Socrates said "wonder is the beginning of wisdom."  This quote is incredibly powerful because it reminds us that in order for any kind of learning to happen, we first have to be curious about something.  The desire to know something, the question, is what sparks learning.  In a learner centered proficiency based environment, we must make as much space as possible for learners to be curious and wonder.  


One of the tenets of personalized learning, is that learners build and demonstrate proficiency through their own passions and interests.  Another philosophical underpinning is that there is a culture that cultivates learner agency.  Providing opportunities for learners to ask their own questions in any learning opportunity supports both these tenets.  When learners ask their own questions, and then follow through with exploring the answers to those questions, they have much more investment and ownership of their learning.  Here are some ways to make space for learner to ask questions in any social grade level or content:


1. Wonder Walls and Community Curiosity:  Make being curious a public practice.  I have always loved the idea of a giant mural-like display in a hallway where learners post their questions.  Of course, there are many other ways to make wondering a regular part of any learning environment.  In younger social grades, this can be part of the morning meeting.  In addition to sharing what is going on in their lives, they then also share something they have a question about.  Older learners might do this as part of an advisory group, or informal thinking exercises at the start or end of class.  While this type of wondering might not tie directly to any content it certainly provides space and time for practicing asking questions, which is something our learners are not necessarily used to doing in school.  
2.   Questioning Protocols:  Commonly, after learners interact with an input resource (something that gives them information about content or a skill) the first thing they are asked to do is summarize, or reproduce the important understandings.  An interesting twist is to have learners ask questions instead.  This can be as simple as learners writing down questions in a reading notebook, or even sharing them with a partner.  If you prefer starting with something a little more structured, check out the questioning texts organizer form Engage NY, or questioning the author from the Wisconsin RTI Center.  Don't forget about the Question Formulation Technique (QFT) from The Right Question Institute as well.
3.  Learning Journals:  Many classrooms already use learning journals as a way to hold and reflect on knowledge.  Whether learners make daily or weekly entries, learning journals are a perfect place to start practicing asking questions.  A broad list of questions might start off a learning opportunity, and as learners go through building their understandings they can narrow down their lists, make attempts at answering questions, revise answers, and ask new questions.  
4. Opening Experiences:  Field trip time often comes at the end of a learning opportunity, the culminating experience.  Putting field trips, visitors, and other experiences at the start of learning opportunity drives wonder and curiosity.  Not only will learners be set up to ask questions, they will also have the reason to learn the content.  Questioning protocols such as the QFT can be easily applied to opening experiences, as can learning journals.  


There are so many ways to introduce and incorporate questioning into our learning environments. If we want our learning communities to be learner centered, then making space for questioning practice is an essential piece of that evolution.  None of us can be a learner with out being a wonderer first.

For most of us it feels like we are into the swing of the school year. Older learners are jumping into their learning targets, and our youngest learners are getting the hang of how school goes. Visions and Codes of Conduct hang on the walls, Parking Lots have some stickies, and we can pat ourselves on the back for including learner voice.

​As we enter into the last few months of the school year, many of us are starting to turn an eye towards next year.  It is a great time to think about the learning experiences we’ve put together for our learners, and how to grow them to be even more learner centered.  One place to go is thinking about expanding learning opportunities to include targets at multiple readiness levels rather than only centering on one or two. We can describe this as having multiple access points. Some contents and measurement topics lend themselves more easily to this flexibility, while others take a little more thinking.

Flexible grouping is one of the best ways to meet learners at their readiness level, or Zone of Proximal Development.  In order to figure out a learner’s readiness level in any given subject, there needs to be a pre- assessment.  Given at the start of new learning, a pre-assessment helps both the teacher and the learner determine where to begin and are essential in learner centered proficiency based education.  We cannot assume what learners do, or do not know, based simply on their social grade is school.  Nor can we assume that performance in one content area or topic will indicate performance in others.  In order to be truly learner centered and proficiency based, we need to use pre-assessment strategies to determine what our learners are ready for. ​

​One of the core questions in creating a learner-centered proficiency based environment is “who has the control?”  Posing this question in a variety of circumstances can help teachers and staff in a learning environment take steps to increase the learner-centeredness of any place or experience.  Today I want to talk about this question in relation to handing out papers or materials for assignments and tasks.

When working in a learner-centered proficiency based system, it is really important that members of the learning community have some common understandings.  I can’t think of any place where this is more important than with proficiency expectations.  We’ve spent a good deal of time working on learning targets and assessments, and much of that work has focused on score 3 and foundational elements.  It is equally important that we spend some time building common understandings about what it means to work a score 4, or exceeding levels of targets.  ​

January, the start of a new year and at the same time the middle of a year.  In the rest of our lives outside of school we are all thinking about new starts, reflecting on the successes and struggles of the previous year and laying plans for embracing what we have learned in order to grow and move forward. In contrast, many of us in school are picking up with a new learning opportunity and continuing along the content marathon of the school year.  This year, why not take some time for reflection in school as well?  ​