Three Way Conferences - 3WC

All Pinehill children will lead two, Three Way Conferences (3WC) with you and their teacher each year. 


Term 3 2017 3WC Booking Information for Parents 

3WC Organisation

  • Each conference takes 15mins -  Your child will talk about their learning
  • There will be an opportunity during this time for a discussion without your child present if requested by their teacher or yourself
  • A timetable is available online - You are able to book conference times on line: Click here to enter your code & book

All conferences will be completed by 5.15pm, Thursday 7 September, 2017. 

  • Wed 6 September 1.30pm to 7.15pm   (School finishes early at 1.30pm)
  • Thursday 7 September 3.30pm to 5.00pm
Conference code for Term 3 2017 is  jx4kt


Families with more than one child attending the school should make their bookings for times for all children leaving at least one appointment time between each child's conference.

It is recognised that if our children are to be successful in the future they must be given the skills to learn how to learn. We want them to understand that learning is something they do, it is not something done to them. Strategies like Three Way Conferencing increasingly lead students towards becoming self-directed, independent learners.

Where 3WC are held, students become responsible for leading the discussion and providing evidence of progress and achievement. Their task is to provide a range of work to illustrate the progress they have made. Three way conferences ensure that the focus remains on the students and the critical role they have in determining their own next steps for learning.

If students are to develop as independent learners they must reflect on their own progress and look at what they can learn from what they have accomplished. This is becoming an integral part of their classroom programme. The 3WC is an opportunity for those supporting the learner to assist in developing their skills of reflection. 

Metacognition is our ability to know what we know and what we don’t know. It is our ability to plan a strategy for producing what information is needed, to be conscious of our own steps and strategies during the act of problem solving, and to reflect on and evaluate the productiveness of our own thinking. Thinking about thinking begets more thinking. (Costa, 1991)

Reflection is the key to metacognition – the process of learning to learn. Reflection encourages students to think about their own thinking. It develops their ability to know how to think, and not simply what to think. Reflection is being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement... Where students are able to reflect on their current strengths and weaknesses, they are in a strong position to set their own future goals.

Where students set goals, individuals were shown to have made impressive gains in terms of academic achievement…. (Atman 1988)

When students know assessment criteria prior to commencing work, there is a much greater likelihood that the learning goals will be achieved. Students can assess their own work against stated standards. Clear performance standards give students a goal towards which they should strive. They know what is required to achieve.

These understandings give students skills for life in learning how to learn. We are empowering them to become self directed, independent, life long learners, able to cope with whatever challenges they may face in the future. 

Your Role as Parent

  1. Be an active participant in your child’s learning
  2. Focus on learning about processes (skills) not content (facts)
  3. Ask questions about their learning and next steps for future learning

Questions you could ask your child to help discuss their learning:

  • What did you learn on this task/unit?
  • What is this task about?
  • What important things did you learn from this?
  • What do you need help with?
  • How did you learn this?
  • What are your next learning goals?
  • What have you done well?
  • Why do you think this is such a good example of …
  • Tell me what you think you are doing well
  • How could you improve this?
  • What did you find difficult?