Chapter+12


 * Date: || 7/4/12 || Title of Selection: || Conduct and debrief a feedback conference ||

Select conference options suited to your students’ and their parents’ needs. Prepare for, conduct, and debrief each conference option. Organize conferences that don’t require your participation. ||
 * Learning target(s) this selection addresses:


 * What this selection illustrates about my learning/why I chose this selection: In a feedback conference, students receive another person’s opinion. This should reflect strengths and weaknesses of the student’s work or model the kind of thinking we want our students to have when they self- assess. Here, the teacher doesn’t have to be the one giving the feedback. It can be the students who are discussing the quality of the work and this feedback could be formative in nature. They are allowed to confer with a partner or with a small group. I like that the way that the conferences are set up, they could happen at school or at home. Also, student could have the option of receiving feedback from the teacher or from a peer.**

After reading the section, “The Goal-setting Conference,” work independently, with a partner, or with your team to complete this activity. **Conference Evaluation Form**
 * 1.** Select a learning target that students are in the midst of mastering. **Use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio.**
 * 2.** Identify two or three students to engage in a goal-setting conference. These students should be partway in the process of mastering the learning target.
 * 3.** Select or have the students select one or more pieces of work that clearly indicate present status in relation to desired status. **The pieces of work might include: a recipe that has been doubled or tripled, the activity “Summarizing Similarity” from C-Scope.**
 * 4.** Use, modify, or create a goal frame such as the ones illustrated in For Example 12.1. Make a copy for each student. **Goal frame:**
 * NAME: DATE: **
 * Learning Target || Explain how to find a unit rate using a recipe ||
 * Current level of achievement: || Do not yet understand how one serving is calculated using a recipe for 12 ||
 * Evidence: || 5 question brain pop quiz on finding unit rates ||
 * What I need to learn: || How to divide or set up a proportion to find unit when given multiple servings ||
 * Plan of action: || Continue practicing after viewing on-line tutorials, play math games involving unit rates ||
 * Help needed: || Possibly peers, teacher, on-line tutor ||
 * Time frame: || On or before next Friday (unit CBA) ||
 * Evidence of achieving my goal: || Mastery on the CBA over this target ||
 * 5.** Conduct the conference with each student individually following the four steps discussed in the subsection, “Keys to Success.” Let the students be the writers on the form, unless they do not yet write, in which case you will need to write their goals for them. **Here, students will:**
 * 1. Clarify the learning target (finding a unit rate given a situation)**
 * 2. Clarify current status (doesn’t yet understand)**
 * 3. State the learning target as a goal (by Friday of next week, I will understand how to calculate a unit rate given a situation)**
 * 4. Make a plan (I will do this by watching videos, playing math games on-line, getting further tutoring, etc. )**
 * 6.** Using the Conference Evaluation Form shown in Figure 12.5 as a guide, debrief the goal-setting conference a day or two later with each student.
 * NAME:** **DATE:**
 * What I learned from this conference: ||  ||
 * What I liked about it: ||  ||
 * What I would change about the conference: ||  ||
 * Other comments: ||  ||
 * 7.** If you are working with a partner or a team, share your experience with the goal-setting conference, using the Conference Evaluation Form in Figure 12.5 as a guide.