balance of self and the group
Seven principles of Instructional Coaching?
The capacity for high performance in both autonomous and interdependent settings?
As a coach, know and believe that when the ____stops, the ____ continues ____ and even____.
A coach maintains faith in____ _____ for their own _____, _____, and _____growth.
A coach possesses a belief in her own capacity to serve as an______ ____for another's growth.
Five facets of trust.
What does it mean to be benevolent (6)?
extend good will
support and caring
Four things coaches must do?
Five elements of rapport.
Four tools for a planning conversation?
paying close attention
From external locus of control
from narrow, egocentric view
broader and alternative perspectives
from lack of awareness of self and others
from isolation and separateness
connection to and concern for community
A problem-resolving map moves the coachee from ___ ____ to their ____ _____ by ____ _____ then accessing the states of mind to make it happen.
Use _____ only during the existing state of a problem-resolving conversation.
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.
Pacing template including BMIR checks:
What you want iS _________(BMIRS)
And you're looking for a way to make that happen.(pathway)
Characteristics of effective problem-resolving goals:
in their control
Three universal goals:
What is the stem for the Desired state?
Three key words to frame the desired state.
what you want is to:
The typical pattern of questioning for SOM in a problem resolving conversation?
which will be high, low or varied.
efficacy (med to low)
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?
having internal resourceful
knowing one has choices and making choices
being a problem-solver
being aware of self, others, and setting
knowing about one's thinking
seeking data about self, others and setting
being aware of one's own and others' styles and preferences
monitoring one's own decisions and the resulting effects
striving for improvement and refinement
assessing for excellence
seeking clarity and precision
pursuing ongoing learning
seeing multiple perspectives
being willing to consider change
adjusting to others' styles and preferences
contributing to the common good
participating with and learning from others
developing capacity in interacting with others
seeking collegiality and collaboration
balancing self needs and group needs
Which switching between support functions, shift _____ to signal.
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
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 _______.
A cognitive coach is concerned with the ____ ____ .
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)
a self-directed individual as the capacity for being ____-_____
(establishes metacognitive strategies to assist in decision making)
a self-directed individual is ____-______
(reflects on, evaluates, analyzes, and constructs meaning and applies to future challenges)
We provide both _____ and ______ for each other--- the grist for each other's pearl making.
Cognitive Coaches regard all ____as ________ _________focused on self-directedness.
The pattern of _____ _______in a school strongly influences the ____ _ _____ and the _____ ______for students.
pattern of adult interactions
clilmate of learning
"The finest gift you can give someone is _____."
During a planning conversation, a coach engages the colleague's ___ ____ that will maximize the _____, ______ and ______ of the event.
The two most essential territories during a planning conversation.
specify success indicators and plan for collecting evidence
Success indicators are _________ and ____________.
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)
A planning convesation should take about ___ minutes.
Universal Goal: Identity
What you want is:
be in charge
Universal Goal: Connectedness
What you want is to:
be in a community
be a part of the family
Universal Goal: Potency
What you want is to:
From an external locus of control to____.
an internal locus of control.
From a narrow, egocentric views to ____.
broader and alternative perspectives.
From vagueness and imprecision to____.
specificity and elegance
From lack of awareness of self and other to____.
awareness of self and others
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 ______."
A coach holds a spotlight on_____ to examine it ______and without ____________.
Craftsmanship without flexibility is_____
Efficacy without consciousness is ______.
three characteristics of mediational questions:
engage specfic cogntive operations
address content that is internal or external to the person
characteristics of invitational mediational questions:
cognitive operations include:
six domains of knowledge
students and how they learn
cognitive processes of instruction
Cogntive processes related to INPUT
Cognitive processes related to PROCESS
Cogntive processes related to OUTPUT (future)
Verbal components affecting rapport: (5)
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
knowledge and understandings of Cognitive Coaching