been doing a lot of work." SINCE IX1 DO+++ LOT WORK.

" Do -- Hold the bent hands out in front from the sides, fingers pointing downward; move the hands first to one side and then to the other, giving them a slight downward pressure as they start toward the side. The fingers may be slightly separated as in the bent '5' hands, as in playing the keys of a piano." (1910) Ref

"Deaf people can do anything hearing people can, except hear." -- Frederick C. Schreibert (1922-1979), American Deaf advocate and leader. [Ref]

[Note: ASL writing is not an official standard. This sign language writing remains in a state of open space to allow room for experiment, evolution, and improvement.]

ASL digit written and contributed by the ASLwrite community, 2017.

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ASL has its own grammar and structure in sentences that works differently from English. For plurals, verb inflections, word order, etc., learn grammar in the "ASL Learn" section. For search in the dictionary, use the present-time verbs and base words. If you look for "said", look up the word "say". Likewise, if you look for an adjective word, try the noun or vice versa. E.g. The ASL signs for French and France are the same. If you look for a plural word, use a singular word.

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”