Do you know the definition confer when it comes to literacy instruction?
Let’s crack open the good ole’ Merriam Webster, shall we (ehem, or a new Google tab)? The definition confer comes up as: “to discuss something important in order to make a decision”. How does this relate to education? To literacy instruction specifically? Or perhaps even to working with readers and writers in our classroom?
In this blog post, we’ll not only dig deeper into the definition confer, but also discuss the importance of conferring with students, as well as different conference options you can utilize during your literacy block.
Before we jump in, be sure to download my free guide: “5 Ways to Shift Your Small Group Instruction from Good to Great”. A small group is basically a larger scale conference, so put these tips in your back pocket as you need the needs of all the diverse learners in your class!
What does the word conferring mean when it comes to reading instruction?
When I think of how the word conferring is used in the real world, I immediately think of consulting professionals.
- Conferring with the doctor regarding a medical diagnosis
- Conferring with a lawyer regarding an accident
Well, teachers are professionals too, right? So, how can we understand the definition confer when it comes to teaching readers and writers? For the sake of simplicity, I’m going to use the word “readers” moving forward, but you can replace it with the word “writers” seamlessly.
Let’s break it down:
If we think about “discussing something important…”, that something has to do with a child’s reading life. It may include a child’s reading goals, reading behaviors, or even current reading strategies being utilized.
Now, let’s look at the second half of the conferring definition: “…in order to make a decision.”
- What is the child already doing as a reader?
- What is the child doing well as a reader?
- How can I, as the professional teacher I am, build on that?
Definition confer: A Purposeful Conversation
We don’t just confer with readers to chit-chat and say, “Hey, whatcha reading today? That’s pretty cool! Keep reading!” Remember, the definition confer involves decision making to be done: we want them to get better as readers!
Keep this sequence in mind to see where you should start conferring:
- Does the child have a specific reading goal to work towards? If not, what reading goal does this child need to work on right now in order to make the most gains?
- Reading goal is already in place? What strategy should I teach this child in order to help him/her reach the goal?
- Strategy has already been taught? How can I support the student in this strategy? In this case, conferring can take on many hats:
- Checking in to see if the student is utilizing the strategy independently
- Checking in on how a particular strategy is working (and if s/he should stick with a strategy or learn something new)
- Finding out the strategy use is inconsistent, and teaching into this strategy again
- Discovering the strategy is working really well, and complimenting the student with specific feedback, encouraging him/her to continue using the strategy
- Determining the strategy is working really well, and deciding to teach a brand new strategy associated with the goal
- Realizing the strategy isn’t working well, and deciding to teach a brand new strategy that may work better instead
Confer Verb
Conferring is truly the heart of Reading and Writing Workshop. Not only is it a beautiful way to build relationships with students, but it is how we truly differentiate instruction. What can be more personalized or targeted than meeting with a student one-on-one?
“Confer” is an action word. We discussed the definition confer, but some powerful synonyms are:
- advise
- brainstorm
- huddle
Conferring is not a worksheet. It’s not a task. It’s an authentic and targeted conversation to assist students in moving the needle.
Types of Conferences
Did you know that there isn’t just one way to confer? There are several different types of conferences. Depending on where you are the year, where you are in a unit, or even where a student’s current abilities lie will depend on which conference type you’ll utilize. The most important thing is to have several conference types in your teaching repertoire, so that you can use the appropriate one when the need arises.
Research Decide Teach Conference
A Research-Decide-Teach Conference is like the “blind date” of conferences. You don’t approach this conference with a plan of action. Instead, you conduct “research” in the conversation, viewing things through different lenses.
Research + Compliment
For example, in reading, I may begin by asking the student some reading engagement questions. If the student reads both at home and school, has a favorite genre, has a favorite series, and can sustain reading for a prolonged period of time, I’d move on to the next lens.
Then I may ask the child to read aloud to me. First, I’d listen with an accuracy lens: is the child successfully applying decoding strategies? If yes, then listen for a fluency lens: is the child reading with appropriate pacing and expression? If yes, then, I’d ask some literal comprehension questions. Nailed that? I’d ask some inferential comprehension questions. You get the picture. I’d stop conducting my research once I had something to teach into.
As you’re researching, it’s also decision making time. You’ll want to think:
- What is this student doing well? COMPLIMENT THAT!
- What can I teach this student next? BUILD upon the compliment.
Decide + Teach
Anytime we teach something, we want to build on a student’s strengths. For example, if a student is starting to read in phrases, rather than word-by-word, I’m not going to jump into determining the theme of a story. Rather, I may consider teaching into reading with expression – with a storytelling voice.
After you teach a quick, on-the-spot strategy, you’ll give the student an opportunity to quickly practice that strategy with your support.
As with any small group or conference, you’ll want a quick closing to wrap up the learning. Repeat the strategy and ideally, you’d give students a tangible takeaway as a visual reminder. (Read all about that in my blog post: How to Teach Reading Strategies like a Boss by Implementing Tangible Takeaways).
While it may seem like a lot is happening, the pacing of this conference is approximately 5 minutes. Most conferences ideally should not go past 5 minutes (7 minutes max).
Research-Decide-Teach Conferences are great to utilize in the beginning of the school year, or the beginning of a unit with new learning in mind.
Goal-Setting Conference
Another conference that is most applicable in the beginning of the school year, and at the beginning of a unit is a Goal-Setting Conference. Like Research-Decide-Teach, this conference should also be approximately 5 minutes.
We know that student learning is most effective when working towards a goal. While you, as the teacher, may already have a reading or writing goal in mind prior to holding the conference, in a perfect world, you’ll guide the student to self-reflect and self-select what a potential goal could be. (9 times out of 10, the student will agree with your “proposed”, yet “self-reflected” goal anyway!)
Essentially, you can either ask targeted questions or display particular work samples to help students see what s/he is already doing well and what the next step should be. The goal should be within the student’s zone of proximal development – just ambitious enough.
During this conference, it’s important to name the goal and write it down. Over the course of the unit, you’ll let the student know you’ll be teaching specific strategies to help the student reach this goal and will be checking in.
If time allows in the goal-setting session, feel free to teach a strategy on the spot already! You go-getter, you!
Compliment Conference
A Compliment Conference is the shortest and sweetest conference – no more than 2 minutes. Here, we don’t teach anything new.
As you meet with a student and either look at his/her work or listen to him/her read aloud, you may notice a strategy or reading behavior the student is using.
So, a Compliment Conference is not just: “good job” with a pat on the back. You would give a specific compliment with feedback, naming:
- What the student did well
- Why that is important
The power in this conference is that it then reinforces the use of this reading strategy or behavior. The student is more likely to continue using it with such specific feedback.
Compliment conferences are good to use at any point in the year, but are especially effective checking in AFTER teaching students something – hopefully reinforcing your instruction.
Coaching Conference
The Coaching Conference is the most popular and most frequently used conference type out there. It is essentially a “mini minilesson”. You will quickly teach the student a strategy. The student will have an opportunity to practice said strategy with teacher support and feedback. Finally, you wrap things up with a link and leave students with a visual reminder of the strategy to continue independently.
A common misconception with Coaching Conferences is that you do NOT have to teach a new strategy every single session. Sometimes you will be checking in on a strategy previously taught, still allowing that active engagement opportunity for the student to practice in front of you with coaching support.
A Coaching Conference is the go-to option to use anytime, but are especially effective after you’ve conducted research and selected a specific goal to work towards.
Feeling Confident with the Definition Confer?
Conducting effective conferences is a stepping stone to teaching powerful small groups. Don’t forget to sure to download my free guide: “5 Ways to Shift Your Small Group Instruction from Good to Great” to help set the stage of how to have both successful conferences and small groups.
Conferring should be at the heart of what you do when it comes to reading and writing instruction. Writing Guru Carl Anderson said it best in his book, “How’s It Going?”: “Conferring is not the icing on the cake; it IS the cake.” Remember that the definition confer involves decision making (i.e. strategy instruction) with your students! If you master conferring, you can tackle ANYTHING!