We become competent teachers by teaching a lot. We teach, receive critique, revise our efforts and teach again. Real learning that moves to long-term memory is demanding and reiterative, and we need to extend the same opportunities to our middle school students in all fields of learning. Instead of applying uniform, arbitrarily sequenced, and unresponsive instruction, we can build proficiency with repeated, revised and meaningful engagement with content. Practical and research-based, join us for a provocative session in which we explore the pedagogical ethics and logistics for students re-doing assignments and assessments for full credit, and in such a way as to increase student maturation and achievement over that which could be achieved with "No re-do's allowed" policies. Real competence, not incompetence, is the best preparation for the next grade level and life. Let's not abdicate our adult roles in students' learning—let's build and maintain a constructive approach to re-learning and re-doing in the modern classroom!
