Conferences About

and with Students Chapter 12

Ben Sosebee & Kathleen Burns

Conferences About and

with Students

• 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

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

Showcase • Demonstrating competency or

mastery of learning targets

• Competence or project

portfolio

• Student, Teacher, &

Parent

• Maybe include

community leaders

Intervention Area of concern • Evidence illustrating

problems/issues

• Teacher/Parents

• Student/Teacher

• Student, Teacher, &

Parent

The Feedback Conference

• 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- Key to Success

• 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-Addressing the Time Issue

• 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 Goal- Setting Conference

• 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 -key to success

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

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.

Determining Time Frame

- Ask students to set their own time limits.

- Help them make a realistic plan & get motivated.

Collecting “Before” & “After” Evidence

-Allows to see progress

-tangible, hard evidence of progress

-Creates accountability

- Produces evidence

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 PROGRESS CONFERENCE

Progress Conference

• 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.

Focusing on Growth

• 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 Achievement

Status

• 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

Identifying Participants

• 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).

Teacher Role

• 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)

Preparing Parents or

Adults

• 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.

Two-way Conference

• 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.

Three-way Conference

• 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.

Follow Up

• 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

The Showcase

Conference

• 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.

Preparing Students

• 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.

Conducting a Showcase

Conference

• 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

Followup

• 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.

Intervention Conference

• 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.