FIAE Chapter 9

Abstract:

This chapter was a big list of "do nots," ten practices to avoid when trying to differentiate in your classroom. These approaches were listed as grading on nonacademic factors like attendance and behavior, penalizing multiple attempts at mastery, grading practice like homework, withholding points, groups grading, grading on a curve, recording zeros for unfinished work, and using norm-referenced terms to describe criterion-referenced attributes. The authors was saying that all of these practices hinder learning in a differentiated classroom.

Reflection:

As a group we agreed with most of these if not all of them. Meghan can remember times in high school where she did most of the work for an entire group's project but they all ended up receiving the same grades. It's a very frustrating and discouraging feeling I'm sure. Heather agrees that grading itself is a very touchy, "fragile," concept. I was impressed by these "do nots" because as an aspiring educator i know that it is just as important to know what the wrong things to do as it is to know the right things to do.