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Thursday, August 8 • 1:55pm - 2:20pm
Conferring in the Classroom

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Conferring is a practice through which a teacher can learn about the student’s thinking on a topic, connect how prior knowledge could be applied in new ways, or challenge the student to engage in a meta-analysis of their own learning performance. (National Research Council, 2000, p 61-63; Calkins et al., 2005). Conferring serves a dual purpose of instructing and assessing students. The lines between assessment and instruction can appear blurred, as the two are closely linked in practice. Conferring is the practice of teachers talking to students about their learning. Halverson et al. (2015) explain that conferring sessions, “serve as opportunities for students to have more independent assistance with their work and get help from teachers at the students’ level. These individual conferences also guide the students and teachers in deciding the pace and path of students’ learning by working on their individual learning plan” (p. 14). The following sections describe conferring through the framework of D. R. Sadler’s (1989) three components that make formative assessment effective for learning: a clear view of goals, information about the state of the learner, and action to close the learning gap (Sadler, 1989; National Research Council, 2001, p. 229).  

Speakers
avatar for Sarah Hackett

Sarah Hackett

UW Madison


Thursday August 8, 2019 1:55pm - 2:20pm
Industry 3rd Floor

Attendees (11)