Chapter 10

Abstract:
Chapter ten discussed the different methods that should be taken into consideration when allowing students to redo their original work. Most successful differentiated classrooms often let their students try to work for a better grade. Teachers should appropriately decide whether the student can be allowed to redo their work, or by what standards the redone work should be allowed. Some students take advantage of the system, and therefore do not deserve the opportunity to redo it. Other students may need a lot of guidance, or modifications done to the work so that it might not be as much as a hassle. It all depends on the student, and the material they are making up. There should even be exceptions when the student, such as a senior, has so much on their plate that they might need some extra time. High school students are not as organized or as disciplined, and often will struggle to redo work in just a day or two, its good to give them about a week and keep on top of them by helping them create a successful study plan for the week. Teachers should not allow redo’s during the last week of the semester, and students should attach their original work to the made up material. Both of these will make it a little easier on the teacher as they are always the busiest during the final week, and often forget how the student originally did on the work.

Reflection:
We all agreed with the chapter for the most part, especially the idea that teachers need to think about the situation to determine whether or not the student should be allowed to redo there work or what needs to the be done so they will understand it better. A couple of us did not agree with giving a whole week to redo the work. Students will then be more focused on the work they have to redo instead of the new content, which might cause them to further get behind, its better for them to get it done as soon as possible. Other then that, we all agreed that students should have another opportunity to understand the material.

By: Tyler