Assessment PD: #LL2LU Learning Progressions – a.k.a. Falconry

How might we coach our learners into asking more questions? Not just any question – targeted questions.  What if we coach and develop the skill of questioning self-talk?

Interrogative self-talk, the researchers say, “may inspire thoughts about autonomous or intrinsically motivated reasons to purse a goal.”  As ample research has demonstrated, people are more likely to act, and to perform well, when the motivations come from intrinsic choices rather than from extrinsic pressures.  Declarative self-talk risks bypassing one’s motivations.  Questioning self-talk elicits the reasons for doing something and reminds people that many of those reasons come from within. (Pink, 103 pag.)

For this Wednesday’s work on assessment, we will focus on writing leveled learning progressions.  Here’s the agenda:


What if we indicate the target level of learning? How might we shift the language and learning in our classrooms by making it easier to ask specific questions?

The seventeenth-century British statesman, scientist, and philosopher, Francis Bacon, who advanced the idea of the scientific method, said “Who questions much, shall learn much, and retain much.” [emphasis added]  Centuries later, one of the students quoted in this chapter made pretty much the same argument: ”You can’t learn unless you ask questions[emphasis added]  Unless you ask questions, nobody knows what you are thinking or what you want to know.”

If we have asked a question about a subject or concern, we are much better attuned to the information coming back to us.  We are, therefore, more likely to retain it.  (Rothstein and Santana, 135 pag.)

What if we empower and embolden our learners to ask the questions they need to ask?

Great teachers lead us just far enough down a path so we can challenge for ourselves. They provide us just enough insight so we can work toward a solution that makes us, makes me want to jump up and shout out the solution to the world, makes me want to step to the next higher level.  Great teachers somehow make us want to ask the questions that they want us to answer, overcome the challenge that they, because they are our teacher, believe we need to overcome. (Lichtman, 20 pag.)


Lichtman, Grant, and Sunzi. The Falconer: What We Wish We Had Learned in School. New York: IUniverse, 2008. Print.

Pink, Daniel H. To Sell Is Human: The Surprising Truth about Moving Others. New York: Riverhead, 2012. Print.

Rothstein, Dan, and Luz Santana. Make Just One Change: Teach Students to Ask Their Own Questions. Cambridge, MA: Harvard Education, 2011. Print.

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