Conferring in Algebra 1
Written by Jessica Auriemmo | jessica.auriemmo@uamaker.nyc
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Problem of Practice
Students who were absent or needed additional explanation in class did not have the time to review because we are constantly moving through the next standard. We needed to take a step back even though we were entering the hardest unit of the year.
Hypothesis
If students are given repeated exposure to mathematical ideas in conferences or small groups then they will be more prepared to pass the Algebra 1 regents as measured by the change in their mock regents scores.
Target group
There were two different target groups that I used to organize small groups and conferences after the first and second mock A1 Regents. The first group that I wanted to focus on were students who attempted certain constructed response problems, but did not end up getting any points [students I conferred with]. The second group that I wanted to focus on were students that did not attempt any constructed response problems at all [small groups with student support team].
Planning & resources
PD slides about conferring
Share with Inquiry group in PD
Convo with Michelle after 2nd mock- suggested conferences with students who had attempted, that way a specific
Student Work
Student Work
Examples of conferring day slides:
Lesson examples from small group / conferring days:
Reflection
Measuring success:
I measured success by looking at the change in student’s constructed response scores from the first mock to the second mock. I can also look at the change to the June regents scores, but do not have the granular data of how students performed on individual questions.
Writing a systems of equations conferences/ small groups
January → 12 students scored 2 points on the systems of equations question
April → 41 students scored 2 points on the systems of equations question
Total point on CR
January→ sum of CR points = 253
April → sum of CR points = 409
June → sum of CR points = 824
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Picking a specific topic/skill focus on first
→ a heavy-hitting skill
→ that you have already given feedback on
→ that students can improve in a variety of ways
Reflect
→ all students reflect on what they want to improve (even though not everyone will be in a small group or conferred with)
→ common improvements can be provided to students (but give them the space to come up with it also)
Support the independent group
→ display what students are responsible for in a clear way
→ highlight student support team
→ provide resources for students working on their own (a video for students who need to be retaught, models for students with a little extra practice)
Reach out to Jessica if you have any questions, or want support adapting this practice to your classroom!
Email: jessica.auriemmo@uamaker.nyc
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