Emotions: 4
Question: What happens to 4th graders' ability to articulate their mathematical thinking both orally and in writing when a one-on-one conference model is used in the classroom?
Since the last time we have met I have focused on math. The students have done some amazing thinking. I feel confident with my question but am finding it challenging to implement the one-on-one conference in my classroom on a regular basis (everyday). I want to do as many conferences as possible so that I have as much data as I possibly can. I need to develop opportunities to have one-on-one conferences. I have been thinking on how to accomplish this and I think the best way is it to be more of an informal conference. I feel as though my data collection is too in depth and I have a challenge and feel overwhelmed when trying to fill it out and meet the needs of the student while having a successful conference.
That's my biggest challenge so far. Any ideas how I can make this data collection process easier? Also, do you think group conferencing would work? I have done a few group conferences where I have had students of all different abilities meet with me and discuss their mathematical thinking. I am surprised that all the students participate and I am providing those experiences for the students that face challenges with expressing their mathematical thinking to hear their peers discuss their thinking and then talk about it. Could I collect data on this too? (Or am I thinking too big again?)
Thanks guys. I appreciate all your ideas.
I LOVE the idea of doing group conferences. Since you are worried about having too much data from your individual conferences this would give you the perfect opportunity to go more indepth and gather data from more kids at once.
ReplyDeleteInformal conferences with kids on a daily basis I agree will be more doable. I think you should look at your data collection sheet and decide what is it you want to check on everyday and what is better severed in the small group context and split it. That way, you are still collecting the same data, but it is easier to manage.
Wrong number for the emotion. I would be more a 2!
ReplyDeleteKenna,
ReplyDeleteI'm with Kara on all points. Gathering group data would be great. Simplifying your individual conferences would be great, too. Make it a half-sheet size. I don't remember what's one their already. Do you have a rubric for their thinking? Where you could quickly rate them as a 1-5? That might help, and you could use your existing data to make one, if you don't have the rubric yet.
I also know that this is more work for you, but the idea of doing some conferences outside of math time is not bad. It might help them remember that math isn't compartmentalized in life, but should spread to all things.
I agree with group conference. I think that it would really help all students to better understand that we can learn from each other regardless of which level we may perceive each other to be at.
ReplyDeleteI truly believe that rubrics should be simple, such as 1 - not there yet, 2-satisfactory and meets all requirements, 3-go above just meeting the requirements by showing extra detail and students own thinking. I think of it like DOK
Kenna,
ReplyDeleteI love the mixed ability group conference idea! I think you could do a few of these in addition to your one-on-ones or just set the detailed one-on-ones aside and now start collecting data based on the group work. Then you can compare the two sets of data...just for fun...not like you don't already have plenty!!!