Synopsis
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 Conferencing and Reporting (the third book in the Knowing What Counts series), authors Kathleen Gregory, Caren Cameron, and Anne Davies provide examples of ways to support learning by involving students in the conferencing and reporting processes. Richard Stiggins explains in the foreword that the authors provide clear and specific instructions for what to do in preparation for, during, and after conferences to leave learners feeling pride at what has been accomplished, as well as a connection between that and their plans for what comes next in their learning. This book acknowledges that, in addition to teachers, students are data-based instructional decision makers, too. The first section of this book 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 regarding the 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 in question to serve their specific needs.
About the Author
Kathleen Gregory, BA, MEd, has more than 30 years experience teaching at secondary, elementary, and middle schools. With a background in assessment practices and literacy strategies, she has also been a district curriculum coordinator and a support teacher for classroom teachers and school teams who are integrating students with special needs. A former teacher-in-residence at the University of Victoria, Kathleen is currently an instructor for literacy and assessment courses for pre-service teachers and is a consultant to many school districts in developing their own approaches to conferencing, reporting, and authentic assessment strategies. Caren Cameron, MEd, has worked as a teacher, a District Principal of Educational Programs, and a sessional instructor at the University of Victoria. Currently she is an educational consultant working with school districts across Canada on a variety of topics including assessment and leadership. She is the coauthor of a dozen practical books for colleagues, including a series for middle and primary years called Voices of Experience. Anne Davies, PhD, is an author, a consultant, and a researcher. With more than 30 years of experience in education, Dr. Davies has worked in a variety of positions, including classroom teacher, school district coordinator, department of education planner, school administrator, and university instructor. She applies her expert knowledge of developing quality assessments toward her mission to increase the possibility of learning for all our students. A world-renowned keynote presenter, her genuine care and commitment to support educators and their important work make her an approachable and insightful specialist. Educators at every grade level throughout Canada, the United States, and other countries have benefited from the high-touch support Dr. Davies provides during professional development events and multiyear projects. She has worked with the University of Southern Maine; University of Victoria, Victoria, BC; University of Saskatchewan, Saskatoon, SK; McGill University, Montreal, QC; Lewis and Clark College, Portland, Oregon; and the University of New England, Portland, Maine. Dr. Davies is author/coauthor of more than 30 books and resources, including the bestseller Making Classroom Assessment Work, the Knowing What Counts series, the award-winning two-book set, Classroom Assessment, and The Facilitator s Guide to Classroom Assessment K 12. She has written book chapters, including Involving Students in the Classroom Assessment Process in Ahead of the Curve, and articles for educational journals and publications worldwide. Dr. Davies earned a doctorate in education from the University of Victoria in British Columbia, Canada.
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