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In the video Wormeli suggests that teachers provide students with every opportunity to learn by providing them with every resource even when they are not compliant with deadlines. It felt overly idealistic and it's not a practice I feel very comfortable with as a new teacher. It wasn't the way I was reared in the NYC public school system when I was a teenager and I don't see the value in allowing students to blow off assignments and then at the last minute ask for make up work. It's like putting a bandaid over a bullet wound because 90% of the time the work comes back poorly done because the students haven't actually learned the subject matter and are simply doing it to get it done for credit, not to actually learn. I'm very selective in which students I give make up work to and they will not get the same credit as other students who did their work in a timely manner. Now I type this knowing full well this assignment is late. Does that make me hypocritical - perhaps and I don't expect to get full credit for this assignment either because it's not fair to those who did it sooner. However I am grateful to have the opportunity to present it and will accept whatever grade I can get. The lesson here is there is a consequence for every action. This is the lesson we should be teaching our students because that's the way it works in the real world.

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In the video Wormeli says that too many teachers give up responsibility for the students who quit on themselves.  The article repeats the mentality by saying that it's difficult students we should be "getting in their face more, not less" (p. 23).  While I do think this is a bit idealistic, I could not agree more.  I think that some teachers back away from these more difficult students because they may be scared, or maybe they want to focus their energy on students who "want" to learn. The more you reinforce students that you aren't going to give up and you are going to keep pushing them to do it, the more likely they are to start trying. At least that has been my experience. Yes, this will not always be the case, but even if it ends up being true for just one student, isn't that enough? Additionally, in the video he says he heard a student complain that he "makes you do it over, and over again until you learn it..." and that for him this was a "touchdown!" It's no secret repetition promotes retaining information, so why would a teacher be resistant to allowing redos? I like the suggestion he makes on page 24 in the article when suggesting students do a reflection between their 2 copies of the work. This is a very metacognition activity, thinking about how their work changed and why they changed it.

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Instruction for differentiated for diverse learners can be done by listening to what the students needs are in that content area. In my regents prep class I give my students surveys and questionnaires to fill out of certain assignments we do so I can input their feedback. It is a tremendous help to get students feedback in order to see what I can improve on to better help them understand. Wormeli speaks so much on allowing students the opportunity to redo assignments and I 100% agree with that method. Giving students the second chance they need is extremely beneficial to them. It allows them to relearn by going over the mistakes they made in the past. On page 24 Wormeli says, “ Require students to submit a plan of relearning and to provide evidence of that relearning before work can be redone. This includes a calendar in which students list a day-by-day what they will do to prepare.” I am going to use this in my own class because I think it’s diverse and really will help my students be accountable for their own learning.

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Prior to reading Redos and Retakes, I have been very particular on when and for whom should I allow redos/Retakes. I say this because my school has been pushing teacher to give students make up work to bump up a students grades. This has been a practice that has been frustrating for many of the teachers because students constantly use this as a way to not complete assignments the first time. Not only are students becoming reliant on this, but the work is almost never done well because they can not grasp or remember the lesson. Reading the articles has only furthered my belief that this practice can become a slippery slope. On page 24, Wormeli suggest
that “The teacher who claims to be preparing students for the working world by disallowing all redos forgets that adult professionals actually flourish through redos, Retakes, and Do overs” while I agree that students should sometimes receive a redo or Retakes, many students will find out that they may not always get a redo, which can be harmful for their future.

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"True competence that stands the test of time comes with reiterative learning." (pg 23)

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"True competence that stands the test of time comes with reiterative learning." (pg 23)

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I have been playing the guitar since I was 13 years old, I am not good at it but I keep trying, the harder I try the better I get, the 1000th time I play The House of the Rising Sun is better than the 999th time. when I don't try I lose "the feel"; and then I start over. I think that redos should be allowed, even promoted, the problem we all have is time, but is that really a problem? If we use the parameters Wormeli sets, time should not be a problem; I think while we read the article we feel like all students will ask for one, or two, that is not the case. Usually students will not ask for it, we will need to ask them, and if we pressure them enough they will, once; because the next time they will know to do it in due time, and do it so well they will not have to redo it.
Let's not forget our audience, for example, I am currently teaching self contained classes, I had to do a few redos and I wish I had this article before I did, in any case, my students need help in many ways, allowing them the opportunity for a do-over helps build a culture where students know it is OK to make mistakes because my goal is to teach them and not punish them.
"The teacher who claims to be preparing students for the working world by disallowing all redos forgets that adult professionals actually flour-
ish through redos, retakes, and do-overs." (pg 24). I found this quote powerful, we are so consumed with our own time constraints and pressures from admin, that we forget to put our selves in the shoes of our students; I have many times got to do a do-over because of "life", my child was born, I get a do-over, everyone said "but of course, congrats on your new baby", why can't we say that to our students? They are at work after all, and life happens to them as well.
In closing, I 100% agree with Mr. Wormeli, it is not idealistic, it is a necessity, all we need to do is use his tips for making it successful, my favorite one is tip number 3 " redos are permitted at teacher discretion." It is a great tip because it allows us to exclude abusers and help those that actually care.

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After reading Rick Wormeli's "Redos and Retakes Done Right," I am kind of conflicted about the effectiveness of Redos and Retakes. On one hand, I think it is important and useful for students to have the opportunity to receive feedback on assignments and make necessary adjustments. However, I think it may be a little difficult to find the time to effectively implement the strategy. In the text it states," We can honor Carla’s effort by giving her the extra time and attention she needs to master the content. We can handle Marco’s sloppy homework and Jarrel’s plagiarism wisely by demanding that both of them redo their work properly. These students will then realize that they get more of what they want in life
if they pay attention, keep up with the work, and do the assignments well the first time around." I think there is a fine line between allowing the student to properly learn the life skill or redoing and holding them to the high expectation that you do not always get a second shot and you should always put your best foot forward the first time you do a task.

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Redos and Retakes Done Right talks about the many strategies teachers can implement to influence lower leveled students to to better. Woemeli's discussion is all about giving students the chance to retain information rather than just doing things like just copying it down. This was extremely important to me as a sped teacher I realized that most of my students will contribute to the lesson by only reading word for word instead of putting things in their own words, especially when explaining definitions. Open questions where you ask "students to describe similarities and differences" is extremely beneficial (Wormeli, pg. 10).  Asking questions about similarities and differences will not only encourage students to explain in their own words but also help them retain the information. They may not remember the exact definition of something but knowing the similarities and difference may help students remember what they have learned. This is very helpful for students who cannot retain information or will just read things off the page and not be able to comprehend it. Additionally, Wormeli discusses student self assessment where students will assess what they have learned and their  understandings. Student assessments allows students to have "self-regulation" and to be able to ask helpful and "focused questions" for things they do not understand (Wormeli, pg 14). This is beneficial for different types of learners for example, some who may not understand material may be able to come up with a more focused question than "I don't know".

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After reading and viewing Rick Wormeli's "Redos and Retakes Done Right" it brought to my attention a structure that has often been implemented within my own education. Taking on the task of instructing students who are classified with as special education students as well as low level performing general education students it makes sense to provide multiple opportunities for students to matser the content. In many cases with these students they do not understand material with the first initial instruction. Multiple opportunities to redo or retake is essentially repetion of a skill "The true competence that stands the test of time comes with riterative learning" (Wormeli, pg 23).

The fundamentals of this approach holds merit because as adults we are given opportunities for do overs. The example he gave in regards to taking the bar exam or cpa were excellent because when an adult does pass these exams they inherit all the positive benefits without the consequece of prior failures. I utililize a similar method in reagrds to my students in giving them credit for their work but allowing constant imporvement on assigments submitted "The teacher who claims to be preparing students for the working world by disallowing all redos forgets that adult professions actually flourish through redos retakes, and do overs" (Wormeli, pg 24).

Within my classroom I allow my studnents the opportunity to redo their work because it may take them longer to undertsand the content. The number one thing that encourages me to continue with this practice is the fact my students look forward to improving their grade. It provides an additional motivation to continue striving for progress.

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In Redos and Retakes Done Right, author and educator Rick Wormeli discusses the need for teachers to allow students the opportunity to redo their assignments. Wormeli argues that allowing students to have another chance to work on failed assessments is giving students the opportunity that’s important in society where we, “…improve with practice , descriptive feedback , and revising our practices in light of that feedback, followed by more practice, feedback, and revision,” even if its inconvenient for us as teachers. (Wormeli, p.25)

After reading the article by Wormeli and watching his video on redos, I see his point and actually agree. At first, I thought he was being a little ridiculous and was presenting a coddling method to education, but once I delved into his stance a little deeper, I understood. The key that makes it work and avoids students from taking advantage of a teacher’s allowance of redos, is in the setting of boundaries. Making these opportunities for important assessments, having students attach their old work with the new attempt so they can view changes, provide an alternative version for students to redo so they won’t just memorize their wrong answers, and letting parents sign the original poorly done assignment are some preventative measures that can be done to rule out abuse by students. (Wormeli, p.25)

For the first couple of months of school, my co-teacher and I allowed for students to redo and make up work that they missed—all work. I thought this was a very generous offer that my co-teacher established and I followed as well. However, what I quickly realized was that we had many students in our 1st period class skipping it, not paying attention in class, and simply relying on the fact that they could make up or redo the work later. We now have scaled back on what we allow students to make up and redo and it slowly has made them take the work more seriously. Wormeli is definitely right about reserving the opportunity for important assessments and setting boundaries. As my co-teacher and I continue to try and help motivate our students, we will definitely be implementing some of the tips that he suggests to help make our redos and retakes successful.

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Redos and Retakes, what a way to differentiate.

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Redos and Retakes, what a way to differentiate.

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Rick Wormeli's  "Redos and Retakes Done Right was such an eye opening article and video. I complete agree with his theory and I consider this a fair method because it is more accurate to how societal exams sets us up for success as adults opposed to factoring cumulatively all the times we failed as the education system has designed. "Driver's licensure. Pilots's licensure...Every one of these assessments reflects the adult-level, working world responsibilities our students will on day face...All of them can be redone over and over for full credit." (Wormeli, Pg 24)This was when I realized that redos and retakes should be considered a way to differentiate. Although I believe this option should be made available to all students I feel that students with disabilities should be offered retakes with modifications after teachers assess no only where the student struggled by where we may have neglected to offer the necessary support for a particular student. Retakes not only give the students a chance to "do better" but the teacher as well. As Wormeli points out, as adults we are given many opportunities to pass exams or test as adults, yet we place this added and unnecssary pressure on young deveoping minds to get it right the first time. As I envoke this approach in every class I teach and share this with every teacher that will listen I am reminded about another great point the article raises and that is the expectation for our students to pass is to meet the standards and achieve a passing grade and if that takes them an additional week or two into the next lesson or marking period that is ok, just as long as they achieve it. To support this theory I encourage you to go take a look at your bachelors degree and notice that there are no dates posted. It took me more than ten years to accomplish that goal and no matter how many times I started and stopped all I needed to do was prove that I could meet the expectation or requirement to go to the next step and it did not matter how many times I did not pass the class, I can still check the book on a job application that says I have acquired my BA.

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In the article and video of “Redo’s, Retakes and Do overs” by Rick Wormeli, he discusses the concept of allowing students another chance at assignments.  As I approach the end of the 1st marking period, and after speaking with parents at Parent Teacher conferences, I see the value in allowing students another crack at content.  Regardless of the reasons the mastery of content should be most important. The pressure to keep pace flies in the face of this.  “The problem is, of course, teachers don’t feel they have the luxury of revisiting content and skills to create that proficiency.” (Wormeli, pg 23)  So while I do think Wormeli is perhaps a bit idealistic, his approach struck a chord with me.  After reflection I have come to realize that many of my students didn’t do as well as they seemed capable of and after reading this it made me reconsider the approach taken, so far, by me and my co-teachers.  The real challenge should be to move the needle of understanding and skill acquisition for students rather than saying hold on tight there won’t be any stops along this train to the end of the curriculum line. “The recursive nature of successful learning shouldn’t be discarded because it’s inconvenient or we haven’t figured out how to do it logistically.” (Wormeli, pg 25) Perhaps somewhere between the idealistic and realistic is where the solution lies.  I do agree in principal that students should be allowed access to content not just to prove they can do it once but to give them a chance to master the content or skill by providing multiple attempts to do so.  And for those who struggle, for whatever reason, it allows them to save face by completion and mastery of content.  “-to let the student settle for work done poorly, ensuring that he or she doesn’t learn the content.  Is this really the life lesson we want to teach?  Is it really academically better for the student to remain ignorant?” (Wormeli, pg 26)   Maybe strict deadlines motivate certain students to complete tasks but maybe it alienates others by not meeting the particular needs of students or attempt to match the pace of their learning as opposed to the pacing of a unit plan.  I also like the approach of having students complete assignments as a consequence for not completing assignments.

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Rick Wormeli discusses in his article why it is important for educators to allow redos and retakes for their students. His reasoning basically boils down to the argument that throughout life, people are given ample opportunities to demonstrate learning without the consequence of failure. One example that he cites is "surgeons practice on cadavers before doing surgeries on live patients" (pg. 24) so why do we only allow our students one opportunity to demonstrate their comprehension and mastery of a subject. While I theoretically and practically agree with his argument and agree that making students redo their work until they demonstrate their mastery of the content actually makes for a tougher teacher, I also worry about how such a system could be abused. I think with the proper parameters such a system can be successful, but only if the redo has an added challenge for the student. I am just thinking about my students and how this could be beneficially for them as "all grades at the end of the unit should all be based on whether they understand...not how they learned" (pg. 26) the content because mastering is what is most important.

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The argument that Rick Wormeli poses in Redos and Retakes Done Right is that teachers should allow students to redo assignments and assessments because adults are allowed to redo important things in life. I agree for the most part because I believe in students being allowed to redo an assignment or project. There were some very good ideas, such as requiring the student to compare the original and revised work. This would promote growth and reflection in a student; I think it is a great idea. As for assessments, I am a skeptical about allowing a student to retake it over and over. I would certainly limit that to just one redo. I have allowed students extra time to turn in assignments, but I am going to start being strict with the due date and allow students to redo the assignment if they choose to; it really is on a case by case basis. One thing that really resonated with me was when Wormeli stated, "Allow students who get Cs and Bs to redo work just as much as students who earn Ds and Fs. Why stand in the
way of a student who wants to achieve excellence?" This reminded me of times in my undergrad where I was given a B and felt completely unsatisfied and asked the professor if there was anything I could improve on to get a higher grade. I would be ecstatic if a well-performing student asked me how they can achieve greater heights with their work.

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Rick Wormeli discusses redos/retakes in his article. What are your thoughts about his suggestions? Overly idealistic? Fair? Time for a change? Use quotes from the article in your post.