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Cognitive Coaching 21 st Century Teachers : It’s All about Student Learning!

Cognitive Coaching 21 st Century Teachers : It’s All about Student Learning!. Watson School of Education PDS Extended Internship Preparation. Revised 11/09. NC Professional Teaching Standards. NC Professional Teaching Standards WSE Intern Performance Scale

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Cognitive Coaching 21 st Century Teachers : It’s All about Student Learning!

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  1. CognitiveCoaching21st Century Teachers:It’s All about Student Learning! Watson School of Education PDS Extended Internship Preparation Revised 11/09

  2. NC Professional Teaching Standards

  3. NC Professional Teaching Standards • WSE Intern Performance Scale • Periodic Assessment of Intern Progress • WSE Office of Professional Experiences

  4. Logistical Details & Forms • Intern Expectations • Intern Schedules • Classes • Work • UNCW Key Contacts • Office of Professional Experiences • http://www.uncw.edu/ed/professionalexperience/internship.html#prep • PDS Collaborative Portal: https://appserv02.uncw.edu/wsed_Portal/login.aspx

  5. Partnership Teacher Recognition • Please check your school district for local policy. • CEU credits with district approval

  6. Mission of the North Carolina State Board of Education August 2006 Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

  7. Attributes of a Elementary Level Learner NICKY

  8. Attributes of a Middle Level Learner(Watson School Designed) SAMMY

  9. Attributes of a Future Ready Graduate

  10. A Vision of K-12 Students Today! WHY MUST WE MOVE INTO 21st CENTURY TEACHING AND LEARNING?

  11. COGNITIVE COACHING Prepares Our Interns for Teaching 21st Century Learners Cognitive Coaching is a method of instruction that recognizes the strengths of METACOGNITION—thinking about thinking– and its role in independent learning. ~Costa and Garmston

  12. Looking at Metacognition…The self reflection and self regulationbefore, during, and after an action. • Developing a plan of action “What should I do first?” • Maintaining and monitoring action “How am I doing?” • Evaluating action “How well did I do and… WHY?”

  13. TRUST… Must Come First! In a trusting relationship, the mentor works to help the teacher intern to feel safe about thinking critically about his/her teaching andlearning through self-reflection. ~Costa and Garmston

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

  15. Major Findings of Research on Teacher Cognition… 1. All behavior is rationally based on rather simple cognitive maps of reality. • Talking aloud about their thinking and decisions about teaching energizes teachers and causes them to refine their cognitive maps and hence their instructional choices and behaviors. • Certain invisible, cognitive skills drive teaching performance.

  16. Major Findings… • These invisible cognitive skills can be categorized in four domains: • Pre-active (Planning) consists of all the intellectual functions performed before instruction • Interactive (Teaching) includes the multiple decisions made during teaching • Reflective (Analyzing and Reflecting) consists of all those mental processes used to think back on, analyze, and judge instruction • Projective (Applying) abstracts from the experience, synthesizes new generalizations, and carries them to future situations

  17. Pre-Conference (Pre-active) The Cognitive Coaching Cycle Invisible Cognitive Skills Drive Teaching Performance Setting Future Observation and Growth Goals (Projective) Data Collection (Interactive) Feedback / Post Conference (Reflective)

  18. COACHING PLAN • Coaching Plan • GUIDE FOR CYCLES OF COACHING • Intervention • SIX- POINT LESSON PLAN • Sample

  19. 21st Century CoachesAsk the Right Questions! Effective coaches recognize the need to use questioning strategies that help guide their interns through metacognitive thinking that will help enhance their teaching and self-reflectionin the future.

  20. Asking the Right Questions! • Marzano’s Questioning Stems • Questioning Stems • Suggestions for Effective Listening • Continuum

  21. Cognitive Coaching ProducesSelf 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.

  22. SELF DIRECTEDNESS

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