What is the purpose of a Cognitive Coach?
To ___ and _____ (4)
enhance and habituate:
self-directed learning;
self-managing,
self-monitoring,
self-modifying
What is the purpose of a Collaborative coach? (3)
solve instructional problems;
apply and test shared ideas;
learn together
What is the purpose of a consultant?
increase pedagogical and content knowledge and skills;
institutionalize accepted practices and policies
4 Propositions of CC includes:
All behavior is produced by_____and _____.
thought and perception.
Four Propositions of CC includes:
Teaching is________
constant decision-making.
Four Propositions of CC includes:
To learn something new requires _____and ____ in thought.
engagement and alteration in thought.
Four Propositions of CC includes:
Humans continue to grow_____
cognitively.
The mission of CC is to produce_____persons with the ___ ____ for high performance both ____ and as ____ of a ______.
self-directed
cognitive capacity
independently
members of a community.
What are the five States of Mind?
Consciousness
Craftsmanship
Efficacy
Flexibility
Interdependence
Which SOM:
knowing what and how I'm thinking about my work in this moment and being willing to be aware of my actions and their effects
Consciousness
Which SOM:
knowing that I can continually perfect my craft, and being willing to work toward excellence and pursue ongoing learning.
Craftsmanship
Which SOM:
knowing that I have the capacity to make a difference through my work, and being willing to take the responsibility to do so
Efficacy
Which SOM:
knowing that I have and can develop options to consider about my work, and being willing to acknowledge and demonstrate respect and empathy for diverse perspectives
Flexibility
Which SOM:
knowing that we will benefit from our participation in, contribution to and receipt of professional relationships, and being willing to create and change relationships to benefit our work
Interdependence
As a coach you are not a ____(4).
parent
expert
friend
boss
What are the four A's of repairing broken trust?
Admit it
Apologize
Ask forgiveness
Amend your ways
____are brain cells that fire when we perform an action and when we watch someone else perform that action.
Mirror neurons
What are five elements of rapport?
posture
gesture
tonality
language
breathing
What percent of our message is communicated non-verbally?
65-75%
What are three situations in which rapport becomes THE MOST important element of coaching?
anticipate tension or anxiety in another
when tension or anxiety emerges in the conversation
when I can't understand another person or when I'm having difficulty paying attention
What are the five phases in a Planning conversation?
clarify GOALS (connect to curricular goals)
specifiy SUCCESS INDICATORS & a plan for collecting EVIDENCE
anticipate APPROACHES, strategies, decisions and how to monitor them
establish PERSONAL LEARNING FOCUS and processes for SELF-ASSESSMENT
REFLECT on the coaching process and explore REFINEMENT
Identify 3 or more research-based outcomes that are directly about the teacher
grew in efficacy
more reflective
more satisfaction
more collaboration
benefited teachers personally
Identify two research-based outcomes of Cognitive Coaching that directly impact the community.
more professionalism
more collaboration
Identify one or more research-based outcomes of Cognitive Coaching that directly impacts students.
increased student test scores
other benefits: (using coaching to promote student thinking)
The four capabilities of a coach:
1. know one's ______and choose_____ ______
intentions
congruent actions
The four capabilities a coach:
2. set aside unproductive patterns of ____, _____ and ____
listening,
responding
inquiring
The four capabilities a coach:
3. Adjust one's ________ _______.
style preferences
The four capabilities a coach:
4. ______ between and within ____ ____ and ____ _____ to guide mediational interactions
Navigate
coaching maps
support functions
What are the three set-asides for a Cognitive Coach?
autobiographical
inquisitive
solutions
What are the five principles of paraphrasing?
_____fully
listen to ____
capture the ____
reflect ___ and _____
____ than original statement
______before question
use "____" instead of "___"
attend fully
listen to understand
capture the essence
reflect tone and gestures
shorter than original
paraphrase before question
use "you" instead of "I"
What are the three levels of paraphrasing (in order from reflecting to mediating)?
and a metaphor for each
acknowledge and clarify (mirror)
summarize and organize (containers)
shifting conceptual focus (escalator)
Provide 3 or more "acknowledge and clarify" stems.
You're thinking that...
So, your wondering if...
You're frustrated because...
You're hoping that...
You're concerned about...
Provide two or more stems for "summarizing and organizing."
So, there are three issues...
So, you're done with that part and you're ready to move on to...
First you're going to..., then you will...
On the one hand...and on the other hand....
When "shifting conceptual focus" the paraphrase stated will include words such as?
goals
values
beliefs
assumptions
concepts
Why is it important to pause frequently during a coaching conversation? (3)
check for BMIRS
provide opportunity for coachee to add more
provide time to think
Identify the 6 cues that eyes provide (for right handed people) and which region the eyes are going toward.
visual construct......visual recall
auditory construct..auditory recall
kinesthetic/emotive..internal dialogue
What is a polite way to interrupt?
"hang on a second, let me make sure I got it" (touch knee or use your hands to signal)
Why do mediational questions use plural forms of words?
And provide 3 example of plural words:
to invite multiple reasons and open thinking:
reasons
strategies
hunches
decisions
Why do mediational questions use exploratory or tentative language (2 reasons)?
Provide 3 Examples of tentative language?
prompts thinking
true inquiry
might
possibilities
some
hunches
What is a positive presupposition?
And provide an example.
positive assumption of action or thinking taken beforehand,
ex. as you examine the data...
how will you know...
as you consider alternative...
List of power words that invite cognitive process:
predict
recall
select
describe
sequence
compare
analyze
prioritize
summarize
conclude
connect
evaluate
When are probing questions used?
to elicit precision in language and thoughts
What are 5 types of non-specific language that need probing?
generalizations (all, never, everyone)
rule words (should, must)
vague verbs (feel)
vague pronounds
incomplete comparisions
What is the purpose of reflecting conversations?
to enlarge our frame of reference beyond the episodic
What are the steps in a reflecting conversation?
SUMMARIZE impressions and RECALL supporting data
ANALYZE casual factors (past)
CONSTRUCT new learning (present)
COMMIT to application (future)
REFLECT on coaching and EXPLORE refinements
Avoid using the word ____ in reflecting conversations.
Why
A coach uses _____ and _____ ____to enable the coachee to make his/her own _____, ___ ___ and ______.
Which SOM?
contribution
participation
collegiality
capacity building
balance of self and the group
Interdependence
Which SOM?
seeking alternatives
perspectives
considering
adjusting
ambiguity
Flexibility
Which SOM?
internal resources
responsibility
choices
control
action
Efficacy
Seven principles of Instructional Coaching?
reciprocity
equality
praxis
voice
dialogue
choice
reflection
The capacity for high performance in both autonomous and interdependent settings?
Holonomy
As a coach, know and believe that when the ____stops, the ____ continues ____ and even____.
conversation
thinking
consciously
unconsciously
A coach maintains faith in____ _____ for their own _____, _____, and _____growth.
human capacity
intellectual
social
emotional
A coach possesses a belief in her own capacity to serve as an______ ____for another's growth.
empowering catalyst
Five facets of trust.
benevolence
honesty
openness
reliability
competence
What does it mean to be benevolent (6)?
extend good will
positive intentions
support and caring
appreciation
fairness
confidentiality
Four things coaches must do?
follow-through
be reliable
be confidential
be vulnerable
Five elements of rapport.
posture
gesture
tonality
language
breathing
Four tools for a planning conversation?
pause
paraphrase
probing/clarifying questions
paying close attention
Which SOM?
From external locus of control
to
internal locus.
Efficacy
Which SOM?
from narrow, egocentric view
to
broader and alternative perspectives
Flexibility
Which SOM?
from lack of awareness of self and others
to
awareness
Craftsmanship
Which SOM?
from isolation and separateness
to
connection to and concern for community
Interdependence
A problem-resolving map moves the coachee from ___ ____ to their ____ _____ by ____ _____ then accessing the states of mind to make it happen.
existing state
desired state
amplifying resources
Use _____ only during the existing state of a problem-resolving conversation.
paraphrasing
Purpose of PACING (2)
honor what is
make visible what is possible
Steps in a problem-resolving conversation (verbs)
HONOR existing state
FRAME desired state
LOCATE and AMPLIFY resources
CHECK for congruence
REFLECT on process
Pacing should take approx. ___ minutes.
2
Pacing template including BMIR checks:
You're _____because_____(BMIRS).
What you want iS _________(BMIRS)
And you're looking for a way to make that happen.(pathway)
Characteristics of effective problem-resolving goals:
stated positively
stated broadly
brief
positive presuppositions
having, feeling
about coachee
in their control
Three universal goals:
identity
connectedness
potency
What is the stem for the Desired state?
Three key words to frame the desired state.
what you want is to:
be
have
feel
The typical pattern of questioning for SOM in a problem resolving conversation?
which will be high, low or varied.
Consiousness (High)
craftsmanship (low)
efficacy (med to low)
flexibility (low)
interdependence (varies)
Three phases of leading (start, go, done)
initiate a question to illuminate SOM
probe to create goal specificity and paraphrase for shift conceptual focus
observe for cognitive shift from uncertainty to insight
When is an Outcome Structure used?
when coachee is focusing on a third party
Phases in an Outcome Structure:
Desired behavior of 3rd party
Knowledge,Skills,Attitude needed by 3rd party
Strategies coachee might use to help 3rd party
KSA needed by coachee to do this
what are the three set-asides in problem resolving conversations?
closure
comfort
comprehension
SOM?
having internal resourceful
efficacy
SOM?
initiating responsibility
efficacy
SOM?
knowing one has choices and making choices
efficacy
SOM?
being a problem-solver
efficacy
SOM?
taking action
efficacy
SOM?
being aware of self, others, and setting
consciousness
SOM?
knowing about one's thinking
consciousness
SOM?
seeking data about self, others and setting
consciousness
SOM?
being aware of one's own and others' styles and preferences
consciousness
SOM?
monitoring one's own decisions and the resulting effects
consciousness
SOM?
being intentional
craftsmanship
SOM?
striving for improvement and refinement
craftsmanship
SOM?
assessing for excellence
craftsmanship
SOM?
seeking clarity and precision
craftsmanship
SOM?
pursuing ongoing learning
craftsmanship
SOM?
seeking/generating alternatives
flexibility
SOM?
seeing multiple perspectives
flexibility
SOM?
being willing to consider change
flexibility
SOM?
adjusting to others' styles and preferences
flexibility
SOM?
tolerating ambiguity
flexibility
SOM?
contributing to the common good
interdependence
SOM?
participating with and learning from others
interdependence
SOM?
developing capacity in interacting with others
interdependence
SOM?
seeking collegiality and collaboration
interdependence
SOM?
balancing self needs and group needs
interdependence
Which switching between support functions, shift _____ to signal.
rapport
What is the mission of Cognitive Coaching?
self-directed people with cogntive capacity for high performance both independently and inter-dependently
During a planning conversation, when is it time to plan for data collection?
discussion of success indicators "How will you know?"
personal learning "How will you ensure you maintain your focus?"
Data must be ____ (3).
a third point of discussion
owned by teacher
designed by teacher
Three filters of perception
modality
cognitive style
educational beliefs
Five educational beliefs:
cognitive process (thinking)
self-actualization (potential, whole)
technologism (data, task analysis)
academic rationalism (classics, values)
social reconstructionism (society)
What is the goal of a problem-resolving conversation?
to help the coachee access SOMs and the resources to seek clarity of their desired state and how to get there
(not a solution)
A cognitive caoch helps another person to take action toward her ____ while simultaneously helping that person develop expertise in ____, _____, ______, and _______.
goals
reflecting
planning
problem-solving
decision making
A cognitive coach is concerned with the ____ ____ .
mental processes
A self-directed person has the capacity for ________-___________
(approaches tasks w/clarity of outcomes, plan, data, then draws from
experiences and anticipates success indicators and creates alternatives)
self-managing
a self-directed individual as the capacity for being ____-_____
(establishes metacognitive strategies to assist in decision making)
self-monitoring
a self-directed individual is ____-______
(reflects on, evaluates, analyzes, and constructs meaning and applies to future challenges)
self-modifying
We provide both _____ and ______ for each other--- the grist for each other's pearl making.
--Stephen Nachmonovitch
irritation
inspiration
Cognitive Coaches regard all ____as ________ _________focused on self-directedness.
all interactions
learning opportunties
The pattern of _____ _______in a school strongly influences the ____ _ _____ and the _____ ______for students.
pattern of adult interactions
clilmate of learning
instructional outcomes
"The finest gift you can give someone is _____."
--Sidney Madwed
encouragement
During a planning conversation, a coach engages the colleague's ___ ____ that will maximize the _____, ______ and ______ of the event.
cogntive processes
significance
success
meaning
The two most essential territories during a planning conversation.
Clarify goals
specify success indicators and plan for collecting evidence
Success indicators are _________ and ____________.
observable
measurable
The two territories most essential to self-directed learning during a reflecting conversation are:
analyzing causal factors
contructing new leaning
Two other areas of a planning conference that are frequently useful to a coach and/or teacher are:
relationship of this lesson to broader curricular goals
information about teacher concerns
During a reflecting conversation, a coach invites the teacher to make comparisions between what ______ and what was______.
occurred (remembers from the lesson)
desired
A planning convesation should take about ___ minutes.
8-12 minutes
Universal Goal: Identity
What you want is:
have integrity
be creative
be balanced
be in charge
be yourself
feel unique
Universal Goal: Connectedness
What you want is to:
be in a community
feel bonded
feel trusted
be a part of the family
be unified
feel integrated
feel valued
Universal Goal: Potency
What you want is to:
be/feel effective
be influential
be/feel successful
be/feel resourceful
be compelling
be grounded
have strength
Efficacy
From an external locus of control to____.
an internal locus of control.
Flexibility
From a narrow, egocentric views to ____.
broader and alternative perspectives.
Craftsmanship
From vagueness and imprecision to____.
specificity and elegance
Consciousness
From lack of awareness of self and other to____.
awareness of self and others
Interdependence
From isolation and separateness to ____.
connection to and concern for the community.
Two questions for leading (efficacy):
When you've faced situations like this before, what strategies were effective?
What are you hunches about the choices you have?
Two questions for leading (flexibility):
When you are _____, what do you need?
What might be the positive intentions of ____?
Two questions for leading (craftsmanship):
What do you mean when you say____?
What criteria might you use to determine you have_____?
Two questions for leading (consciousness):
what might be the internal dialogue you're having about ______ ?
what might you see and hear if things were working well_______ ?
Two questioons for leading (interdependence):
What might be some of the common values that you and ____ share?
What might it take to build group commitment to ______?
In a problem-resolving conversation, checking for congruence means what?
consistency between speech, content, BMIRS
"The more I tell people how well they are doing, the less they ______."
--Carol Sanford
self-assess
A coach holds a spotlight on_____ to examine it ______and without ____________.
thinking
courageously
judgment
Craftsmanship without flexibility is_____
perfectionism
Efficacy without consciousness is ______.
arrogance.
three characteristics of mediational questions:
invitational
engage specfic cogntive operations
address content that is internal or external to the person
characteristics of invitational mediational questions:
approachable voice
plural forms
tentative/exploratory language
positive presuppositions
open ended
cognitive operations include:
input
process
output
six domains of knowledge
content
students and how they learn
collegial interactions
pedagogy
self-knowledge
cognitive processes of instruction
Cogntive processes related to INPUT
As you...
recall
define
describe
identify
name
list
Cognitive processes related to PROCESS
As you....
compare
infer
analyze
sequence
synthesize
summarize
Cogntive processes related to OUTPUT (future)
As you...
predict
evaluate
speculate
imagine
envision
hypothesize
Verbal components affecting rapport: (5)
pitch
volume
inflection
pace
words
characteristics of field dependent individuals:
enjoy working with others
collaborative; mentor relationships
take in overall scheme
have difficulty with individual parts
work from intuition and gut
like concrete experiences
like metaphor, analogy relationships
see things holistically
What Field dependent individuals want from a coach:
to be warm and show personal interest and support
provide guidance and modeling
seek the teacher's opinion in decisions
have an open door
"practice what they preach"
congruent words and body language
characterisitcs of field independent individuals:
work alone, get the job done
task oriented, formal
analytically, see parts to whole
logical, rationak, impersonal orientation
to figure things out for themselves
like theoretical and abstract ideas
learn through books
good at sequence and details
What field independent teachers want from a coach:
focus on tasks
allow independence and flexibility
make decisions based on data and analysis
be knowledgeable about C and I
maintain professional distance
give messages directly and articulately
Author
sartkras
ID
4263
Card Set
Cognitive Coaching
Description
knowledge and understandings of Cognitive Coaching
