How are IVA's 品质会议 different than other types of student-parent-teacher conferences?
IVA智力字符会议 促进深入理解 of a students' intellectual character rather than focus only on specific assignments, 作业的成绩, 或到期日期. Grades and assignments are important interactions in class that give students regular feedback. 这 grade-based feedback is best communicated through classroom-based interactions, and also through our Office Hours schedule, Google Classroom, and Illuminate.
IVA conferences focus on a big picture thinking practices and consider students' relationship to learning. 角色会议可以帮助团队做到这一点 一起探索每个学生的思维是如何运作的 by discussing their intellectual virtue practice and common patterns of thinking or learning. 会议的协议允许学生, 父母, and teachers to connect to support the student's goals for learning together. 会议可以让学生被看到和认识.
We know you know your mind best and our role as parent and teacher is to support your awareness of self!
Conferences are conducted in 20 minute time slots set aside with a specific protocol intended to:
- Empower students to talk about their approach to learning in school in a safe and comfortable conversation with 父母 and teachers.
- 帮助学生, 父母, and teachers use a common language when describing strengths and areas of growth.
- Discuss practical implications of intellectual virtue practice in school.
看看下面的谷歌幻灯片解释或这个 视频的解释 从2019年10月.
协议第六 & 7年级: Each member of the group responds to the following questions in a round with the student responding first, 然后父母(年代), 然后老师(年代). These questions are posed to the student and the other participants will 验证, 提供细节, and possible suggestions to help the student move toward their own goals.
- What intellectual virtue do you feel like you practice naturally or that you’ve seen yourself grow recently? 这在你的学习中是如何体现的?
- 你想培养什么样的智力美德? 这些品质如何在你的学习中体现出来?
- 你还担心什么? 你的感激之情是什么?
协议8年级: Each member of the group responds to the following questions in a round with the student responding first, 然后父母(年代), 然后老师(年代). These questions are posed to the student and the other participants will ask for clarification, 验证, 提供细节, and possible suggestions to help the student move toward their own goals.
- 在过去的三年里, what intellectual virtue practices have you seen yourself grow in and what do you want to focus on for continued growth in your intellectual character?
- What has been your relationship to learning in middle school and how do you anticipate that might continue and be challenged in high school?
- 其他方面有什么问题? 赞赏?
一个示例对话可能听起来像这样 - If a student says that they have seen themself grow in intellectual thoroughness, then the team can celebrate that and ask them helpful follow up questions so that the student can describe his own practices. A teacher or parent might ask, "What makes you say that you have grown in intellectual thoroughness?" "Does this practice show up in only one class or in other classes as well?" "Do you notice in what sorts of situations you best practice intellectual thoroughness? 在家里? 在学校? 只在你的LitComp类中?" By being able to describe his thinking and respond to questions that are prompted by his own self-assessment, 团队支持学生理解自己的优势. 事实上, as a team t在这里 can be much awareness made for teacher and parent about what sort of practices and supports are working best for the student.
Another student might also say that the virtue they want to grow in is curiosity because she is aware that she wants to ask more questions about the content and in that way have more intellectual tenacity to stick with the learning because she begins to care about it. The team can through follow up questions and strategizing together help her choose her own personal goals. The team might ask - how would a practice of curiosity in the ways we have thought of together help you be able to have a deeper understanding of the content or communication of that understanding for the grades? Or, 把更多的只是, how can your challenge to ask a question once during each class help you to be more connected to the content.
这些例子似乎是理想的对话场景, but students (and adults alike) are eager to describe their minds and patterns of thinking, 尤其是在安全的环境下，有明确的协议. Students can track their own intellectual character growth when they are given the language to describe their thinking practices through the 知识美德, the time and support from parent and teacher to consider what that practice looks like, 通过问题的进展, 相信自己作为学习者的成长能力. 我们的会议是一致的 我们的价值观 and equip students to know themselves and engage their own learning with curiosity and thoughtfulness. Conferences also help students to experience a challenging and supportive academic environment w在这里 positive conversation can help both teacher and parent support meaningful growth. 这些会议使所有的学生受益.
To see a reflection on how we've grown into this conference protocol read more 在这里. 协会根据不同的等级组织会议 六年级会议 快到年初了, 7th grade conferences after the first semester report card is released, and 8th grade conferences toward the end of the school year to reflect on the transition to high school.
For your convenience, IVA uses an online system to sign up for conferences. If you have any trouble signing up for a conference, call our office.