When we involve students in conferencing and reporting, they take a lead role by selecting and showing work samples, demonstrating skills, talking about their learning, and asking their audience for a response. In addition to teachers, students are data-based instructional decision makers, too, and the authors provide examples of ways to support learning by involving students in the conferencing and reporting processes.
The first section includes ideas for how to help students initiate informal conversations about their own learning. In the second section, the authors describe different types of conferences in which students review their learning, including conferences between a student, teacher, and parents; conferences about IEPs that include the student; and conferences between the teacher and the student. The third section provides a list of common questions educators may have about content presented in the first two sections. The authors respond to these questions in detail and provide examples for ways educators can adapt the methods to serve their specific needs.