Conferring with students

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Conferring with students

  1. 1. Conferring with Students  Should be done daily in reading  Should be done daily in writing  What is the purpose?
  2. 2. Counterfeit Beliefs  If I meet with small groups, I don’t have to meet with individuals.  If I don’t meet with every child every day, I am not doing a good job .  I should do a running record every time I meet with a child.  I should talk about all the errors a student makes while he or she is with me.
  3. 3. Counterfeit Beliefs (continued)  I have to take an expert stance in each conference.  I need to focus on skills and fluency, comprehension comes later.  When I am talking to a child about his or her learning, I am conferencing.  I’ve tried conferring suggestions and they just don’t work.
  4. 4. Counterfeit Beliefs (continued)  I need to confer with every student the same number of times for the same amount of time each week.  I need to give the rest of the class something “to do” so they’ll stay busy and leave me alone so I can confer.
  5. 5. Conference Structure RIP Model  Review, Read Aloud, Record  Instruction, Insights, Intrigue  Plan, Progress, Purpose
  6. 6. Review, Read Aloud, Record  Consider learning from a previous conference or strategy instruction  Reader can read aloud a short portion of a text and discuss  Reader might answer teacher’s questions or ask one he is trying to figure out himself
  7. 7. Instruction, Insights, Intrigue  Reader shares his application of current thinking strategies he is using  Student will discuss specific wonderings you are having or he himself is having  Discuss something that you both noticed during the conference
  8. 8. Plan, Progress, Purpose  Reader shares what he will work on before you meet again  Reader might consider how a strategy might stretch him to better understand his own reading process  End with a discussion of purpose and leave the reader thinking about his next steps as a reader
  9. 9. Five Instructional Ashlars  Defining Trust, Respect, and Tone  Strengthening Endurance & Stamina  Discussing Purpose & Audience  Exploring Gradual Release Model  Focusing on Workshop Structure
  10. 10. Define Rigor, Inquiry & Intimacy  Cultivate Rigor Teach the thinker and thinking  Nurture Inquiry Using meaningful, documentable data  Develop Intimacy Commit to the idea all children can think at high levels
  11. 11. What emerges in a conference?  History  Teaching  Processes  Records  Experiences  Rapport  Goal Setting  Strategy Knowledge  Listening  Patterns  Talk  Challenges  Instructional Points  Our Own Learning
  12. 12. History  How does this conference compare with previous conferences?  Have any negatives transformed into positives over time?  What historical perspectives are being gleaned about the student as a reader?
  13. 13. Teaching  What is the student’s purpose? Who is the decision maker?  What does the student need from you at that moment?  What is one thing the student will leave the conference with and be able to apply immediately?
  14. 14. Processes  How does the student describe the act of reading?  How does the student describe his reading process or metacognition?  What does the student’s process say about his learning style?
  15. 15. Records  Who are the records for? What is the purpose?  How will your information you gather be used? How could it be used?  How will the records be shared with the student? How about others?
  16. 16. Experiences  How have conferring experiences changed over time?  What characteristics are gleaned about the student’s previous literacy experiences?  What reading experiences has the student found most rewarding?
  17. 17. Rapport  How do our conferences reflect our rapport with students?  How do conferences reflect our relationship between student and teacher?  What issues of trust need to be further explored or developed?
  18. 18. Goal Setting  What goals is the reader setting for himself?  What goals is the teacher setting for the reader?  What goals can be set for the entire class as a result of an individual conference?
  19. 19. Strategy Knowledge  How is the student explaining his use of thinking strategies?  How does the student explain his metacognitive process as it relates to a specific strategy?  What strategies are becoming engrained and applied? What is the proof?
  20. 20. Listening  Who does most of the talking?  When should a teacher jump into the conversation?  How does the student explain his thinking or understanding? What does the teacher hear?
  21. 21. Patterns  What instructional patterns are being seen in the conference?  What is the reader consistently showing the teacher about ways his reading is changing over time?  What growth patterns are noticeable?
  22. 22. Talk  What are the reading “words” or “sense of language” evident in the conference?  Who does most of the talking?  How can we extend the talk from individual conferences into the classroom?
  23. 23. Challenges  How do we handle conferences that slip away from our intended goals?  What outlets do we establish for conferees who struggle?  What challenges might we expect?  What might we face when we confer with students?
  24. 24. Instructional Points  What would help the student progress most efficaciously?  What would challenge the student to stretch his thinking?  What are the student’s next steps?
  25. 25. Our Own Learning  How does the conference impact the student’s learning beyond the conference?  What is student learning about his reading process while he’s talking to others about his reading process?  What is the student getting better at doing?
  26. 26. Conference Walk-Aways  Walk-Aways are tools or strategies used or discovered as students negotiate text and develop independence  What do students walk-away with after a conference?  What do you walk-away with as a teacher?
  27. 27. What is the rest of the class doing while I confer?  Developing stamina and endurance  Putting strategy work into practice  Conferring with peers or other adults as needed  Responding to reading experience in a reader’s or writer’s notebook  Improving vocabulary  Developing metacognitive skills  Building fluency  Solving problems that arise in their reading  Evaluating book choice  Demonstrating wise reading behaviors  Maintaining long-term thinking and depth

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