July 18, 2013 by
BUZZWORD: Triangulation (Conversations – Observations – Student Products)
This is a great way to summarize our job as educators. We will have meaningful conversations with our students, listen to the vocabulary they use during peer to peer conversations, and prompt them to think deeper and more critically about their learning. We will observe how they approach new, routine, independent, partner, group, and class tasks. We will watch as they think out processes, make mistakes, and get messy. We will assess, evaluate, and provide descriptive feedback on all the products that they pour their heart and soul into.
Most importantly, we will track and record it all.
What methods do you use to track students? Old fashion pen to paper? Technology application? Comment below, on Facebook, or Twitter.
photo via CreativeCommons
Conferencing and reporting are changing
Knowing What Counts Conferencing and Reporting Second Edition
“The process of conferencing and reporting is changing from a teacher-directed, end-of-term event to a collaborative ongoing process designed to support learning. Many educators and parents/guardians not recognize conferencing and reporting are taking place when
- students show and talk about work samples with someone at home
- parents look at their daughters website and respond to her by pointing out their favourite parts and asking questions
- an uncle comes to view a nephew’s portfolio during a portfolio afternoon and writes a note telling three things he noticed about the work
- students invite their former kindergarten teacher to a poetry performance where they demonstrate their skill
- student, parents, and teacher meet to look at student work and to set new goals
Parents, students, and teachers are identifying conferencing and reporting practices that effectively communicate and support student learning.” (Knowing What Counts: Conferencing and Reporting: Second Edition – K.Gregory, C.Cameron, A.Davies, 2011)
Growing Success: Government of Ontario
“In writing anecdotal comments, teachers should focus on what students have learned, describe significant strengths, and identify next steps for improvement. Teachers should strive to use language that parents will understand and should avoid language that simply repeats the wordings of the curriculum expectations or the achievement chart. When appropriate, teachers may make reference to particular strands. The comments should describe in overall terms what students know and can do and should provide parents with personalized, clear, precise, and meaningful feedback. Teachers should also strive to help parents understand how they can support their children at home.” (Ministry of Ontario Document, 2010)
Download a copy of Natasha’s Observation and Anecdotal Notes Blackline Master over at her TeachersPayTeachers Store.