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Sassy Savvy   https://www.teacherspayteachers.com/Product/Editable-Student-Led-Conference-Forms-4322761

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Student-Led Conference Script Prep Sheet

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Student-Led Conference Script Prep Sheet

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SAMPLE - Student-Led Conference Script Prep Sheet

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Career Focused Student-Led Conference: An Advisor's Guide

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Career Focused Student-Led Conference: An Advisor's Guide

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Sassy Savvy

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Sample Student-Led Data Conference Agenda and Student Script

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Sample Student-Led Data Conference Agenda and Student Script

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https://docs.google.com/document/d/1x5oXiZkH1q8xAZ7_z6ayU7l9_XRH2_lkLejB4n6Sf0s/edit

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Student-Led Meetings: Empowering Student Voice

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K-12 Student Led Conference Framework, Guidebook, forms

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K-12 Student Led Conference Framework, Guidebook, forms

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https://www.teacherspayteachers.com/FreeDownload/Free-Editable-Student-Led-Conference-Forms-1786985

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If you're like most teachers, you have 47 other tabs open besides this one: your grade-book, email, lesson plan resources, and a couple articles on stress management. So how can you implement student blogging without tipping the scale?

Blogging Benefits

The countless benefits of student blogging are likely what led you to this article today! Some that we at the Honors Grad U family have witnessed through experience include:

Authentic audience: Parents, teachers, peers, and even fellow students across the globe can view, comment, and contribute to the learning!

Developing practical tech skills: Besides the obvious benefit of typing practice, blogging is a perfect tool for introducing and practicing skills from copying and pasting to simple HTML editing to maintaining various digital accounts.

Multimedia Literacy: Growing up, we all made dioramas from shoe boxes, wrote 5-paragraph essays, and crafted posters. However, 21st century students can and need to also become fluent in an ever-expanding pool of digital resources. Blogging gives them practice in creating and sharing pictures, Youtube videos, Educreations, Thinglinks, Infographics, Prezi's, and much more!

Engaging Assignments/Projects Through Student Choice & Variety: It can be difficult to keep the passion burning when you introduce a persuasive writing unit. However, when you also introduce the idea of also including persuasive imagery, as well as actually sharing their work with their intended audience, suddenly things get much more intriguing and personal for each student!

Simpler Teacher/Student Collaboration: You've experienced the dredge of writing comments on dozens to hundreds of assignments-and that's only after deciphering questionable handwriting! Once students have posted various artifacts to their blogs, you can easily type feedback-and depending on your platform, that can even be made private!

Easily Accessible Digital Learning Portfolio: Say goodbye to clunky binders with half-ripped-out pages from September by the time you get to March! If you just consider the use of a few tags, you can already imagine how much easier it would be to navigate the archives of a digital portfolio.

Simple Steps for Success

1. Pick a Platform: Spend time exploring your options, privacy needs, and budget. Most platforms are free on a basic level, but if you want more storage, you'll want to consider budgeting for your account. You can even try talking to your administration for some budgetary help, especially if they want to purchase a group package for your school! Kidblog, WordPress, and Edublogs are all common options that allow you to add users with you as the administrator and moderator!

2. Permission: Make sure you discuss your school's privacy policies with your administration before you get started, especially if you're the first teacher at your school to start student blogging! You may just need to make a permission slip from parents for each student, or you may find that media permission slips have already been submitted to the school!

3. Carve out class blogging time: This is probably the hardest step of all! However, if you are an elementary school teacher, just a weekly 30-45 minute time slot should be enough to get them started! For secondary levels, you may be able to do more at-home blogging assignments, but you'll still want to establish at least a little class time for modeling how to use the resources (see below).

4. Internet Safety & Respect: Before students enter their blogs for the first time, make sure they are all familiar with basic safety rules, including sharing their personal information ( this website is full of teaching ideas). Also, practice proper etiquette in commenting on paper ( see lesson ideas here), before launching into the real deal! Creating and signing a class blogging contract for future reference is always a plus, too!

5. Establish clear expectations: Decide what's most important to you for their blogs. If you expect capitalized titles, tags for every post, and a reflection, make sure it's clear from the beginning. Let students know you won't publish any posts missing basic expectations (but make sure they are reasonable for your students' level as well)!

6. Choose a few resources: While you'll definitely want to introduce them one at a time (see below), spend some time beforehand identifying and familiarizing yourself with the main resources you want to teach your students to use. We recommend choosing one resource for each subject you want your students to be able to exhibit.

1. Math: Educreations is fantastic resource that allows students to explain their thinking as they draw while also recording their voice!

2. Reading: You can use Audioboo to have students record their reading skills throughout the year! Particularly for younger students, it would be powerful for them to literally listen to their progress from September to May. For a free option (Audioboo maxes out after 3 minutes), you could also use Youtube, even covering up the camera so it just records their voices.

3. Writing: Obviously, the simple text of a blog post is a great way to share student writing throughout the year. However, you can easily liven things up by introducing a word cloud maker like Wordle. Not only would it add some beauty to their published piece, but it can also help students visualize their most common word usage in essays!

4. Art: Older students will likely already be familiar with Photobooth to simply take pictures of their art pieces, but you may need to spend time teaching younger students how to take and upload photos to their blogs.

5. Science/Social Studies: Thinglink allows students to collect several online articles, videos, and photos into one beautiful interactive presentation!

7. Introduce one at a time: Even if it takes several months, it is worth teaching and practicing just one resource at a time! Before moving to the next resource, thoroughly familiarize them by allowing them to explore several examples, create a few of their own on their blogs, and collaborate with one another's work through commenting. We've also found it effective to print and display a board of step-by-step guides for each resource for students to reference in the future.

8. MODEL, MODEL, MODEL!! Every chance you get, model how you would like them to use each resource. Using your own blog account, create multiple examples of each resource for them to reference. Remember to also model quality comments on their own blogs throughout the year!

9. Make sure it's accessible to parents: One of the most rewarding aspects of student blogging is to watch parents connect authentically with their child's work! Make sure links to student blogs are available on your classroom blog, and/or email reminders to parents after students have finished blogging projects!

Additional Ideas

Once you get into a groove with blogging, here are a few other ideas to consider to keep things exciting for your class:

Student Blogging Challenges: Websites like this one offer wonderful challenges for students to tackle in their blogs! You can always get creative and craft a few of your own! For high schoolers, this can even be in the form of working on scholarships, such as our very own Honors Grad U Scholarship, as students share their progress on their blogs!

Quadblogging: This is one of the best ways to connect globally with classrooms just like yours! Four classrooms form a quad, with each class taking turns being the highlight classroom, while the other three visit their blogs and leave comments! One member of our Honors Grad U family has experienced connecting with classes from the U.K. & China!

Consider social media: Another way to break down your four classroom walls is social media, including Twitter ( Click here for our post on Twitter for teachers)! Educational hashtags can allow your students to quickly find feedback from around the world. For example, #comments4kids is specifically intended to post links to student work for others to leave comments!

Badges: www.classbadges.com is a fun way to motivate students to work to visually earn various achievements! You could also use them in conjunction with your student blogging challenges!

Hopefully, these steps allow you to tackle student blogging in a manageable, practical way! Leave a comment if you have any questions or additional ideas as you get started!

photo credits: DeathToTheStockPhoto (featured image)

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If you're like most teachers, you have 47 other tabs open besides this one: your grade-book, email, lesson plan resources, and a couple articles on stress management. So how can you implement student blogging without tipping the scale? The countless benefits of student blogging are likely what led you to this article today!

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Questions To Ask At Student Led Conferences

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Questions To Ask At Student Led Conferences

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Student Led Conference Question Sheet.pdf

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student led conference by bobby bobcat. bobby as a learner.

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Student Led Conference By Bobby Bobcat. Bobby as a Learner. - ppt download

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My Learning Style My Learning Style is Tactile/Kinesthetic Learning Style You learn best when physically engaged in a "hands on" activity. In the classroom, you benefit from a lab setting where you can manipulate materials to learn new info.

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Student Led Conference - Sample Portfolio

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Uploaded by Travis Graham on 2016-10-19.

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Sample Script_CC

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The Kansas Career Navigator is an intuitive dashboard intended to aid in the selection of education and training programs, access workforce training providers, analyze performance information and labor market information. Additionally, by navigating this site, a user has real time access to high demand, high wage occupation opportunities by county or local area selection.

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Professional Learning Experience Toolkit and Appendix.pdf

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Career Development Process with Career Advising 3-I Process

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Career Development Process with Career Advising 3-I Process

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Putting it all together. Career Development Cycle, Kansans Can Competencies , Social Emotional Growth and 3-I Process.

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Letter to Parents, benefits, Celebration Checklist, Compliments and Goals Sheet and Thank you notes

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I am in the 8th grade. I have been at Two Rivers for eleven years. I like Two Rivers because I get to engage in hands-on activities and get to be challenged where I need to be challenged. I participate in Student Council and

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Helps students gather their information to discuss during conferences.

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Salina HS South Fall 2019 Career and College Ready Conferences Oct. 16/17, 2019

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Salina HS South Fall 2019 Career and College Ready Conferences Oct. 16/17, 2019

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Web word processing, presentations and spreadsheets

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Overcoming Obstacles is a free, award-winning, and research-based life skills curriculum that provides educators with the tools to teach elementary, middle, and high school students the skills necessary for success. With hundreds of easy to teach activity-based lessons covering more than 30 critical social and emotional skills, students learn how to communicate effectively. They learn how to make informed decisions. They learn how to set and achieve goals, resolve conflicts, solve problems, respect one another, and more.

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"My Overcoming Obstacles" is our unique online platform that gives you the ability to truly make Overcoming Obstacles your own. With our easy-to-use tools, you can customize every part of an Overcoming Obstacles lesson, down to each word.

Maybe you want to change a starter activity, so it ties into something unique about your school? Or perhaps you want to take one of our decision making lessons and align it with an historical event that your students are learning? Whatever you need, "My Overcoming Obstacles" is here for you to use however and whenever you want. It's simple, intuitive, and-like all of our other resources-100% free.

Click Here To Try It Out!

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Overcoming Obstacles - Overcoming Obstacles - Free K-12 Life Skills Curriculum

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Overcoming Obstacles is a free, award-winning, and research-based curriculum for Elementary, Middle & High School Students. Learn More & Download for Free.

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Spring 2019 6th Grade Student Led Template

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8-10thgrade_Spring Career _ Academic Conference Script

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11thgrade_Spring Career  Academic Conference Script

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Senior_  Student Led Conference  Script Fall 2017

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Sample Scripts

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High School

https://www.youtube.com/watch?v=TOP_7BzimMo

https://www.youtube.com/watch?v=ydTim51Jf7U

Career focus

https://www.youtube.com/watch?v=Fxd6s4ya-do&t=3s

Middle School

https://www.youtube.com/watch?v=L_WBSInDc2E

https://www.youtube.com/watch?v=N2q3e7PS0Ho

https://www.youtube.com/watch?v=b5wMdH-3vZM

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Tracking Students' Progress With Portfolios

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Tracking Students' Progress With Portfolios

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Are you considering implementing a portfolio system in your classroom? Creating a record of a student's accumulated work is one of the best ways to track his or her progress over the year. Three basic types of portfolios are:

The Collection Portfolio: This portfolio contains a wide variety of student work completed over a period of time. It could include a piece of writing taken through the entire writing process, writing samples showing different parts of the process, a daily journal, book reports, taped recordings of oral readings, photos of projects or activities, math problem-solving Think-Alouds, mathematics checklists, and more.

Student Showcase Portfolio: This portfolio includes carefully selected artifacts (chosen by teacher or student) that represent the student's best work or work that shows growth over time and is intended to be publicly displayed (at open houses, parent-teacher conferences, report-card time, or once a month). The Student Showcase could include student reflections on the selections and student self-assessments.

Assessment Portfolio: This portfolio contains teacher-selected items, including student work documenting tests and test scores, anecdotal notes of observations and conferences, and records of other assessment tools, such as interest inventories, student evaluations, and goal-setting forms. This type of portfolio is typically used by the teacher to inform students and parents rather than for public display.

You may choose to use one, two, or all three of these types of portfolios depending on your needs and the requirements of your school. Items from the Collection Portfolio can be included in the Student Showcase Portfolio and the Assessment Portfolio. Consider your record-keeping needs and the purpose of each portfolio carefully before you begin collecting documents.

Creating portfolios is easy. The portfolio container can be as simple as folded construction paper or a manila folder. You can also use pocket folders or three-ring notebooks. Portfolios may be created for any subject and integrated or kept separately. They should be easily accessible to students, teachers, and parents for quick filing and reference.

This article was excerpted from The New Teacher's Complete Sourcebook: K-4 by Bonnie P. Murray.

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Tracking Students' Progress With Portfolios | Scholastic

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Are you considering implementing a portfolio system in your classroom? Creating a record of a student's accumulated work is one of the best ways to track his or her progress over the year. Three basic types of portfolios are: The Collection Portfolio: This portfolio contains a wide variety of student work completed over a period of time.

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Are you considering implementing a portfolio system in your classroom? Creating a record of a student's accumulated work is one of the best ways to track his or her progress over the year. Three basic types of portfolios are:

The Collection Portfolio: This portfolio contains a wide variety of student work completed over a period of time. It could include a piece of writing taken through the entire writing process, writing samples showing different parts of the process, a daily journal, book reports, taped recordings of oral readings, photos of projects or activities, math problem-solving Think-Alouds, mathematics checklists, and more.

Student Showcase Portfolio: This portfolio includes carefully selected artifacts (chosen by teacher or student) that represent the student's best work or work that shows growth over time and is intended to be publicly displayed (at open houses, parent-teacher conferences, report-card time, or once a month). The Student Showcase could include student reflections on the selections and student self-assessments.

Assessment Portfolio: This portfolio contains teacher-selected items, including student work documenting tests and test scores, anecdotal notes of observations and conferences, and records of other assessment tools, such as interest inventories, student evaluations, and goal-setting forms. This type of portfolio is typically used by the teacher to inform students and parents rather than for public display.

You may choose to use one, two, or all three of these types of portfolios depending on your needs and the requirements of your school. Items from the Collection Portfolio can be included in the Student Showcase Portfolio and the Assessment Portfolio. Consider your record-keeping needs and the purpose of each portfolio carefully before you begin collecting documents.

Creating portfolios is easy. The portfolio container can be as simple as folded construction paper or a manila folder. You can also use pocket folders or three-ring notebooks. Portfolios may be created for any subject and integrated or kept separately. They should be easily accessible to students, teachers, and parents for quick filing and reference.

This article was excerpted from The New Teacher's Complete Sourcebook: K-4 by Bonnie P. Murray.

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Tracking Students' Progress With Portfolios | Scholastic

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Are you considering implementing a portfolio system in your classroom? Creating a record of a student's accumulated work is one of the best ways to track his or her progress over the year. Three basic types of portfolios are: The Collection Portfolio: This portfolio contains a wide variety of student work completed over a period of time.

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Confession: I look forward to parent conferences. I value the opportunity to connect with families face-to-face. But discussing report cards? Ugh. After 16 years of traditional parent conferences, I decided to make a good thing even better.

Student-led conferences intrigued me. The basic concept: students lead the conferences about their academic progress. They take ownership of their learning experience, sitting at the table with parents and teachers. Older students generally share their body of work through portfolios and work samples.

But how could it look for primary students? Nine years into implementing student-led conferences with primary students, I've found this is the key: have students demonstrate what they can do.

What Happens at a Student-Led Conference

Parents come into the classroom with their children. Together, families visit four learning stations set up around the classroom. I schedule two conferences every half-hour period. Families move from station to station as they complete each task.

Each station is designed to take about five minutes. Parents can read the instructions and interact with their children, but should observe and not participate in the activities. I circulate around the stations, answering questions and providing feedback on student progress.
The Benefits of Student-Led Conferences

Students actually show parents what they know and are learning in school.

Parents are exposed to materials and activities that students engaged in during the school day.

Teachers can observe interactions, comment, offer suggestions, and model strategies.

Students, parents, and the teacher are all active participants in the conference.

Where to Start
1) Decide on areas to highlight. (I usually choose reading, writing, math and science.)

2) Consider what students should know and be able to do in those areas at this time of year. What is most important? (Keep in mind that less is more; you cannot address everything in 20 minutes.)

3) Identify simple activities to demonstrate students' understanding of specific standards.

4) Figure out how to organize and set up the activities.
What It Can Look Like
My conference stations typically involve large display boards and tubs, but I have colleagues who use large plastic Ziploc bags or who just place materials on students' desks. Whatever you use, make sure it is simple to take out and put away. Instructions should be easy to follow.
Example One: Science Example Two: Reading Example Three: Math Example Four: Writing Helpful Tips for Organizing Student-Led Conferences

Keep it simple. One- to three-step directions work best. You want for your students to be able to show what they know-not to leave parents trying to figure what they are supposed to do.

Limit handouts. I once provided rubrics, standards, and lots of home activities at each station-but most parents didn't take them. A sheet for jotting down notes is all that parents really need. You can post additional handouts online or provide them per request.

Provide translations. Provide pathways for non-English-speaking parents to participate. I try to schedule Spanish-speaking parents at the same time, so that I can make sure there is someone to translate for them. If there is no translator available, I make sure directions are translated ahead of time.

Together is better. Find a buddy! I once asked two colleagues to join me in trying out student-led conferences and we split the amount of work, each taking on a subject and creating stations for the others. My kindergarten colleagues are now doing student-led conferences, so when students and parents come to me in first grade, they already know what to expect!

Practice with students. This is the best way to try out your stations. Introduce each task so that students know what to expect when they arrive.

Yes, this is more work than sitting down with each set of parents, but trust me, it's worth the effort. Students feel ownership of their learning and look forward to showing their parents what they know.

Parents get a much better sense of what is happening at school and how to continue that at home.

Anyone else out there doing student-led conferences with students in the primary grades? Please share your experiences.
Center for Teaching Quality is writing a series of blogs in partnership with Teaching Channel. CTQ is transforming the teaching profession through the bold ideas and expert practices of teacher leaders. Jane Fung is a National Board Certified Teacher in urban Los Angeles, where she currently teaches 1st grade. She serves on the board of the National Commission on Teaching and America's Future, and she is an active member of Accomplished California Teachers, Milken Educator Network, and the Center for Teaching Quality's Collaboratory. Jane has a master's degree in curriculum and instruction and 25 years of teaching experience.

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A Step-by-Step Plan for Student-Led Conferences at the Elementary Level

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Confession: I look forward to parent conferences. I value the opportunity to connect with families face-to-face. But discussing report cards? Ugh. After 16 years of traditional parent conferences, I decided to make a good thing even better. Student-led conferences intrigued me. The basic concept: students lead the conferences about their academic progress.

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Student-led conferences have become a big thing lately in the education world. How can they be effective for even our youngest learners? What can they look like in kindergarten? How can necessary information about a child's progress be relayed to parents effectively? How can I, the teacher, still have time to talk with parents individually about any concerns?

Do you have the same questions that I had? Read on for my experience with student-led conferences, why I love them, and how they work!

The above questions were definitely in my mind this fall as kindergarten at my school moved toward a student-led model. My partner teacher and I met often and discussed how we thought this could look in kindergarten, and how it could be student-led while still having teacher involvement and one-on-one time with families. We were adamant that we didn't want to have more than one family at a time in the classroom to maintain the personal touch. We also wanted to be sure we had a few moments with the parents alone to allow them to ask question or voice concerns.

Here is how we did conferences this year, along with feedback and my personal reflection:

Schedule: Each family was scheduled for a half hour time slot. We are given 5 half days of school with conferences scheduled in the afternoons/evenings of those days. Currently our conferences take place in November, and then again in the spring.

Supplies: Tri-fold poster board - as many as you need for which stations you want, I recommend at least literacy and math (you can sometimes get lucky and find these boards at the dollar store! Ours were from the office supply store however), standards or essential questions that you are focusing on, task cards focusing on an important concept and any supplies needed to go with them (you will read more about this below).

Preparation: I was able to set up my posters and supplies after school in about one afternoon or two once I knew the layout. The good news is I have them done now for use again in the future! If you attach the standards and questions with velcro they can easily be changed out for spring conferences! I set up the stations after the students left so that they were ready when the families arrived. I did show the kindergartners ahead of time what was at each station so that they would understand what they would be showing their families. We had a table for math, and a table for literacy and writing that they rotated through.

Literacy Station

Procedures: Parents and students are greeted by myself, and I explain to the parent that their child (and I for support) will be guiding them through a few stations that explain about our classroom. I explain that their child will also get a chance to show them some classroom items (journal, book box, etc) and complete some tasks with them. I encourage parents to ask questions of their child and use the posters as conversation starters. Remember, the goal is to have the kindergartner lead most of the conference, not you!

Teacher Involvement: I am with the family and student throughout the entire conference as a support. Some students are comfortable showing their parents what they are learning and sharing about their classroom. Other students are not so sure, and when you are 5, sometimes even being in your classroom when it isn't school time just feels weird! 🙂 So some students need more support and prompting from me.

I guide the families through the stations and get them started, then I hang back a bit until they have questions or are ready to move on. The last 10 minutes I do set aside for the family and I to talk more in depth while I allow the kindergartner to play in classroom centers if they wish (this is explained in depth at the end of this post).

Below is a picture of our literacy board. Parents can read the essential questions and also ask their child to tell them more about the Daily 5 by using the posters as a guide. The Kindergartners share their book boxes and journals at this time as well.

The Daily 5 posters are a free Teachers Pay Teachers download from Natasha McKenna

The Spanish headings are a free Teachers Pay Teachers download from Mrs. Castro.

Here is an up close picture of the literacy tasks that my partner teacher and I decided to focus on for this round of conferences. The parents and kindergartners complete the tasks together. We put out the letter cards for the letters and sounds we have learned up to this point.

Here is the writing task card on the poster. Student tell them what components they have to have in their stories (labels, pictures, letters and/or words) and then share their journals to show growth over time. I have them share their assessment journal, where I take just one sample of writing a month, so that their parents can quickly see samples over three months time.

The math station contains posters of the Math Daily 3 along with standards/essential questions and the task cards. I also place the math tubs that we use or any math games we have been playing on the table for the students to share as well.

Here are the math tasks for the parents and kindergartners to complete together. I place number cards (1-20 at this time) and cubes on the table for them to use.

Finally, at the very end, I aim to have about 10 minutes with the families for they and I to sit down and go over their child's data folder. I opt to allow the kindergartner to play in the classroom during this time so that their parents and I can talk more in depth, especially if there are any academic concerns, behavior issues, etc. Please note: If there are very serious issues where the child should not be present, I schedule a separate time for just the family and I to meet.

Our data folders that we share consist of mostly literacy data (our math, science, and more are tracked as well but are not shared fully at conferences due to time) and are in simple folders with prongs.
The child gets to color their own graph as you can probably tell. 🙂

We share their letter knowledge of both upper and lowercase letters over time.

We also share their letter sound knowledge. This particular student had a huge jump!

We also share with parents where we will be heading with sight words in kindergarten and where the goal is by the end of the year.

After we look at their data, the parent has an opportunity to ask questions or state any concerns they may have before the conference comes to a close.

Feedback I received: Student-led conferences were very well received by families. They enjoyed having time to be in the classroom with their children, and hearing about the classroom directly from their children. The enjoyed especially watching their children complete the tasks and being able to work with them. They felt that having their children with them made it a more complete experience.

My Reflection: I was at first nervous about these conferences to be honest. I was mostly nervous about the few students that I have concerns over -the students whose families I needed to have harder conversations with about their child's progress through school. How would I be able to discuss my concerns in a way that I would feel comfortable about with the child right there?

After going through student-led conferences in this manner, I feel so much better and do not want to go back to our previous model where just the parents and I sit down together.

The tasks that the parents were completing with their children actually served as excellent lead-ins and evidence for any conversations we needed to have. For example, my students who were not picking up letter sounds or identifying letters at all, rather than just me telling their parents, they were able to see it first hand by completing the task with them.

They were able to work with them and help them, and were more open to hearing suggestions and ideas from me at the end of the conference. That ten minutes at the end of the conference was crucial as well. Maybe that defeats the idea of an entirely student-led conference by allowing the child to play at the end while we talked, but I felt like it gave the families and I that needed few minutes to go over any questions and concerns, and talk about their child's goals.

Making it work for you: Remember that these stations and tasks were relevant for my kindergartners at this specific time in our year. To make this work in your classroom, your stations and tasks may look vastly different than mine. You likely have your own record keeping systems or data folders that you use, and this post isn't meant to change any of that. Rather, I hope that you now have additional ideas of how student-led conferences can work in kindergarten, and perhaps it will inspire you to give them a try!

I know that I perhaps provided more support than a 100% student-led conference, but for my students at this time, it was what they needed. I also believe it prepares them for future student-led conferences (our whole school is student-led) by introducing them to that format.

Do you already do student-led conferences? Are they similar to this, or vastly different? If you don't do student-led conferences, what are your thoughts on them? I would love to hear!

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Student-Led Conferences in Kindergarten - The Kindergarten Connection

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Student-led conferences have become a big thing lately in the education world. How can they be effective for even our youngest learners? What can they look like in kindergarten? How can necessary information about a child's progress be relayed to parents effectively? How can I, the teacher, still have time to talk with parents individually ...

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Lessons to Prepare Students for Student-Led Conferences

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Guided Questions For Students and Parents at SLC's

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Guided Questions For Students and Parents at SLC's

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So you've decided to implement student-led conferences. Congratulations! You are well on your way to empowering students to own their 21st century learning. If you're still new to the process (or want fresh ideas), be sure to begin with our student-led conference practical starter guide and resources.

Here, we focus on guiding questions for all parties concerned during conference. After all, student-led conferences are new territory for most of us, and providing all possible support will help everyone leave feeling their time was well-spent. Share these questions with parents and students a day or two beforehand, and leave a stack of printed copies by your door during conferences. Note: many of these questions are geared toward elementary grades, but they can be easily adapted for older students!

Guiding Questions for Parents

What made you decide to share this piece with me?

How did you feel as you read your guided reading book out loud?

How might I better support you as a reader at home?

What's the hardest part about the writing process for you? Why do you think so?

What's your favorite part about the writing process? Why?

How you do feel when you're asked to explain your math thinking?

How do you feel during math practice time on your own?

What do you think about where you sit?

What makes you most excited about coming to school?

How do you feel about your overall learning so far in [subject/topic]?

How might I better help this team that's dedicated to your learning? (can ask student and/or teacher)

Guiding Questions for Students

What growth have you seen in my reading so far this year?

What do you enjoy most about my writing?

What growth have you seen in my math thinking so far this year?

I'm having a hard time with (anything you wish your parents or teacher knew). Can we talk about ways to help?

What materials can I use to better organize my learning space?

How might I better help this team that's dedicated to my learning? (can ask parent and/or teacher)

Guiding Questions for Teachers

How often do you feel in charge of your own learning? How can I help you better take charge of your learning in [subject]?

How comfortable do you feel with the reading materials I provide in class? (too challenging, too easy, or just right)?

How might I better model the writing process for you?

What's your favorite way we learn new math concepts and why?

How comfortable are you with sharing your ideas with classmates? Why do you think that is? How can we help?

How might I better help this team that's dedicated to your learning? (can ask student and/or parent)

For a printable single page copy of these questions, click here (page 1 has all the questions; page 2 has just the parent and student questions).
Photo Credit

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23 Guiding Questions to Make Student-Led Conferences More Informative

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So you've decided to implement student-led conferences. Congratulations! You are well on your way to empowering students to own their 21st century learning. If you're still new to the process (or want fresh ideas), be sure to begin with our student-led conference practical starter guide and resources.

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Pre-Conference Note Home From Student Sample

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Pre-Conference Note Home From Student Sample

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FREEBIE Student Led Conference Forms | Student led conferences, Teacher conferences, Student goals

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Prodigy

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Sample Parent Questions To Ask Their Child

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Sample Parent Questions To Ask Their Child

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Editable Student-Led Conference FormsStudent-Led Conferences are a best practice for teachers everywhere to implement. Student-Led Conferences are a way to take pressure off of the teacher and help control teacher burnout by putting the preparation and lead role in the students hands. Many teachers ...