Conferring is a regular, goal-oriented meeting between a teacher and student to talk about learning progress, processes, and/or products. Personalized learning teachers report this as a high leverage practice, but how do they do it? Through teacher-led co-design, we have developed multiple approaches, adaptable for different levels or goals. We will share our protocols; help you design, test, and share your own; and reflect on the collaborative design process as a method for improving practice.
University of Wisconsin Madison
Jessie Nixon is a doctoral student at the University of Wisconsin-Madison and a researcher in the Personalized Learning in Practice research team.
Sean is a graduate student at the University of Wisconsin-Madison seeking a degree in Educational Leadership & Policy Analysis.
Arlene is an educational researcher, studying for her doctorate at the University of Wisconsin – Madison. Previously, she taught elementary school in Madison, Wisconsin and has been a reading and ELL teacher. She has worked with Richard Halverson as part of a research team documenting personalization in practice and has participated in a Network Improvement Community focused on the practice of conferring. She is currently looking at promising practices in personalized learning.
Francis is currently a graduate student at the University of Wisconsin, Madison in the Educational Leadership and Policy Analysis department. His research interest in in personalized learning and student voice. Currently he is researching the effects of personalized learning schools on student outcomes and has been involved in research on networked improvement community and determining international school teacher professional learning needs. Prior to coming to UW, Francis has been the director of an international school, a principal of public schools in Washington State, and a high school teacher in Wisconsin.