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flexibility with how conferring looks - sometimes in a small group, sometimes one on one - based on kids needs lesson, structure etc

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I know how to and am an effective conferrer.

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set colour groups (up to 5)

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"Rotation stations" - creates engaging small group activities. Easier format to confer.

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small group work in math and reading

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mostly group work. this gives a good opportunity to get to know student needs.

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WORK'S WELL

Small group checkins

if there is misunderstanding or a need to review a process - using student examples to help.

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small group guided reading

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writing goal groups

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smaller pull out groups allow much more time for conferring

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A day once a week devoted to writing small groups - kids sign up

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making sure to hit the varied needs - thanks to great assessment tools

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my system is simple but it works for me

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Prepping ahead of a conference

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checklists or nebrics are created w/ clear learning goals.

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students develop their vonfidence and set achievable goals

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working well:

I am seeing that it is effective - they're getting it more after I confer with them

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The process benefits the students a lot

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conferring help students' with their writing a lot. sometimes they stuck with their writing, at this times it's.

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well:

getting to know my students' interests

learners

pointing out their strengths

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Well:

getting to know students ideas (what they know) (why make this choice)

give individual personalised suggestions

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I feel like I really know my students and where they are at.

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Working well:

affirming needs of each learner (they feel "seen" /helped)

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in writing, confering helps the teacher to listen to the students' thinking and why they made the choices in their writing.

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well

kids love and appreciate it

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direct knowledge of what students are working on/where they are at

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You can't hide from me!

Hearing individual voices

Keep track of who I've checked I with.

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Helps me know them better as readers.

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get to know my Ss well

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conferring in math really helps me understand students' thinking

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listing students ahead of time who I will conference with

making sure other students know how to behave when I'm conferring

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the structure of my writing lessons have made conferring much more attainable

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working well:

having same block of independent ready each day to meet w/ kids

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when it's part of a route

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taking notes about what I notice/work on w/ them

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I love the note catcher I use to record conferring notes - it works for me!

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documenting their next steps for instructional and reporting purposes

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book creator notes

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types of prompts/questions asked provide quality insight

instant feedback

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well

students are receptive to skills taught in conferences

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WELL

students open to feedback

using student work as mentor text

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Reminders to kids about their individual learning goals.

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Library

Student initiated/driven

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giving students specific feed back to support learning

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sending kids off w/ knowing what their next step is

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opportunities to provide targetted next steps and instruction

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conferring: working well

feedback in writing: G3 travel plan

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WORK WELL

support the weakness. personalized. differenciation.

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targeting different groups of students during different lessons

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shifting according to unit needs

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writing conferences during revisions stage of process

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Library

Time

So many students

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Having so many students and such little time (specials)

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So many students and max of 2 classes a cycle

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often seems more efficient to work in small group

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feeling that some sutdents need more conferencing equal ⍯ fair

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Library

I don't always get to confer w/the students who need it most

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managing consistent high needs students and ones that are lower need/independent

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some students have more needs than others, so require more time

the others get less time

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confer more with the students who need more support

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not equally shared among students. certain students are getting more time, some students don't get any.

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some kids needing a lot more support can make it challenging to balance out conferring with all students

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something that feels tricky... i confer heavily w/ some and others way less often - doesn't always seem fair

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spending more time with students who have higher needs and not balanced with those in between/extending

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TIME

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I'm still trying to make a consistent schedule for conferring one on one weekly.

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Time, S.T ratio

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Time constraints during specialist classes

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There is not enough time to do the one-on-one conferring frequently

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depending on the activity sometimes in a 45 min block it's hard to get to all the kids you want to check in with. Triage - helps.

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Time + class size

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time (there's a lot going on, things that need to get done)

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difficult to get the time to confer with all kids

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Time! we have very limit time to be with students

I can't meet every student in a lesson

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Finding time out of the day to confer and prep for each student

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Time is a big barrier when trying to meet 1 on 1.

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Time - especially to confer with students who are advanced / need a challenge

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Time

tracking/organizing conference data

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scheduling

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time

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not enough time for conferring

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conferring tools that are efficient, simple and manageable...

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model/tool not accessible to child

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various resources to meet the needs of different learners (audio, video, reading)

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making conferring more than a check-in

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I've gotten away from the compliment part!

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Getting to each student and effectively choosing "next steps" quickly

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I've fallen out of routine - just so much to get through!

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Collaboration with EA

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A barrier is finding trime or a better system for involving EAs

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How to choose which students to confer with

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lack of time

other tings and needs pop up during time I could be using for conferring

documenting the conferences

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documentation usage of data

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history of anecdotal notes is a mess and hard to maintain

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The curriculum

- Scope

- Size

- calendar

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too much curric. not enough time e.g. phonics, guided reading, shared, etc

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finding the right balance that works for my learners

i get more "bang for the buck" with small groups

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missed opportunities for small groups + doing 1-3 of the same teaching points in a 1-1 conference

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interruptions

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Logistics