S is for Student Led Conferences
How is a student led conference different from a regular parent-teacher interview?
The differences are perhaps obvious. Instead of the parents coming to an interview to talk to the teacher about a report card, the student leads their parents through the work they have been doing. There are many different formats a student led conference can take, but the focus moves from the teacher under pressure to explain the marks to the student under pressure to take ownership of their learning. Student led conferences have become mandatory in my school division.
The differences are perhaps obvious. Instead of the parents coming to an interview to talk to the teacher about a report card, the student leads their parents through the work they have been doing. There are many different formats a student led conference can take, but the focus moves from the teacher under pressure to explain the marks to the student under pressure to take ownership of their learning. Student led conferences have become mandatory in my school division.
How does it work in my school?
The teachers at my school were already doing student led conferences three years ago when I arrived, but we have tweaked the process to the point that I think we are all pretty proud of the way our students can talk about their learning.
About four weeks before the conferences are set, I meet with the other two middle years teachers and we create a template of what we are looking for from the students. We break it down by subject area and give the students ideas for what we are looking for. For example, for English we might ask the students to show their reading journal and read a passage they did very well on and one that they needed improvement. They will also have to explain how they could improve that piece. They might also show a piece of writing they worked on, and explain the marking rubric and why they got the mark they got. It could be a piece they are proud of or one they needed to work on. In math, we might have students demonstrate solving a math problem for a concept they have been working on. For social studies, the students might show their blog and read one post they think they did well on.
Once we have made a list for all subjects, we write the requirements down as a document and I share it with the students on Edmodo. The students get class time to create a PowerPoint, Google Slides document, a Prezi, or a web page that will go along with the work they have gathered to share. They create a portfolio of all of their learning in a folder. They are responsible for bringing all of the material and the presentation to their scheduled time slot.
Our SLC's take place during two evenings. Each child is assigned between 20 minutes and a half hour to present to their parents. As teachers, we sit at the back of the room and watch the presentation. We have a marking rubric and we give the students a mark out of 5 for their presentation. The students can put this 5% towards their mark in any class at the end of the year. The students want this 5% because it can mean the difference between writing a final or getting a recommend from the teacher so that they do not have to write the examination. I have a grade 5/6 class this year who also create SLC's but they do not write exams, so I have told them they are doing the presentation for practice.
Students actually really enjoy the presentation because they get to select everything they show and they get to take ownership of their learning. Attendance at presentations would be between 95 and 100% each year.
The teachers at my school were already doing student led conferences three years ago when I arrived, but we have tweaked the process to the point that I think we are all pretty proud of the way our students can talk about their learning.
About four weeks before the conferences are set, I meet with the other two middle years teachers and we create a template of what we are looking for from the students. We break it down by subject area and give the students ideas for what we are looking for. For example, for English we might ask the students to show their reading journal and read a passage they did very well on and one that they needed improvement. They will also have to explain how they could improve that piece. They might also show a piece of writing they worked on, and explain the marking rubric and why they got the mark they got. It could be a piece they are proud of or one they needed to work on. In math, we might have students demonstrate solving a math problem for a concept they have been working on. For social studies, the students might show their blog and read one post they think they did well on.
Once we have made a list for all subjects, we write the requirements down as a document and I share it with the students on Edmodo. The students get class time to create a PowerPoint, Google Slides document, a Prezi, or a web page that will go along with the work they have gathered to share. They create a portfolio of all of their learning in a folder. They are responsible for bringing all of the material and the presentation to their scheduled time slot.
Our SLC's take place during two evenings. Each child is assigned between 20 minutes and a half hour to present to their parents. As teachers, we sit at the back of the room and watch the presentation. We have a marking rubric and we give the students a mark out of 5 for their presentation. The students can put this 5% towards their mark in any class at the end of the year. The students want this 5% because it can mean the difference between writing a final or getting a recommend from the teacher so that they do not have to write the examination. I have a grade 5/6 class this year who also create SLC's but they do not write exams, so I have told them they are doing the presentation for practice.
Students actually really enjoy the presentation because they get to select everything they show and they get to take ownership of their learning. Attendance at presentations would be between 95 and 100% each year.
What if parents want to talk to the teacher?
There is generally some time at the end of the presentation for parents to ask questions of the teacher. Most questions have been answered by the students at this point though. The dialogue between parents and students during the presentation can be excellent. It is easy to tell which parents are active in their child's learning and which ones are passive. The teacher can really learn a lot from listening to the dialogue.
If parents still had concerns or wished to talk to the teacher individually, we might set up a time to do that on a different day and time. My principal would want to be present for that type of meeting anyways, so I would tell parents that I would love to talk to them individually, but the SLC's are on a timeline and the next student is in the hallway waiting. We would set up a time for the following week. I can only think of one occasion in the past three years that a parent wanted a follow-up meeting, and it was to discuss a struggling student. The meeting was very positive; the parent just wanted a time and place to express concerns without the child present.
There is generally some time at the end of the presentation for parents to ask questions of the teacher. Most questions have been answered by the students at this point though. The dialogue between parents and students during the presentation can be excellent. It is easy to tell which parents are active in their child's learning and which ones are passive. The teacher can really learn a lot from listening to the dialogue.
If parents still had concerns or wished to talk to the teacher individually, we might set up a time to do that on a different day and time. My principal would want to be present for that type of meeting anyways, so I would tell parents that I would love to talk to them individually, but the SLC's are on a timeline and the next student is in the hallway waiting. We would set up a time for the following week. I can only think of one occasion in the past three years that a parent wanted a follow-up meeting, and it was to discuss a struggling student. The meeting was very positive; the parent just wanted a time and place to express concerns without the child present.
Can I see some examples of a student's presentation?
Below are two examples of templates that students have been given to prepare their presentations. I have also attached a few examples of presentations my students have done. I have eliminated any names. The presentations range from grades 5 to 9. Note that the presentations are meant as a guide for the student who is actually presenting materials that they have gathered.
Below are two examples of templates that students have been given to prepare their presentations. I have also attached a few examples of presentations my students have done. I have eliminated any names. The presentations range from grades 5 to 9. Note that the presentations are meant as a guide for the student who is actually presenting materials that they have gathered.
grade_5_and_6__slc_template.docx | |
File Size: | 16 kb |
File Type: | docx |
slc_presentations_2014_2015_grade_7,8,9_template.docx | |
File Size: | 16 kb |
File Type: | docx |