Chapter 12 chappis ben kathleen (3)

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Chapter 12 chappis ben kathleen (3)

  1. 1. Conferences About and with Students Chapter 12 Ben Sosebee & Kathleen Burns
  2. 2. • Conferences can be used as an assessment for and of learning. • Formative conferences are mean to give/receive feedback, help formulate goals & creating an individualized plan for their education. • Summative conference’s purpose is to share the students current status on learning that has already occurred. • Summative informs; Formative takes action Conferences About and with Students
  3. 3. Figure 12.2 – combinations of conference options to meeting different learning needs Purpose Topic Focus Participants Feedback • Strengths & areas of improvement • Single work/sample • • • • Pairs of students Small group Student/Teacher Student/Parent Goal Setting • Long or short term achievement • • Single work/sample Growth portfolio • • • Student/Parent Pairs of students Student/Teacher Progress • • Growth over time Level of achievement • 2 or more samples (before & after) Growth, project, or achievement portfolio Grade reports Teacher/Student maintained records • Student, Teacher, & Parent Student/Teacher 2 or more students Competence or project portfolio • • • • Showcase • Demonstrating competency or mastery of learning targets • • • • Intervention Area of concern • Evidence illustrating problems/issues • • • Student, Teacher, & Parent Maybe include community leaders Teacher/Parents Student/Teacher Student, Teacher, & Parent
  4. 4. • 1st Purpose is to provide insight to continue to improve work. • 2nd to model appropriate thinking for self assessment • Involves student & responder – one goal is for the students to provide useful insight when given a peers anonymous work sample. • Usually conducted at school, could be done with parents at home. • If structured correctly students can conference with each other or be given the choice of a peer or their teacher. The Feedback Conference
  5. 5. • Make sure students understand learning targets • Give students practice with learning targets • Ask students to think about strengths and weaknesses in preparation for feedback (the book provides a form for this Figure 12.3 p.389) The Feedback Conference- Key to Success
  6. 6. • The most time saving tip is to allow students to provide feedback to each other – teachers role is to manage • Many times one on one conferences become teaching sessions rather than conferences • Make notes on the topics students need re teacher and do this in a small group rather than one on one tutorial The Feedback ConferenceAddressing the Time Issue
  7. 7. • Purpose – to guide students the next steps in their learning • Formal or Informal • Done at home or in the classroom • Goal setting can be a part of other conferences • Not every student needs one on one to create meaningful goals • Many students require a model of how to create learning goals The Goal- Setting Conference
  8. 8. During the conference the teacher/student should take the following steps: 1. Clarify the Learning Target • Ask students to explain the learning target they are working towards. Prompting in question form if needed 2. Clarify Current Status • Review pieced of work with student – ask students to identify specific strengths and areas of improvement 3. State the Learning Target as a Goal • Here determine if students need to work on the whole target or just parts. 4. Make a Plan • What actions will be done to reach these goals? (reviewing material, reworking a product, or creating a time frame for accomplishing the goal) The Goal- Setting Conference key to success
  9. 9. Selecting a Plan of Action - Once students identify what is needed to be done they require guidance on how to get there. - This is not what should be done but beyond that – be specific. Identify Assistance -All students need assistance, it should be identified when goals are made. -Teaching students available resources allows students to fins their own solutions without teacher help. Collecting “Before” & “After” Evidence -Allows to see progress -tangible, hard evidence of progress -Creates accountability - Produces evidence Determining Time Frame - Ask students to set their own time limits. - Help them make a realistic plan & get motivated. Ensuring Student Ownership -Let student talk/puzzle through the steps - Allow students to know what they are doing, where they are, & opinions of closing the gaps The Goal- Setting Conference
  10. 10. THE PROGRESS CONFERENCE
  11. 11. • Focuses on growth over time. • Focuses on level of achievement. • Can be conducted before, during, or after school, or even at home. • Can include all parties. • Can be conducted with student and others without teacher present. • Can be used for before and after evidence. Progress Conference
  12. 12. • • • • Work great for those struggling students. Easiest conferences to conduct. Can take place with parents, student, and teacher in room. Can also take place: with adult at home, another student in class, or with teacher at school. • Project or growth portfolio work well to ground the discussion with evidence. Focusing on Growth
  13. 13. • • • • • Focuses on student’s current level of production. Usually scheduled at the end of a grading period. Can take place with just parent or with student involved. Can take place anytime a student requests. Growth Projects or Achievement Portfolios Focusing on Achievement Status
  14. 14. • Can vary depending on topics and information needs. • Can be two-way or three-way conferences. • Two-way: Student meets with another student, teacher, a parent, or other important adults. • Three-way: Student meets with teacher, parent, or other significant adults (usually includes parent, student and teacher). Identifying Participants
  15. 15. • Help students prepare artifacts for proof of growth. • Before and After • Use forms to help student determine where they are now and need to be in future. (Figure 12.4) Teacher Role
  16. 16. • Set an agenda for conference planned by teacher and student. • Let parent know ahead of time what to expect. • Send home work samples. • Allow parents option of an additional meeting without student present. Preparing Parents or Adults
  17. 17. • You can schedule more of these in one day. • Students should facilitate meeting. • Student explains standards, learning targets, their current progress, and future expectations. • Teacher is there for support. Two-way Conference
  18. 18. • Much like the two-way conference except the teacher is involved. • Can usually on have one or two per day. • Teacher is more involved with comments and support for student. Three-way Conference
  19. 19. • It is important to find out how the meeting went with all parties. • Provide parents and all parties an opportunity to provide feedback. • Form on page 397, figure 12.5 Follow Up
  20. 20. The Showcase Conference
  21. 21. • Used to show the celebration portfolio for ch. 11 • Can include parents, students, teachers, and other community members. • Take place at school. • Used to show competency and mastery of skills.
  22. 22. • Students should understand learning targets. • Use work samples to show mastery. • Guide them with key responses to support their work samples or claims. • Give students time to rehearse. Preparing Students
  23. 23. • Students: • • • • Share agenda Explain learning targets Show work samples Answers questions • Participants: • Sit and listen • Ask questions • Make comments • Teacher: • Clarify for both sides • Facilitate Conducting a Showcase Conference
  24. 24. • Much like in the other conferences, allow for a follow up time period after the conference. • Gives parents and students a form to provide feedback. Followup
  25. 25. • • • • Done when student is having difficulty. Can deal with behavior or work habits. Meet with parents, student, teachers, and other specialist. Can determine why student is performing above or below standards. • Must have clear learning targets already in place, with clear data to support advice. Intervention Conference

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