The reflective model I have chosen to use is the Jay and Johnson model. I have decided
to use this model to analyse what is happening hāpori wide in regards to conferencing
with ākonga. It was not my original intent to collect comparative information in regards
to how other kaiako manage conferencing. However, because I am experiencing
some difficulties myself and also because this is a new process for some,
I thought this could be a useful topic to reflect on.
What is happening?
The kaiarahi (team leaders) recently informed us of the required frequency of
conferences with ākonga, this being once every two weeks. Interestingly, this is
a match with the frequency of conferencing I aimed to achieve during my research.
I am not yet managing to achieve this frequency. Remarks from other kaiako
indicate that they are experiencing the same difficulty, so I am curious to see
how and if we can improve.
Is this helpful and for whom?
It seems helpful to me to have a specific goal set for kaiako by the kaiarahi.
There is a clear expectation of what we are expected to achieve. It may put pressure
on some kaiako and this could create negative outcomes for them. This action is helpful
to ākonga who will come to expect regular individual and personalised conferencing
time with kaiako.
How am I feeling?
I am feeling inspired to achieve this goal. It makes me feel like changing the
focus of my research from encouraging whānau interaction with LincEd to
encouraging kaiako interaction with ākonga.
What do I not understand?
I don't understand how our current timetable might or might not limit the
ability of other kaiako to achieve the goal of conferencing once each fortnight
with ākonga.
How do other people who are involved or indirectly involved describe
what is happening?
Feedback from other kaiako indicates varying levels of success. One kaiako is
very happy, while others are experiencing frustrations with time and experience.
Feedback from other kaiako indicates varying levels of success. One kaiako is
very happy, while others are experiencing frustrations with time and experience.
What does research contribute to an understanding of this matter?
Baleghizadeh and Zargami (2015) say that "At all times, students must
feel that the conference is under their control and for their benefit." This statement
makes me wonder how kaiako can best approach the topic of a conference
with ākonga, and how ākonga feel about conferences.
The research Baleghizadeh and Zargami (2015) conducted in regards to
student conferencing concluded that students who conferencewith teachers
achieve similar results to students who are tested by teachers. However they
state "...it can be concluded that applying alternative assessment procedures
resulted in a significant difference between the participants' attitudes...". This
conclusion fits well with our schools pedagogical statements in regards to
assessment.
How can I improve what is not working?
I could help kaiako to explore different ways to manage conferences.
Critical Reflection
What are the implications of the matter when viewed from these alternative
perspectives?
I now feel that conferencing is a more specific task than I originally thought.
It could be useful to develop a conference format to use repeatedly so that ākonga
will know what to expect from a learning conference.
How does this reflective process inform and renew my perspective?
McManes (2015) states that "The key to a successful student-led conference
is the preparation." A professional development session about conferencing would
be useful for helping our kaiako to prepare well. It could cover research and
pedagogy about formative assessment; suggestions for formats; possible questions
and role playing.
References:
Baleghizadeh, S., & Zarghami, Z. (2015). 3 ASSESSMENT FOR LEARNING:
THE IMPACT OF STUDENT-GENERATED TESTS AND CONFERENCING
ON EFL STUDENTS' GRAMMAR LEARNING.
ON EFL STUDENTS' GRAMMAR LEARNING.
The European Journal of Applied Linguistics and TEFL, 4(1), 45+.
Retrieved from
u=per_unit&sid=AONE&xid=5c2be80f
McManes, G. (2015). Student-Led Conferencing in PE Showcasing their skills and
achievements can help students take ownership of their learning.
Physical & Health Education Journal, 81(1), 22–23. Retrieved from
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