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- W315777716 abstract "This paper consists of some preliminary tips for teachers on how to hold portfolio conferences followed by 25 specific suggestions presented in the right hand column of a chart; the left-hand column contains related comments under the heading of General Organizational Structure. A variety of portfolio conferences can be conducted in language arts classrooms. These include impromptu conferences when students need to discuss a reading or writing task, group conferences when students want to meet to collaborate on a project, and peer conferences that facilitate the editing process. Especially important are planned and scheduled individual conferences with each student in the classroom--these should be at least 15 minutes long and should be held a mininum of four times each year. Many activities in an integrated reading/writing program can provide conferencing time--for example, students who need extra time to organize and review their portfolios may work while the teacher confers with those who finish the process more quickly; during student authoring circles teachers could conduct group portfolio conferences; or teachers could confer with individual students while others edit, revise, do library research, or make self-reflective entries in their journals. If a school provides an activity period or a scheduled study hall, a teacher may schedule portfolio conferences outside of class time. Teachers can attempt to work portfolio conferences into regular instructional time--two suggestions are to establish a portfolio station where students can meet with the teacher or establish peer-tutoring sessions. Posting a schedule for students to sign-up for conference times, and developing learning contracts that require students to make appointments with the teacher are other options teachers may find useful. (SAM) *********************************************************e************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Managing the Integrated Language Arts Classroom: Twenty-Five Suggestions for Finding Time for Portfolio Conferences Roger Farr Beth Greene Center for Reading and Language Studies Indiana University Types of Conferences PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).U.& DEPARTMENT OF EDUCATION Office ol Educational Research and imprc....ment EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ferns document has been reproduced as renewed from Iri Person or organization originating it O Minor changes have been made to improve reproduction quality Pord$ of view or opinions stated In this docu. ment do not necessarily represent official OERI position or Policy There are all types of portfolio conferences that should be conducted in language arts classrooms. These include impromptu conferences when students L. _we need to discuss some writing or reading selection with the teachers, group conferences when students want to meet together to share some project with one another as well as peer conferences. Individual Conferences Must be Planned and Scheduled There is, however, a need to have planned and scheduled individual conferences with each student in your classroom. There should be minimum of four of these each year. Each individual conference will take about fifteen minutes. Some will be longer and some will be shorter. This means that you are going to spend a total of about one hour of scheduled individual conferencing time with each student over the course of the entire year. If you have twenty-five students in your class, this means you have to plan for a total of twenty-five hours of conference time. With all of the other demands on your time and energy, this will not be an easy task. However, the benefits of individual conferences are worth the time and effort. Your Program Will Determine the Best Way to Find the Time for Conferences It would be foolish to suggest specific ways to find the time for conferences in your classroom. That depends on many things including your teaching style, the help you may have available in the form of parents or teacher aides and the willingness of other teachers to team teach when conference time comes around. Portfolio Conferences Fit More Naturally in Integrated Reading/Writing Programs Sl Portfolio conferences are much easier to plan and schedule in a classroom where uo authoring circles, reading/writing projects, and individual reading assignments are typical daily (v) instructional activities. In this type of classroom, portfolio conferences become a natural part of the ongoing activities." @default.
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- W315777716 title "Managing the Integrated Language Arts Classroom: Twenty-Five Suggestions for Finding Time for Portfolio Conferences." @default.
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