FIAE+Chapter+10+Block+2

[|Synthesis FIAE C10 B2]

The first sentence of this chapter that we read tells us that in a successfully differentiated classroom we often allow students to redo work for full credit. It states that all redone work is a teacher’s discretion and should not be allowed to be taken for granted. An example given about not allowing work to be redone is when we realize a student is going to blow off Friday’s test in expectation that they will have the weekend to study and redo it on Monday. The chapter states that we should however always show compassion to the students who need it, we read that offering mercy in the midst of a student’s busy and hectic world is appreciated and refreshing. Next we read that redone work should not be averaged together with the original work. We are given the example of the person trying to pass a driving test and having to redo the test several times before getting a high enough average score before getting their license. The chapter tells us that the higher of the two grades should be the final grade on the assignment. We also read that student’s should be made to staple the original assignment next to the redone work in order for us educators to see a very direct demonstration of growth and learning. Lastly we read that make up work should not be given out in the last week of a grading term. This time is designated for teachers to be creating report cards and most requests for redo’s at this time period are unnecessary and would only make petty changes in the student’s grades. This was a great chapter and was very informative about allowing students to redo work. I really liked the analogy of the person taking a driving test to show that make up work should not be averaged with the original grade. In all of my school experience this type of grading redo’s was standard procedure, but I much more agree with just taking the higher of the two. I also really liked the idea of standing firm and not allowing any make up work to be done in the last week of a grading term, as well as sending home a retake contract for students and parents to sign so that the teacher has a set of guidelines they can reference in case they feel they must refuse a student the opportunity to redo an assignment and the teachers needs to provide the student with their reasoning and show justification. I used to think allowing students to redo work was something that should almost never happen, but this chapter has helped me take a bit of a different view on the true purpose of redoing work.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter 10 in the book Fair Isn’t Always Equal talks about redoing work. The chapter encourages teachers to allow students to redo work; however, it also encourages teachers to set up a policy in regards to redoing work. Teachers need to avoid getting taken advantage of and if they allow students to redo work all of the time then that is likely to happen. Essentially, the book refers to it as teacher’s discretion. Teachers can do this by setting up a timeline for when redone work needs to be turned in or something like that. The book also makes a point that teachers should force their students to staple their old assignment to the redone work so this gives the teacher an idea of how well the student has improved. || I really like the idea of allowing students to redo work. I also really like the idea the book poses by leaving it for teacher’s discretion. Many high school students can become very manipulative and if you allow students to redo work all of the time they are not going to try hard the first time. I also like the idea of including the past assignment with the redone work because I think it is important to note improvement. ||
 * Brennick Christopher || The tenth chapter goes over the conditions for redoing work for full credit. The book gives some very good advice for teachers about letting students re-do works. The first idea given to teacher is that discretion. Thinking about how we would students to be treated as adults is the second ideas. Asking students to give a calendar for completion on re-do assessments and then ask students to include original assignment. Ask students to re-do things in a different format. || I think this is a really interesting chapter. I believe that students should have the right to re-do as long as they have done it originally. Students need to show growth and letting them re-do work is a way to show this. I feel that students should be re-do any work they want within a grading period because it is their learning and their grade and if they think they can do better they should show that. The education that students get is not about the system it’s about the students. ||
 * Columbia Laura || Chapter ten of FIAE discusses what conditions and steps should be set for redoing work. The first one mentioned is all redone work should be done at teachers discretion. It should not be taken for granted, but outlined, as well as having a procedures on how it should be done. This could include reserving the right to change the format, as well as creating a calendar with students on when the redone work will be worked on as well as due. Also, it is important to not have grades redone during the last week of the grading period, because it makes no sense, as well as the difficulty of keeping up with new grades when doing report cards. Anther good tip was having students staple their original product to their revised product. This helps the teacher compare how much they have learned. || This chapter was very helpful and simple. It was easy to understand why we should not practice these things. I really want my students to feel like they can redo their work, because that is what happens in the real world. If your report is not good enough, your boss or editor will tell you what needs to be fixed and it will help you improve your product. It is rare in our world that things are so straight, such as you only have one chance to do this. Learning should be about improving on what you know and refining your product, not a one chance shot at doing a great job. ||
 * Coombs Kayla || Chapter ten discusses conditions for redoing work for full credit. “There are a number of stipulations and protocols that make it less demanding on teachers and more helpful to students…” (Fair Isn’t Always Equal, 131). It states that all redone work is done at the teacher’s discretion, which means that teachers can reserve the right to allow or not allow student’s to redo work. Always allowing students to redo work puts the students in too much control of the situation, and they could easily become manipulative. Teachers should consider the idea of treating the students how we would want to be treated as adults and being compassionate and understanding. Also, teachers should ask parents to sign the original task or assessment and request the redo opportunity for their child, which keeps the parents aware of what is going on. Teachers should reserve the right to change the format for all redone work and assessments. There are times when it would not be worth the time or trouble to have the student do an entire project all over again, so as long as they can demonstrate a full understanding of the content, it would not be necessary. Also, tests may not be a good thing to have the students do over if they could memorize the test questions or format, so modifying questions or examples would be a good idea. Next, teachers should ask their students to create a calendar of completion that will yield better results. Mapping out a study plan for the student to help ensure a better grade on project or test would be more beneficial for the student than having them go through their original pattern and get the same grade. Another thing to consider is that teachers should not allow any work to be redone during the last week of the grading period, because it becomes too stressful for the teacher, if the student has any questions or needs more help, with all of the other grading he or she has to do. The book suggests asking one’s students to staple or attach the original task or assessment to the redone version. This helps to show how the student has grown and improved the work. || Chapter ten brings up some interesting points. I think a lot of the points make sense and assist the teacher and the student. The part about the teachers reserving the right to alter the assignment made a lot of sense because if it was, for example, a project to demonstrate understanding of content and the student demonstrated an understanding of certain parts of the topic, then they should not have to redo those parts. It would be easier for the student and teacher to just have the student redo the parts that they did not do well on the first time. When I was thinking about how it says not to accept re-done work in the last week of the grading period, and the first thing that I thought was that it would depend on when the assessment or task had originally been submitted. If it had been turned in during the beginning of the unit, then the student may have been given too much time to complete it, in comparison to the other students. I will definitely consider these conditions when I am a teacher because I don’t want to make a lot of extra work for myself, and I want the student to have the opportunity to demonstrate their growth as a learner, and success at acquiring the knowledge of the content I am teaching. ||
 * Cummons Michael || Chapter ten is about students turning in late work and/or redoing work. This chapter advises that if a student is working hard and needs more time, then it should be allowed. This chapter says that a teacher must have some sort of policy to make sure students are not taking advantage of late work. Late work should also have a time limit on it, so that students are held accountable like any other assignment. It also helps teachers, making their grading easier. This chapter looks at parent involvement. This is a good way to make sure that students aren't just blowing off work. || I really liked this chapter. When a teacher should and shoudl not take late work is a very interesting topic. I have had many different teachers who have different policies. I have found that the best way to run a class is to let students pass work in late. Maybe not give them full credit, but allowing them to pass it in ensures that there will still be learning in the classroom. ||
 * Damboise Kelley || Chapter ten takes a look at the conditions teachers should have when allowing students the ability to redo work. One condition includes that parents have to sign the student’s original homework that the child would like to redo. This helps pressure the child into wanting to do well on the first one so that the parents don’t have to see a bad grade. Teachers should let their students know that they have the right to change the format of the work that is being redone. For instance, if a student has done this huge project and the only part that they didn’t do very well on was the oral part then having the student redo the whole assignment for this is not worth it. The teacher can change the assignment to do a small oral presentation describing the content of what the student missed during the last assignment. Allow students and teachers to create a redo assignment time line so that students can continue to complete regular homework as well as work on the redo. When grading a redo do not average the two grades together because this is not a correct look at whether the student has mastered the skill or not, the teacher needs to take the higher grade and replace it will the lower grade. So long as the higher grade is not an A+ then this method works. As a teacher do not allow assignments to be redone during the last week of a grading period. Students should have plenty of time before then to complete a redo. Lastly, make sure that students attach the original version of the assignment with the redo, that way teachers can see the progress that the student made from the redo. || It’s a very good idea to set limitations when allowing student the capability of being able to redo the assignment. Teachers don’t want their students to take advantage of this system; they want students to turn in good quality work and not wait till later so that they can redo the assignment after they have seen what all the other students have done. Having the parent have to sign the assignment that the child wants to redo is such a great idea. This allows the parent to still play an active part in their child’s education. Parents can help monitor their child’s working habits, and maybe even provide some motivation for the child to do his or her homework assignment correct the first time. ||
 * Kelley Kathleen || Chapter ten in Fair Isn’t Always Equal discussed measures that should be taken when allowing your students to redo their work for full credit. The author states that in a classroom that successful in differentiation, many teacher often allow their students to redo their work. However, there are some conditions. The first condition is that all of the work that is going to be redone is decided by the teacher. Wormeli suggest sending home a copy of your guidelines and rules and have the parents sign it. This resolves any issues there might be with parents later on in the semester. He also says that redo assignments shouldn’t be given to those students who you suspect might have blown it off. However, if there are students who are asking to redo assignments more than a few times a semester, you may have to sit down and address what might be wrong. The second conditions is that students should have their parents sign the original task so that they are aware of what is going on, and then ask that the teacher allow the child to redo the assignment. Condition number three is that the teacher has the right to reformat the assessments and work to be redone. With exams, this may have to be done frequently because students can memorize answers especially with multiple choice. The next condition has to do with the grading. Wormeli says to always give the student the better of the two exam grades and to never average the two. The final condition suggests that the students attach their original assessment or task to the new version. This allows the teacher to see the improvements that have been made. || Chapter ten in Fair Isn’t Always Equal was very helpful and contained a lot of ideas that I will take into account when I am working on and refining my syllabus. At the beginning of the chapter, there was an excerpt from a secondary education math teacher which addressed his beliefs on allowing the students to redo assignments. He said that whenever he lets the students redo an assessments, he adds an extra step. At the end of the exam, he writes questions such as what did you do wrong to get this grade, and what did you do to fix the problem. They also have to write an explanation of the kinds of errors that they made in their first exam. I really thought that this was a great idea, and it is definitely something that I would like to use in my own classroom. Doing this allows the teacher to see that the students understand where they made the mistakes, and that they cared enough to go through and fix them. ||
 * Knowles Christina || Chapter ten explores the idea of redoing work. It is said in this chapter to not allow students to take advantage of this. Some teachers ask the students why they need more time or need to redo a test and if they are not given a good enough reason, they will not let the student take the redo. It is also suggested in this chapter to talk to parents about redo’s so they are aware that their child struggled or needs more time for a project. We should also think about how we would feel if we were put in the situations our students are put in. If we think we would need an extension, then we should consider giving them one. We should also make sure that our students submit their old copy with their new copy so we can see where the improvements were and where problems still arise. || I am a strong believer in redos and extensions when students need them. We have talked about how we want our students to master the topics we teach them, an dif they are willing to work to get a better score, I think they should be allowed to do that. However, I do agree that students do take advantage of teachers who allow their students to redo assignments. I will pay special attention to the reasons why the student was not successful in the assignment on the first try and if it is because they did not care about the assignment, I will not give them a redo assignment. ||
 * Mourkas Margaret || Chapter Ten was titled Conditions for Redoing Wok for Full Credit. This chapter went in depth on how we as teacher can adjust our assessment process to allow students to earn the grade the shows mastery. There are eight main ideas that this chapter discusses. They are: 1. All redone work is done at teacher discretion. 2. How we would want to be treated as adults. 3. Ask parents to sign the original task or assessment and request the redo opportunity for their child. 4. Reserve the right to change the format for all redone work and assessments. 5. Ask students to create a calendar of completion that will yield better results. 6. Redos and grades. 7. Do not allow any work to be redone during the laast week of the grading period. 8. Ask students to staple or attach the original task or assessment to the redone version. || This chapter went into detail about what is appropriate for redo assignments and what is not. It states that you should not have a short deadline for redo assignments, however I believe that the due date for assignments should not be open ended. I believe that if a student really wishes to redo the assignment they need to do the assignment while the information is still freshly learnt. When a student has the desire to redo an assignment they will need to complete the Redo Assignment Form that I will draft and provide for them. ||
 * O'Neil Christopher || Chapter ten was dedicated to discussing the aspect of allowing students to redo work for full credit or any credit at all. Students should be given the chance to redo assignments unless to have shown that they purposely did not prepare for the original assignment because they knew they could redo it. There are certain circumstances that occur where a student might not prepare themselves for an assignment and the teacher should allow those students to redo the assignment. The rest of the chapter gives a few guidelines as to how teachers should go about allowing students to redo assignments. These guidelines are: treat the students how you would want to be treated as an adult, ask parents to sign the original task or assessment and request the redo, reserve the right to change the format for all redone work and assessments, ask students to create a calendar of completion that will yield better results, redo’s and grades, do not allow any work to be redone during the last week of the grading period, and ask students to staple or attach the original task or assessment to the redone version. || I really liked this chapter because of all the different ways it talks about having students redo their assignments. I feel that students should be able to redo only certain assignments. Assignments such as projects and papers are subject to be redone. Tests and quizzes on the other hand, should not be allowed to be redone. The test and quizzes are merely an assessment of the students’ mastery of the information they were taught. If a student does not do well on a test, I will give them an extra assignment to help increase their mastery of the information. The information in this chapter will be helpful for me when I am looking for different ways to assess work that has been redone by students. ||
 * Richardson Cassandra || Chapter ten discusses the conditions for redoing assignments for full credit. The stipulation for redoing work would be to provide an explanation as to why this should be allowed, and why the student needs more time to complete the assignment to the fullest potential. If an appropriate reason is not given, the student should not be allowed to redo the assignment. Also, in the event that an assignment is redone, have the student attach the first draft of the assignment to the redo so all changes can be seen in front of you. Closing the redo opportunity before grades close is also advised. || I had mixed feelings on this chapter. On one hand, it always frustrated me when this opportunity was available because even if I was satisfied with the job I did on the first attempt, I always felt I was obligated to give the redo a shot if not just in case. I see the benefits that come with offering the redo, and I don’t disagree. I was just always uncomfortable with knowing that the opportunity to reassess an assignment before handing it in was there. However, I think a limit should be set on the number of assignments a student can redo so any abuse of the opportunity is deterred before it happens. ||
 * Trundy Monique || Chapter twelve is entirely about allowing students to redo assignments. Wormeli offers important pieces of advice concerning this issue. It is important that when students are redoing work for full credit that the teacher reserve the right to decline the student the chance to redo any given assignment. Revoking the privilege of redoing an assignment should be based upon the student’s initial effort. If little to no effort is put into a first attempt because the students knows that he/she can just make it up taking away the possibility of redoing the assignment is understandable. It is also important to remember that students need the help of an adult to prioritize and organize their time effectively, so setting aside time to set up study plans with students is necessary. If students retake a test and receive a lower grade than before it’s important to find out why. In regards to the grades, always give the student the higher grade and avoid averaging the two. Also, have students who are handing in redone work attach the original copy of their work to the new one. Finally, try to avoid letting students redo work during the week before grades close, if only to preserve your own sanity. || I really liked this chapter. Allowing students to redo assignments is something I’ve had a love hate relationship with. On one hand, I feel like everyone deserves the opportunity to try again. Not every assignment can be done with 100% enthusiasm and concentration and I like the idea of allowing students to make up for those off days. On the other hand however, I do not want students taking advantage of my offer, which is why I was happy to read Wormeli’s advice about revoking the privilege of redoing assignments. To deal with this situation in my class, I would have a set number of assignments that students were allowed to make up. That way they have the option of choosing which assignments they want to better and I don’t have to worry about them abusing the privilege I’ve given them. ||
 * Webb Christopher || Chapter ten talks about how to successfully allow students to redo work. The first criteria for allowing students to redo work is that it is done at the teachers discretion. Sometimes if the issue is integrity, maturity, self-discipline, or honesty the best course may be to deny the redo option. If the student is a chronic redoer then arrangements may need to be made for time-management skills lessons. We should think of how we would want to be treated in such a situation as well, be empathetic. It talks about getting the parent involved and letting them know the situation if the child wished to redo an assissgnment. In certain instances it advises redoing the format if the student wants to redo the assignment. Going back to the time-management skills, one requirement it suggest students should have it to create a calendar of completion outlining when they will complete certain tasks. Another tip is to attach the original assignment to the redone version this way we can assess exactly what they did to improve upon it. || I liked this chapter because I can relate to it a lot. All through high schooland even now in college I am one of those students who always hand in assignents late. I never meant to and I don't purposefully do it or put it off, but my schedule has always been so hectic with sports and work that it doesn't leave a lot of time for homework or sleep. So I can definitely relate to this chapter in many regards and I wil most certainly do my best to make sure I give my students the appropriate opportunities to redo assignments they miss or do poorly on because I know where they're coming from. ||
 * West Simon ||  ||