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Fixer Upper


Students analyze the reason they missed an assessment question.


  • Graded assessment
  • Fixer Upper handout (printed or projected)
  • Fixer Upper template (English/Spanish)
  • Notebook paper (if handout is projected)


  1. Return a graded assessment to students.
  2. Organize students into thinking partners.
  3. Working together, partners use the Fixer Upper template to organize their ideas for correcting 1-2 test questions they missed by analyzing the following:
    • Foundation: What is the foundational topic of the question?
    • Stimuli/Visuals: Why is the stimulus/visual (or genre) in the question important?
    • Words: What are the important 3-5 words in the question and what do they mean?
    • Learning/Thinking Mistake: What mistake did you make (guessed, stopped too early, mixed up concepts, careless mistake, etc.)?
    • Fixer Upper Plan: How will you correct your mistake next time?
  4. Using a movement and discourse strategy like Rise and Shine, students find a new partner, describe their fixer mistake, and explain how they corrected it.
  5. Observe students’ thinking and clarify/verify as appropriate.
  6. Students summarize in writing what they learned and note how to avoid mistakes in the future.

Classroom Management

  • Model the strategy using a think-aloud.
  • Consider using the activity as a learning station.
  • Students who had a perfect score on the assessment may select 1-2 questions they thought were the most difficult for the activity and predict potential mistakes others may have made.
  • Remind students there will be no harm or humiliation for incorrect answers because correcting mistakes is a sign of intelligence!


  • Promote access by providing the Fixer Upper graphic.
  • Promote access by allowing students to select the 2 questions to “fix up” with a supportive peer/adult and/or allowing students to dictate their responses to a scribe.

Think It Up!

  • Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
    • Apply the mistakes others made to your own work. Explain how you made similar mistakes or how you avoided those errors.
    • Justify the correct answer.
  • Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.