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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
1993
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=ED357393 |
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| _version_ | 1867181902481326080 |
|---|---|
| author | Farr, Roger Greene, Beth |
| author_facet | Farr, Roger Greene, Beth Farr, Roger Greene, Beth |
| collection | Education Resources Information Center |
| contents | Managing the Integrated Language Arts Classroom: Twenty-Five Suggestions for Finding Time for Portfolio Conferences. Farr, Roger Greene, Beth Classroom Techniques Elementary Secondary Education Language Arts Portfolios (Background Materials) Student Evaluation Teacher Role 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) |
| format | Recurso educativo Open Access |
| id | eric_ED357393 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1993 |
| record_format | eric |
| spellingShingle | Managing the Integrated Language Arts Classroom: Twenty-Five Suggestions for Finding Time for Portfolio Conferences. Farr, Roger Greene, Beth Classroom Techniques Elementary Secondary Education Language Arts Portfolios (Background Materials) Student Evaluation Teacher Role Managing the Integrated Language Arts Classroom: Twenty-Five Suggestions for Finding Time for Portfolio Conferences. Farr, Roger Greene, Beth Classroom Techniques Elementary Secondary Education Language Arts Portfolios (Background Materials) Student Evaluation Teacher Role 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) |
| title | Managing the Integrated Language Arts Classroom: Twenty-Five Suggestions for Finding Time for Portfolio Conferences. |
| topic | Classroom Techniques Elementary Secondary Education Language Arts Portfolios (Background Materials) Student Evaluation Teacher Role |
| url | https://eric.ed.gov/?id=ED357393 |