Structured Conferring to PRomote Independence
Written by Ruby Lee Simon | ruby.leesimon@uamaker.nyc
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Problem of Practice
In my classroom, there is such a wide range of writing competencies that it is difficult to design lessons that are appropriate and engaging for all learners. Some students are struggling with foundational skills, while others have mastered the course standards and are ready for more challenging material. There are also vastly different learning styles and needs within the same class, and as a result, whole-group instruction is not always meeting every student where they are
Hypothesis
If we implement a more structured conferring protocol, then students will be less reliant on teachers and more self-directed, as measured by classroom observations during an in-class essay and student writing samples.
Target group
Students who are consistently present but and struggling with 1 or more foundational writing skills and display low stamina during longer stretches (>30 min) of in-class writing:
Abinadab
Ronin
Avery
Saniya
Student Work
Student Work
Day 1 writing data (claim/evidence/reasoning):
Example/non-example small group conference:
Revised claim by Abinadab:
Reflection
Measuring success:
We used classroom observations (with a focus on writing stamina and independence), student work samples
Teacher reflection:
Next year I would love to implement a more structured conferring routine early on. Ideally this would involve setting time aside to consistently review student work and plan small group or 1:1 interventions based on trends and persistent struggles. I would also love to develop a recordkeeping system that allowed me to track student goals and progress over time.
Student reflection:
Students were able to make much more targeted revisions after their conferences. I also observed increased stamina and engagement for the entire period, even for students who tend to shut down during prolonged writing tasks.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Look at student writing to identify a skill that 3-5 students are all struggling with
Plan a short activity to address student misunderstandings/skill gaps
While students are writing independently, pull the pre-identified small group:
Explain what you noticed in their work
Guide them through a quick re-teach/explanation
Solicit student responses: what do you notice? How does this apply to your writing?
Send students off to try the strategy in their own writing
Assessment: noticings re: student engagement during independent work time,
Reach out to Ruby if you have any questions, or want support adapting this practice to your classroom!
Email: ruby.leesimon@uamaker.nyc
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