Bahan PPT Lte Kel 7

Slide 1
Conferences
 To review the contents of portfolios (conference about single piece of writing, reading
selection, a portfolio).
 Conferences can be used more widely as part of evaluation, and generally take the
form of a conversation or discussion between teachers and students about school
work.
Slide 2
Conferences and Instructional Planning
 Identify successful and problematic learning strategies or styles that students are
using.
 Identify aspects of instruction that students have and have not successfully mastered.
 Identify problematic aspects of language performance for individual students.
 Understand students’ motivations and interests
Slide 3
Teachers direct questions to their students to gain insights about:
 Their application of skills and knowledge taught in class.
 Specific difficulties they have when doing schoolwork and how they resolve them.
 The processes or strategies they use in the performance of certain language-based
tasks.
 Their understanding of or beliefs about certain aspects of language, such as reading
and writing.
 Their interest and goals with respect to language.
 Their understanding of and responses to instructional activities.
Slide 4
Additional benefits:
 To be self-reflective.
 To assume responsibility for their own learning.
 To collaboratively set individual learning goals.
 To assume ownership of learning.
 To recognize and enjoy their accomplishments.
 To communicate orally in one-to-one conversations with their teachers about
schoolwork in ways that are important to them.
Slide 5
Guidelines for Conducting conferences
Students must feel that the conference is under their control and for their benefit (having
students review the work for you, permit students to comment on whatever is important from
their point of view)
By asking some questions:
1. What do you like about this work?
2. What do you think you did well?
3. Did you have any difficulties?
4. What strategies did you use to figure out the meaning of words you could not read?
Slide 6
Sample writing conference protocol by S. Schwartz, 1987 in (Genesse, 2002)
 Tell me about your writing.

 What is the part you like best?
 Does it say what you want it to say?
 Where does your story take place?
 I don’t understand the part about…
 How could the order of your ideas be change to be clearer?
 Does your beginning encourage the reader to read on? Explain why.
 Do you like the ending? Could it be improved?
Slide 7
When to conference
 Conduct the conferences with each student on a regular basis throughout the year or
course in order to monitor progress.
 Conferences should be planned around an activity.
Conferencing and grading
 It is not recommended using conferences for grading.
Slide 8
Record Keeping
 Conference and portfolio notes
 Teacher journals
 Rating scales
 Student anecdotal records
Slide 9
Journals, Questionnaires, and Interviews
Slide 10
Journals
 Journal gives some benefits (dialogue journals)
 Provide useful information for individualizing instruction.
 Increase opportunities for functional communication between students and teacher.
 Give students opportunities to use language for genuine communication and
personalized reading.
 Permit teachers to individualized language teaching.
 Promote the development of writing skills.
 Enhance student involvement in and ownership of learning.
Slide 10
 To be useful for evaluation purposes, journals must be used interactively.
 A special use of student journals that utilizes some structuring is the learning log
(students describe the learning experiences in specific classes).
Slide 11
Guideline for Using Dialogue Journals
 Student should have separate books for journal writing.
 Set aside regular times.
 Collect students’ journals on a regular basis and read them carefully before returning
them.
 Writing journal is not easy in the beginning.
 Encourage students to write about their success.
 Be patient and allows students time to develop confidence.
 Help students interpret their own feedback and decide on actions take in response to
it.
Record keeping
 Anecdotal record and teachers’ journals are the most useful method of record keeping.
Slide 12
Interviews and Questionnaires
Slide 13
 Interview and questionnaires are relatively structured and formal.
 Interview and questionnaires can be used before instruction (information about input
factors), and after instruction (information about the effectiveness of a unit or an
entire course).
Slide 14
Organization of Interviews and Questionnaires
 Question in interviews and questionnaires  linear arrangement (respond to all
question in the same sequence), nonlinear arrangement (skip question or respond
additional question).
Slide 15
Form of Questionnaires and interviews
 Open ended
Slide 16
 Multiple choice
Checklist
Slide17
Rating scales
Slide 18
Questionnaires versus interviews
 Questionnaires  can be administered simultaneously to many respondents.
 Interview  require considerable personal time because each respondent must be
interviewed individually.
Slide 19
Guidelines for Constructing Questionnaires and Interviews
Planning questionnaires and interviews
1. Identify the decisions you want to make using the information that will be collected.
2. Identify the general and specific information that will help make these decisions.
3. Review other questionnaires or interviews that have been used to make the same
kinds of decision.
4. Draft questions pertaining to the information you are seeking.
5. Organize the questions according to some logical.
6. Prepare a set of instructions.
7. Ask colleagues to review it.
8. Make revision based on your colleagues’ comments.
9. Try the questionnaires or interview out with respondent.
10. Make final revision
Devising questionnaires and interview items
1. Avoid items that may be interpreted in more than one way.
2. Avoid items that are in relevant to your interests.
3. Keep the language of the items simple, clear, and direct.
4. Items should be worded as simple sentences.
5. Item should include one question.
6. Provide multiple choice response rather than open- ended response.

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Slide 1

 Tell me about your writing.

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