What if we empower and embolden our learners to ask the questions they need to ask by improving the way we communicate and assess?
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.)
Our final session at T³ International Conference was, of course, my favorite of the sessions we offered.
Here’s the original plan:
I started with a personal story about actionable feedback and then gave the quick 4-minute Ignite talk on the foundational ideas supporting the Leading Learners to Level Up philosophy.
We then went right to work. Here’s what it looked like:
Responding to questions from participants, I shared the following additional resources:
- Learning from Leveling, Self-Assessment, and Formative Assessment
This blog post has the negative exponents Algebra I example with student work.
- Feedback a la positivity – examples
This blog post shows three examples of I like…because, I wonder…, and What if… feedback to learners.
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.)
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.
I liked your session. Specifically, it was informative as well as thought provoking. Letting learners know the goals/targets lets them find their path to them. Reminding teachers that we are learners as well helps everyone reach their goals. What if, in the assessments, it is highlighted that varying levels of difficulty are being assessed. I can solve systems of equations, but I am having trouble setting them up from word problems. I wonder, if we only had more time.
In #LL2LU lingo, formative assessments do have the levels written in the assessment. I wish we had more time too. I hope to be invited to speak again with a longer time slot to develop the assessment too.
As an example, see Formative Assessment – Leading Learners to Level Up (#LL2LU) – A Definition of Derivative. I’d love to know what you think.