GROWING SOMETIMES MEANS STAYING PUT

GROWING SOMETIMES MEANS STAYING PUT

In this week’s portion of In the Moment, the author discusses using the conference for assessment purposes.  One of the greatest tools in a teacher’s “tool box” is the formative assessment.  Formative assessment allows teachers to informally assess student knowledge.  A conference is a great way to accomplish this assessment, as it is immediate and relevant.  During a conference, teachers have the ability to listen to student thought processes and “assess” their thinking and understanding.  

Formative assessment also allows teachers to ensure that their students are not “left behind” nor “stuck in a rut.”  It is important for teachers to form their instruction based upon the information received during this assessment time.  A teacher can use assessed information in a number of ways.  The author specifically mentions five such ways.  These are 1) immediately during the conference; 2) during the closing discussion; 3) creating the next day’s lesson; 4) during future conferences; and 5) planning for anticipated struggles and strategies.

As we have discussed, during the conference, the teacher elicits information from her students and provides a nudge in the correct direction or to encourage the students toward their goal.  This nudge is an immediate response to student

thought and the information obtained through this assessment process.  Sometimes, this simple nudge is all that is necessary to clear up any confusion or misconceptions. The remaining four strategies are for future planning purposes.

The second planning strategy is to focus the lesson’s closing discussion on any misconceptions discovered during the conferencing.  These discussions could be “student” led, where the teacher asks certain groups to share their work and strategies.  This sharing will allow the students to discuss, debate and justify their work.  During these times, the other students, who may have struggled, are able to listen to the strategies used by their classmates and possibly learn some more efficient strategy to complete the work.

The teacher could simply explain the situation to the class and allow the class to discuss, debate and justify the strategy presented.  This also allows the students to revise their thinking or explain more thoroughly how they reached their answer.

The information gained through the conference process could be used to plan the next lesson.  In planning for the next day, the teacher reflects on the struggles and challenges observed, during the day’s lesson.  It may be necessary to provide the students with more time to fully comprehend the current concept.  If so, the teacher may provide the students with a similar problem or the same problem with different numbers to work through the next day.  This way, no student is left behind and the class has additional time to learn the concept.

The conference also allows teachers to learn more about their students’ learning trajectory.  It is important for a teacher to know how a student thinks, processes information, and when to push or step back.  A teacher, armed with this information, is equipped to reach the student.  It is important to understand your students.  Some are quiet and reserved.  It may be due to one student “running the show” and not allowing the others to contribute.  It could be that a particular student only speaks up when he or she disagrees with the rest.  The conference is a wonderful time to gain insight into group dynamics and rectify any “roughshod treatment.”

Lastly, the teacher can use the conference information to anticipate possible confusion, struggle, or challenge the next unit might bring.  Some students will struggle learning new material.  The conference allows a teacher to discern what challenges a student may or may not have experienced in the past and anticipate any new challenges the student may face with the new material.  If a child struggles with multiplication, it is reasonable to assume that the student may struggle with division.  Similarly, these struggles could be found in fractions, as well.  It is important for teachers to understand and anticipate these potential challenges for his or her students.

In order to be completely prepared for any possible challenges, a teacher needs to keep records of his or her interactions and thoughts from the conferences.  It is only through careful reflection and notes that a teacher will be able to have a complete picture of his or her students.  Documentation is very important.  It allows teachers to understand their students.  It also provides ample evidence for any necessary differentiation or support that may be needed for a student.

In keeping records of these discussions, so that planning reflects student needs, a teacher should take the opportunity to reflect following a conference and record more specific thoughts later.  I always felt on the spot, when the teacher took notes while having a discussion with me.  I felt as though I may have said the wrong thing.  It can be intimidating when a teacher takes notes during discussions with children.  Also, it could appear to the students, as if the teacher was not paying attention to them nor interested in what they have to say.  It would be best to have the conference, jot a couple of thoughts, away from the students and move on to the next group.  More detailed notes can be made at a later time.  

I believe teachers need to understand their students and to provide a safe environment where all ideas are welcome.  It is important for students to feel valued and respected.  Our classrooms need to foster an environment where there are no “wrong” ideas; where all children feel safe and comfortable.  Implementing conferences will allow those students that are more introverted and less likely to speak in a larger setting the opportunity to “blossom”.