CognitiveCoaching21 st Century Teachers : It’s All about Student Learning! Cognitive Coaching 21 st Century Teachers : It’s All about Student Learning! BAYLLING HSS : TAKING A STEP FURTHER Revised 11/09

What is….. …………………….. Cognitive coaching?

A Paradigm for Coaching Existing State Tentative plan Superficial reflection Low state of mind Problem Desired State Clear plan Deep reflection for learning High states of mind Resourcefulnes s Inner Thought Processes Mental Models The path of coaching conversations

Propositions of Cognitive Coaching SM All Behavior is produced by Thought & Perception Teaching is Constant Decision Making To learn something new requires Engagement & Alteration in Thought Humans continue To Grow Cognitively CC Mediates

WHY MUST WE MOVE INTO 21 st CENTURY TEACHING AND LEARNING?

COGNITIVE COACHING Prepares Our teachers for Teaching 21 st Century Learners Cognitive Coaching METACOGNITION Cognitive Coaching is a method of instruction that recognizes the strengths of METACOGNITION—thinking about thinking– and its role independent in independent 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… Must Come First! safe about thinking critically about his/her teaching andlearning In a trusting relationship, the mentor works to help the teacher to feel safe about thinking critically about his/her teaching and learning through self- reflection. ~Costa and Garmston

Cognitive Coaching Conversations! planning, reflection and decision making own insights and learning. Mentors use dialogue to mediate teacher through planning, reflection and decision making, helping them to become aware of their own insights and learning. ~Costa and Garmston

Major Findings… Major Findings… four domains These invisible cognitive skills can be categorized in four domains: Pre-active Pre-active (Planning) consists of all the intellectual functions performed before instruction nteractive Interactive (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 Projective Projective (Applying) abstracts from the experience, synthesizes new generalizations, and carries them to future situations

Pre-Conference (Pre-active) Setting Future Observationand Feedback / Post Conference (Reflective) Data Coll ection (Interactive) Growth Goals (Projective) (Projective) The Cognitive Coaching Cycle Invisible Cognitive Skills Drive Teaching Performance

21 st Century Coaches Ask the Right Questions! questioning strategies metacognitive thinking teaching and Effective coaches recognize the need to use questioning strategies that help guide their teachers through metacognitive thinking that will help enhance their teaching and self-reflection self-reflection in the future.

Cognitive Coaching Produces Self Directed Learners The mission of Cognitive Coaching is to produce self directed persons with the cognitive capacity for high performance, both independently and as members of a professional learning community.

SELF DIRECTEDNESS