cognitivecoaching21 st century teachers : it’s all about student learning! cognitive coaching 21...
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CognitiveCognitive CoachingCoaching 2121stst Century Century TeachersTeachers::
It’s All about It’s All about Student Learning!Student Learning!
Watson School of Education Watson School of Education
PDS Extended PDS Extended Internship Internship
PreparationPreparation
Revised 11/09
•NC Professional Teaching NC Professional Teaching StandardsStandards•WSE Intern Performance WSE Intern Performance ScaleScale•Periodic Assessment of Intern Periodic Assessment of Intern Progress Progress •WSE Office of Professional Experiences
Logistical Details & Forms
Intern Expectations Intern Schedules
Classes Work
UNCW Key Contacts Office of Professional Experiences http://www.uncw.edu/ed/professionalexperi
ence/internship.html#prep PDS Collaborative Portal:
https://appserv02.uncw.edu/wsed_Portal/login.aspx
Partnership Teacher Recognition
Please check your school district for local policy.
CEU credits with district approval
Every public school student will graduate from high school,
globally competitive for work and postsecondary education and
prepared for life in the 21st Century.
Mission of the North Carolina Mission of the North Carolina State Board of EducationState Board of Education
August 2006August 2006
Attributes of a Elementary Level Attributes of a Elementary Level LearnerLearner
NICKY
Attributes of a Middle Level Attributes of a Middle Level LearnerLearner
(Watson School Designed)(Watson School Designed)
SAMMY
Attributes of a Future Attributes of a Future Ready GraduateReady Graduate
A Vision of K-12 Students A Vision of K-12 Students Today!Today!
WHY MUST WE MOVE WHY MUST WE MOVE INTO 21INTO 21stst CENTURY CENTURY
TEACHING AND TEACHING AND LEARNING?LEARNING?
COGNITIVE COACHING COGNITIVE COACHING Prepares Prepares Our Interns for Teaching 21Our Interns for Teaching 21stst
Century LearnersCentury Learners
Cognitive CoachingCognitive Coaching is a method of instruction that recognizes the strengths of METACOGNITIONMETACOGNITION—thinking about thinking– and its role
in independentindependent learning.~Costa and Garmston
Looking at Metacognition…Looking at Metacognition… The self reflection and self regulation before, during, and after an action.
• Developing a plan of actionDeveloping a plan of action
“What should I do first?”
• Maintaining and monitoring actionMaintaining and monitoring action
“How am I doing?”
• Evaluating actionEvaluating action
“How well did I do and… WHY?”
TRUST… TRUST… Must Come First!Must Come First!
In a trusting relationship, the mentor works to help the teacher intern to feel safe about thinking safe about thinking critically about his/her critically about his/her teaching andteaching and learning learning through self-reflection.
~Costa and Garmston
Cognitive Coaching Cognitive Coaching Conversations!Conversations!
Mentors use dialogue to mediate teacher interns through planning, planning, reflection and decision reflection and decision makingmaking, helping them to become aware of their own insights and own insights and learning.learning.~Costa and Garmston
Major Findings of Research on Major Findings of Research on Teacher Cognition…Teacher Cognition…
1. All behavior is rationally based on rather simple cognitive mapssimple cognitive maps of reality.
2.2. Talking aloudTalking aloud about their thinking and decisions about teaching energizes teachers and causes them to refine their refine their cognitive mapscognitive maps and hence their instructional choices and behaviors.
3. Certain invisible, cognitive skillsinvisible, cognitive skills drive teaching performance.
Major Findings…Major Findings… 4. These invisible cognitive skills can be categorized
in four domainsfour domains:
• Pre-activePre-active (Planning) consists of all the intellectual functions performed before instruction
• Interactiventeractive (Teaching) includes the multiple decisions made during teaching
• Reflective Reflective (Analyzing and Reflecting) consists of all those mental processes used to think back on, analyze, and judge instruction
• ProjectiveProjective (Applying) abstracts from the experience, synthesizes new generalizations, and carries them to future situations
Pre-Conference (Pre-active)Pre-Conference (Pre-active)
Setting FutureSetting Future ObservationObservationandand
Feedback / Post Conference (Reflective)Feedback / Post Conference (Reflective)
Data Data CollCollectionection(Interactive)(Interactive)
Growth GoalsGrowth Goals (Projective)(Projective)
The Cognitive The Cognitive Coaching CycleCoaching Cycle
Invisible Invisible Cognitive Skills Cognitive Skills Drive Teaching Drive Teaching
PerformancePerformance
•COACHING PLANCOACHING PLAN•Coaching PlanCoaching Plan
•GUIDE FOR CYCLES OF GUIDE FOR CYCLES OF COACHINGCOACHING
•InterventionIntervention•SIX- POINT LESSON PLANSIX- POINT LESSON PLAN
•SampleSample
2121stst Century Coaches Century Coaches
Ask the Right Questions! Ask the Right Questions!
Effective coaches recognize the need to use questioning strategies questioning strategies that help guide their interns through metacognitive thinking metacognitive thinking that will help enhance their teaching and teaching and
self-reflectionself-reflection in the future.
•Asking the Right Questions!Asking the Right Questions!
•Marzano’s Questioning StemsMarzano’s Questioning Stems•Questioning StemsQuestioning Stems
•Suggestions for Effective ListeningSuggestions for Effective Listening
•ContinuumContinuum
Cognitive Coaching ProducesCognitive Coaching ProducesSelf Directed LearnersSelf Directed Learners
The mission of Cognitive Coaching is to produce self directed personsself directed persons with the cognitive capacity for cognitive capacity for high performance,high performance, both independently and as members of a professional learning community.
SELF DIRECTEDNESSSELF DIRECTEDNESS