Chapter 7 of Guided Math introduces
math conferences into the Guided Math framework. Math conferences are similar to writing
conferences that are used in the reading classroom. They allow the teacher to interact with
students individually. According to
Simmons, math conferences are essential to developing a strong sense of student
understanding which leads to more focused and powerful instruction. I am not sure that this is much of a surprise
to anyone. As educators, we all know
that any time spent working with students individually is time well spent!
Just as with the other
elements of the Guided Math classroom, it is essential that students understand
what is expected of them during math conferences and independent student work
time. The author discusses how this
understanding is worth the time and effort it takes to teach expectations. The author offers some valuable tips for
ensuring that classroom expectations are met during Math Workshop and
individual conferences:
-survey the classroom to
ensure students are on task before beginning
-begin with students who
are having a hard time
-crisscross the room
instead of going from one student to their neighbor
-have materials readily
available
-address problems
immediately to help students know that they need improvements
Now that we know how to
prepare for student conferences, we turn to the important task of determining
what to do during those conferences. The
goal of a math conference is to turn from a teacher centered form of
instruction to a student-led sharing of knowledge. In order to accomplish this, the book
provides an architecture for math conferences that has been adapted from those
used for reading and writing workshops.
1) Research Student Understandings. The
beginning of the conference should start with the teacher asking a broad
question that leads the student to explain their work. The most important aspect is for the teacher
to listen intently to understand the thought process of the student. The goal of the conference should be moving
the student from what they can almost do independently to what they can do
independently.
2) Decide What is Needed. The author points out
that during this phase the teacher has three main responsibilities: identifying and complimenting what students
are doing well, determine what to teach to help the student move forward, and
focusing on the best way to use their time to ensure the student can retain and
apply what they learn.
3) Teach to Student Needs. During this phase,
the teacher decides the teaching method to best address the needs of the
student. Guided practice, demonstration,
and explaining and showing an example are the most common techniques
formed.
4) Link to the Future. Every conference with
students should end by restating what students have learned and making
connections between what they have learned and how it can be used in the
future. The author recommends for the
teacher to have the student restate what they have learned.
In my own classroom, I
spend quite a bit of time working with students individually. However, I have never really developed a
specific framework for doing so. This
chapter gave me an idea of how to structure these individual conferences to
best meet the needs of my students. Most
of my individual time with students has also been focused on working with
students who are struggling. This school
year, one of my goals is to spend more time working individually with
students who are ahead of the game and pushing them even further in their learning.
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