Posted by Courtney Carmichael at 2/6/2017
Educational theorist Kim Marshall, in his rubric for teaching practice, suggests that the highest level of parent-teacher conferences is actually run by the students. Yet student input in their learning doesn't need to wait till conference time. Teachers and parents can ask their students what they've learned, what they need to work on, and what their goals are, on a regular basis. This type of metacognition would then be embedded in students' lives. A second grader could write about what he or she has learned, while a kindergartener could be video taped reflecting on the learning. To fit the conference model, this level of student input would be informative for the parents. For parents, the technique could be implemented at the dining room table at the end of the school day.