Writing ConferencesA presentation

by Fox Valley Writing Project Teacher Leaders

● Robyn Bindrich, Slinger Middle School, Slinger, WI● Michelle Draves, Clay Lamberton Elementary, Berlin, WI● Pat Scanlan, UW Oshkosh

What is FVWP?

Professional Development

Writing into the DayThe PastureBY ROBERT FROST

I

I’m going out to clean the pasture spring:I’ll only stop to rake the leaves away(And wait to watch the water clear, I may)I shan’t be gone long - You come too.

I’m going out to fetch the calfThat’s standing by the mother. It’s so young.It totters when she licks it with her tongue.I shan’t be gone long - You come too.

Invite a reader: Create a sense of place

When we read, we enter into a journey. When we write, we invite our readers to come along. Consider Frost’s invitation to join him in visiting places that are dear to him. Write about a place, inviting your readers with “had to be there” sensory details.

http://www.katemessner.com/teachers-write-7714-mini-lesson-monday-you-come-too/

Today’s PresentationWhy is conferencing an important part of writing instruction? What do the experts say?

What does an effective conference look like and sound like? What are some practical tips?

Hattie Research Results

Top 5 Factors That Positively Impact Student Learning

Student development of achievement goals 1.44Teacher credibility .90High quality feedback .75Reciprocal teaching .74Student teacher relationships .72

Hattie, J. (2008). Visible Learning, Routledge Publishers.

Why Else?

What are other reasons that conferring is important?

What Calkins says . . . “It is for good reason that the writing process approach to teaching writing is also called “the conference approach.” Conferring is at the heart of the writing workshop.” (The Art of Teaching Writing, p. 223)

“Conferring can give us the force that makes our minilessons and curriculum development and assessment and everything else more powerful. It gives us an endless resource of teaching wisdom, an endless source of accountability, a system of checks and balances. And, it gives us laughter and human connection - the understanding of our children that gives spirit to our teaching.” (One to One, p. 6)

What Routman says . . .“A writing conference is a meeting to discuss student work. Conferences can have a number of different purposes - to celebrate, validate, encourage, nudge, teach, assess, set goals - and they can take different forms. … If you think of a conference as any time you respond, provide support, ask questions to gain understanding, and/or give feedback, you will begin to feel less pressure about having a correct set of procedures or structures in place.” (Writing Essentials, p. 206)

What Don Murray says . . .

“[Conferences] are not mini-lectures but the working talk of fellow writers sharing their experience with the writing process. At times, of course, they will be teacher and student, master and apprentice, if you want, but most of the time they will be remarkably close to peers, because each writer, no matter how experienced, begins again with each draft” (A Writer Teaches Writing, p. 148).

Principles of Conferring from Anderson (p. 7)

● Conferences have a point to them. They are focused on helping students become better writers.

● Conferences have a predictable nature.● In conferences, we pursue lines of thinking with

students.● Teachers and students have conversational roles in

conferences.● In conferences, we show students we care about

them.

Conferences have a point to them. They are focused on helping students become better writers.

“If we can keep only one thing in mind-and I fail at this half the time- it is that we are teaching the writer and not the writing. Our decisions must be guided by ‘what might help this writer’ rather than ‘what might help this writing’.” If the piece of writing gets better but the writer has learned nothing that will help him or her another day on another piece, then the conference was a waste of everyone’s time. It may even have done more harm than good, for such conferences teach students not to trust their own reactions.” (The Art of Teaching Writing, p. 228)

Turn & Talk

Explain the difference between teaching the writer and teaching the writing.

Sample Conference: A Writing Conference: Teaching a Student to Write for Audience (3-5)

Reflect: How did Jen focus on teaching the writer rather than the writing? How would the conference have been different had she focused on the writing?

Conferences have a predictable nature.

Student leads:What work is the child doing as a writer? (listening to the child, the teacher researches/decides)

Teacher leads:How can I help the child become a better writer? (the teaches/links)

The Teacher’s Role in a ConferenceIn the first part of the conversation:● invite the student to set the

agenda for the conference● find a “line of thinking” about the

student’s writing work by asking research questions and reading the student’s work

● decide what to teach the student

In the second part of the conversation:● give the student critical

feedback● teach the student● nudge the student to “have-a-

go”● link the conference to the

student’s independent work

Anderson, C. (2000). How’s it going? Portsmouth, NH: Heinemann. (p. 26)

Other Conferencing StructuresEspecially good for peer conferences-

● PQP - Praise, Question, Prompt● Two Stars and a Wish● Wow and Wonder● Warm and Cool Feedback

Try it OutWith a partner, take turns assuming the role of student (writer) and teacher.1. The writer reads the piece - or part of the piece.2. Teacher invites the student to set the agenda for the conference and/or teacher discovers what the writer wants to improve on.3. Teacher provides direction/suggestions that can be applied to this writing and other pieces the writer may do in the future.4. Switch roles.

Teachers and students have conversational roles in conferences.

In conferences, we pursue lines of thinking with students.

What was the line of thinking you pursued? Was it content? Processes/goals? What was taught? What writing strategies or techniques did the writer “take away?”

ReflectHow would you rate your conversations? Did both persons have an opportunity to talk? To contribute to the conversation?

Stand Up - Hand Up - Pair Up

Keeping Track of ConferencesFIND the one that works the best for you!!!● Anecdotal● Checklist● Spreadsheet● Labels● Divided binder● Digital

Record keeping examplesStudent Writing Work Teaching point

Applying the Principles for ConferencingBy yourself or with a partner, read the conference transcript from Carl Anderson’s How’s It Going? Find the following principles in this conversation.

● Conferences have a point to them. They are focused on helping students become better writers.

● Conferences have a predictable nature.● In conferences, we pursue lines of thinking with students.● Teachers and students have conversational roles in conferences.● In conferences, we show students we care about them.

Tips for Success● Keep your conferences moving. Five minutes or less will

allow you to get to more writers each day.● Focus on one “teaching point.” It’s easy to get carried

away!● Let the child’s questions and/or the writing guide the

conversation.● Keep record keeping simple.● Reflect . . . reflect . . . reflect. Reflective teachers yield

reflective students.

Square - Circle - Triangle: A Final Reflection

One idea that squares with your own beliefs or experience . . .

One idea that is still circling in your thoughts . . .

One point you will remember or implement . . .