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| Essential skills highlighted by the 2016 Deloitte report. |
In every case, children talked openly about who they are, where they are strong, what challenges they have, and what they like best as they shared reflections about character, reading, math, writing, science, and specialist subjects. The children were humble as they discussed areas related to social emotional learning and they were enthusiastic as they discussed the signature learning examples and images they chose to share.
Family members and teachers listened attentively adding questions and thoughtful comments as the approximately 30-minute meetings continued. I also shared a host of assessment percentages and scores that gave family members a snapshot of where students fit into the greater class with regard to learning related to math standards, reading fluency/accuracy, and reading comprehension. When the assessments demonstrated growth, we cheered, and where there were drops we discussed why that might have happened and what more we can do to ensure growth.
As I listened to students share their favorite field studies, special events, stories, math learning venues, and more, I marveled at their diversity and perspectives. While one child rated our visit to the Ragtime play highly another ranked it as one of their least favorite activities, and while some rated project based learning in math as best others rated games or "follow the leader" teacher-led lessons amongst the best ways to learn. These diverse responses affirmed our efforts as educators to teach a multi-modal program that introduces students to many ways to study and learn, and these responses also awakened a bit of stress too as I thought about how challenging it is to teach to every child's interests and needs with as much capacity as possible.
As children shared their thoughts on attributes of good character (see below), I thought that this would be a challenging activity and share for any adult since good character is something that we continually reach for as we grow and as we encounter new endeavors and challenges in life. Further I enjoyed seeing the areas of learning that students work on with colleagues in our shared teaching model and with specialists and at all school learning events. One child mentioned the principal's direct teaching of social emotional skills with specific attention to his lessons on empathy as she discussed her character traits assessment. Others explained why they like music, art, gym, technology, instrumental lessons, or library best--in each case students' favorite specials were well chosen displaying unique aspects of who they are and what they love. This inside look at the great work that my colleagues do made me realize just how much we rely on each other to forward a top-notch, inclusive, and engaging teaching/learning program. So as I learned about my colleagues' good work, I was also learning about new ways to teach and engage students. Family members were getting a first-hand view of the breadth and depth of the program children are apart of too which is very positive.
Student-led family/teacher conferences at fifth grade are a perfect model for elevating student ownership of their learning as well as meaningful metacognitive, reflective, and cognitive skill. To deepen this process more, I think it would be helpful to acknowledge the good time it takes to do promote these conferences well, and to make time for this worthy teaching/learning effort in the curriculum program parameters. A 2016 report by Deloitte, Essential skills for humans working in the machine age, demonstrates that many of the skills and practices included in this process are skills and practices essential for the world the students will be apart of which further demonstrates the value of this student-centered practice.
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| Character Traits Assessment and Portfolio Introduction |