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What is "cognitive coaching"?  How is it defined?

Cognitive Coaching is the process that involves teachers exploring and becoming aware of the thinking behind their practices.

What are the crucial components in cognitive coaching?  What conditions need to be present?

The components of cognitive coaching that are crucial are the preconference, observation, and post conference. The conditions that need to be present are that a teacher is talking to someone else about the goals of the lesson and the purpose of specific activities. The observation is required by another individual to see how the specific lesson talked about goes. The post conference requires assessment by the teacher while the other individual asks questions to make the teacher more reflective.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?

The goals for ALB1 could be to support each other in finding our strength and challenging each other’s thinking about our teaching practices and implementation of new strategies. Another goal for ALB1 is to continue to be reflective in all of our practices.
Resources: http://www.flowinmotion.ca/resources/Costa-Garmston-Cognitive%20Coaching%20p%2090-95.pdf

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Definition: cognitive coaching is when teachers help other teachers explore their practice to unveil pieces that may be missing in their cognitive map

Crucial Components - in order for cognitive coaching to be effective, teachers need to be able to:

Have trust

Use conversation structures for problem solving

Develop a sense of community

Use the 3 Ps (pausing, paraphrasing, posing questions)

Worthwhile goals for ALB1 to engage in cognitive coaching would be:

1. Stronger sense of community built on trust.

2. Understanding of each other’s strengths and weaknesses, including our own.

3. Being able to look into a guided mirror (aka - others are able to help unveil parts of your cognitive map that you may not be able to see so you can define areas of needed/intended growth)

4. Build more confidence in our practice.

3 sources

https://www.thinkingcollaborative.com/seminars/cognitive-coaching-seminars/

https://aplusala.org/best-practices-center/2017/11/16/3-cognitive-coaching-skills-everyone-can-put-to-use/

https://pdfs.semanticscholar.org/8a75/1124a2801b75cb02d32484b18ebcb6026c40.pdf

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What is "cognitive coaching"?  How is it defined?
Cognitive coaching is a way to help teachers reflect on and think about their own teaching practices. Rather than “giving the teacher the answer” the cognitive coach asks questions that helps them think about their processes, strengths, and weaknesses to help teachers grow. This allows the teacher to process their thinking out loud and reflect on their teaching. The goal of cognitive coaching, is for the teacher to individually reflect on, analyze, and self evaluate through the questions asked by the cognitive coach. The teacher is ultimately the evaluator of their teaching, making cognitive coaching different than formal observations done by administrators.

What are the crucial components in cognitive coaching?  What conditions need to be present?

Critical Components Include: A willingness to grow, a safe space to reflect, trust/rapport between the teacher and the cognitive coach, a growth mindset, intentional questioning that allows for deeper thinking and reflective practices, teacher autonomy.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?

Cognitive coaching is truly about growth which is something that we have really emphasized. Cognitive coaching really seems to align with our values of creative a safe, growth-minded, reflective community. By engaging in cognitive coaching, I think we are able to continue to support each other in reflecting on our own teaching. I think a goal could be to use cognitive coaching to help use become reflective practitioners on our own learning.

https://www.thinkingcollaborative.com/link/

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

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What is cognitive coaching? How is it defined?
-It is a developmental strategy based on the idea of meta-cognition. Cognitive coaching develops insight into the learner's/teacher's own thinking and processes.

What are the crucial components in cognitive coaching?
-Planning, Modeling, Self-Appraisal, Self-Management, and Dialogue.

What conditions need to be present?
-There must be a goal or target in mind. The learning should be driven through open-ended/higher level questioning, and conceptual understanding.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?
-In teaching, we need to be very reflective and meaningful with our instruction. Through this process it strengthens these skills. With cognitive coaching we not only can better ourselves, but also aid one another with  our classroom strategies.

Resources:
funderstanding.com/educators/cognitive-coaching/

youtube.com/watch?v=z8rDYrbuJs4

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Cognitive coaching is when a coach helps a teacher explore the thinking behind their practices. A teacher recognizes their current strengths and explores possible untapped resources.

The teacher must be willing to set goals, accept peer feedback, and dig into self reflection and evaluation. In other words, be vulnerable. In the beginning there is peer preconference, observation and postconference. The final goal is for the teacher to self-monitor, self-analyze, and self-evaluate.

Cognitive coaching would allow the teachers in our community to be able to tap into honest reflection and problem solving skills. This process can then be modeled and passed on to our students. This will help optimize our students learning.

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

https://gradedtl.wordpress.com/2018/05/25/cognitive-coaching-to-support-growth/

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What is cognitive coaching?
Cognitive coaching is helping others think about their thinking - as well as helping them to take thinking deeper. Teachers explore the thinking behind their practices through a cycle of pre conference, observation, and a post conference. This cycle helps teachers improve by becoming more reflective about teaching.

What are the components in cognitive coaching?
The components needed are a coach, and coachee/teacher. There also needs to be a willingness to grow, reflect, think deeply and question oneself as the coachee/teacher. The coach needs to listen non-judgmentally in order to support. There is a cycle of pre conferencing, observing, and post conferencing between both.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?
Improving our practices, learning how to critically reflect on our practices, improving intentionality, collaborating, and learning from one another.

Here are some helpful resources:

- Educational Leadership Website

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What is Cognitive Coaching? | Brian Marshall | TEDxYouth@TCIS

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What is Cognitive Coaching? Exploring the thinking behind teaching practices through paraphrasing and clarifying questions.

Crucial Components:
Reflection/Self-Evaluation
Non-Judgmental/Personal
Paraphrasing
Open-Ended Questions
Planning
Problem Solving

Application: The overall goals of cognitive coaching are to build knowledge and skills, identify goals, and determine strategies for growth. Within ALB1 I think we need to support each other to achieve these goals. We all want to be better practitioners. By asking open ended questions, having a non-judgmental environment, and always digging deeper I think we can support each other to grow within our classrooms.

https://gradedtl.wordpress.com/2018/05/25/cognitive-coaching-to-support-growth/

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What is Cognitive Coaching? | Brian Marshall | TEDxYouth@TCIS

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What is it?
Cognitive coaching, specifically in the field of education, is a process with the intent to help teachers practice metacognition and reflection. It is meant to increase awareness in areas that they have not necessarily considered or explored before. It may include a three-phase cycle similar to teacher evaluation programs (preconference, observation, postconference). However, the teacher acts as the primary evaluator of the lesson. The goal is to build teacher autonomy and improve teachers' abilities to make meaningful changes in their own thinking and teaching practices.

Crucial components/conditions
Judgement-free environment, open minded to change, reflective attitude, desire to grow, effective questioning that leads to deeper thinking and reflection

Application for ALB1
We can support one another as educators through a cognitive coaching model. Asking meaningful questions to build awareness, metacognition, and reflection can lead to impactful changes in our thinking and teaching practices.

Resources
https://www.youtube.com/watch?v=z8rDYrbuJs4

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

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Hey All,
I did this activity on google docs and then uploaded it as a file. If some of you are having trouble opening it, let me know and I'll modify the upload.
-Sam

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o   What is "cognitive coaching"?  How is it defined?

Cognitive Coaching can be defined as a process during which teachers explore the thinking behind their practices. (Garmston, Linder, Whitaker, para 3, 1995).

Likewise, the process of cognitive coaching involves a non-judgmental and confidential relationship between a coach and the individual being coached based on authenticity, honesty, respect and empathy. Cognitive coaching focus entirely on developing internal thought process and self-directedness of the teacher or principle, and not changing behavior through counselling, advise or by telling the teacher or principle being coached what to do. (Rogers, Hauserman, Skytt, 2017).

In my own words, cognitive coaching is the process where the educator is coached on how to effectively reflect about their practice within the classroom and school. The process also involves teaching the individual being coached how to take their reflective practice back into the classroom. All of this is done by the teacher with the support of the coach, as this is self-reflective and self-applying.

o   What are the crucial components in cognitive coaching?  What conditions need to be present?

In cognitive coaching, there are three structured conversations that happen. The first one is Planning Conversations that help principles being coached to clarify goals for the school, reflect on possible indicators of success and create a plan for collecting the needed information from students, teachers and parents, and/or other stakeholders. Reflection conversations provide opportunities for principals to reflect both on their processes and how the implementation of the processes worked. Problem solving conversations begin with the existing state of the principal. The coach first acknowledges the existing state and then helps frame the desired state together with the principle, while inviting the principal to draw on his or her resources to reach the desired results. (Rogers, Hauserman, Skytt, 2017).

The evidence presented here is also stated on (aassa.net/blog/?p=2377, Minor, 2017), which also goes on to talk about four different support functions. The first one is cognitive coaching, which involves coaching conversations, mediating thinking, asking questions and having the focus on the teacher. The second one is collaborating, where the teacher and the coach learn, share work and brainstorm together. The third is consulting, where informing colleagues on variety of topics training and institutionalizing practices. The last one is Evaluating, where the coach and teacher have a judging performance and conforming to a set of standards begins.

A few conditions need to be present during this time, and one of the most important ones is setting aside your ego and ideas. This can be hard, as it is easier to tell people what to do than to truly coach them. The second thing is that people love their own ideas when other people love them too. If they are lazily coached, coahces can rob them of learning a way of thinking they can use later on in their own.

o   What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?

One of the goals would be to help us become a greater reflector in our practices. This can be further deepened by having us coach each other and in a way that follows the guidelines set forth by cognitive coaching. We can do this to help us better coach and teach our students.

https://pdfs.semanticscholar.org/8a75/1124a2801b75cb02d32484b18ebcb6026c40.pdf

https://www-jstor-org.xxproxy.smumn.edu/stable/90010113?seq=3#metadata_info_tab_contents

http://www.aassa.net/blog/?p=2377

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What is cognitive coaching?  How is it defined?
A process in which teachers explore and reflect on the reasoning behind their practices and choices in their classrooms

What are crucial components in cognitive coaching?
Common goals among participants.  Open dialog between coach and learner.  Trust between participants to share freely.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?
Helping us to dive deeper into our own practices in our teaching and to allow us to understand the motivation or lack of motivation behind activities and practices in our classrooms.
Resources:
http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

https://www.funderstanding.com/educators/cognitive-coaching/

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What is cognitive coaching? How is it defined?
It is a process where teachers explore the thinking that goes into their practices. It supports teachers' existing strengths while expanding otherwise unexplored areas of practice.

What are the crucial components in cognitive coaching?
There is a pre-conference, observation and post-conference. Teachers need to be able to self-monitor, self-analyze, and self-evaluate.  Also, I think a teacher needs to be open minded and able to constructively criticize themselves without being defensive, but rather see the criticism as a way to improve.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?
We all have different perspectives and experiences to offer one another.  Learning from each other and with each other.  We have created a safe community where we could feel comfort while discussing our own practices.

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

https://womenlite.com/cognitive-coaching-model-useful/

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What is ‘cognitive coaching”? How is it defined? Cognitive coaching supports teachers in exploring both strengths and areas of growth by supporting them in thinking about their practice. It is defined as teachers exploring the thinking behind their practice. It’s basis is metacognition which is being aware of one’s own thought processes.

What are the crucial components in cognitive coaching? What conditions need to be present? Self appraisal, self monitoring of cognition, modeling and dialogue. Space for reflection, effective questioning, objectivity, being present and listening.

What worthwhile goal would there be for the ALB1 from engaging in cognitive coaching? A  goal could be a deeper reflective practice and intentionally in our teaching decisions and planning for our students to engage in the same opportunity to think about their thinking in an effort to support meaning making and understanding.

2 resources

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

https://www.thinkingcollaborative.com/stj/

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What is cognitive coaching?  Is to rethink or to think about thinking.

How is cognitive thinking defined?  it is a process during which teachers explore the thinking behind their practices.

What are crucial components in cognitive thinking? Planning, reflecting, self appraisal, self management, modeling, dialogue

What conditions need to be present?  1)effective questioning for going deeper? 2)thinking is driven by questions not answers? 3) where do you want to go with your thinking?

What worthwhile goals would there be for ABL1 from engaging in CC?

To look into why we are doing what we do, questioning if it is worthwhile and productive.  To dive deeper into our thought process and get our students to do the same.

https://www.funderstanding.com/educators/cognitive-coaching/

https://www.youtube.com/watch?v=z8rDYrbuJs4

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What is "cognitive coaching"?  How is it defined?
Cognitive coaching is the process during which teachers explore the thinking behind their practices. Reflective Teaching

What are the crucial components in cognitive coaching?  What conditions need to be present?

Trust - the process, each other, and the environment
Learning - engagement and transformation of the mind.
Autonomy - self-monitor, self-analyze, and self-evaluate

What worthwhile goals would there be for ALB1 from engaging in cogitive coaching?
Working together as a community to practice cognitive coaching. Experience both aspects: coaching and being coached.

Resources

https://slideplayer.com/slide/4456967/

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What is "cognitive coaching"?  How is it defined?
Cognitive coaching's goal is to create more reflective teachers while developing and advancing ones teaching abilities. Educators analyze the thinking behind their ways. Teachers are often able to tap into unexplored capacities.

What are the crucial components in cognitive coaching?  What conditions need to be present?
There is a 3 step process is cognitive coaching similar to the evaluation process: the planning, process, the classroom observation and the reflection process. Metacognition is crucial to cognitive coaching.  A coach trained in helping educators develop self awareness in the classroom and from within.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?
-Teaching through exploration
-More reflective teachers
-Increased collaboration

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

https://twitter.com/cindyherren/status/1092969247783809025/photo/1

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What is "cognitive coaching"?  How is it defined?

Cognitive coaching is being aware and reflective of one’s own thinking process.

What are the crucial components in cognitive coaching?  What conditions need to be present?

In order for cognitive condition to be effective, there needs to be an open mindness, modeling of self-appraisal, and self-management of cognitive processes. Learners need to be reflective and internalize their own thoughts.

What worthwhile goals would there be for ALB1 from engaging in cognitive coaching?

Cognitive coaching encourages self-efficacy. Not only does cognitive coaching foster independence in learning, it can push us to push others in new learning practices.  As a community, it focuses on building flexible, problem solving skills in areas of growth needed in our classrooms.
http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

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Cognitive coaching is based on the idea that metacognition -or being aware of one's own thinking processes-fosters independence in learning. By providing personal insights into the learner's own thinking processes, cognitive coaching builds flexible, confident problem-solving skills. Plus, it encourages self-efficacy and pride.

Basic Elements

Coaching involves the modeling of self-appraisal and the self-management of cognition by an expert. It also involves learner performance and reflection, internalizing, and generalizing.

In modeling, the instructor explains thinking, reading, and calculating strategies by naming the strategy (such as "eliminating alternatives" or "finding the main idea"), then explaining why it should be learned. The instructor also provides explicit steps for using a particular strategy, deciding when it's appropriate, and evaluating it.

Dialogue, both on the part of instructor and student, is another prominent aspect of coaching. For example, in the "scaffolded instruction" technique, teachers and students take turns leading dialogues about texts, asking each other to predict, question, clarify, summarize, and self-appraise.

Scott Paris, in his 1990 article "Promoting Metacognition and Motivation of Exceptional Children" in Remedial and Special Education, lists the following fundamentals of building effective metacognitive skills:

1. Common goals held by teachers and students

2. Ongoing assessment of performance, in order to adjust difficulty levels

3. Mutual regulation-in other words, teachers benefit from the students' misconceptions and observations of the strategies, while students learn from their instructor's previous experience using the strategies

Adult learning principles greatly support cognitive coaching and predict its success. For example, adult coaching is often used as an alternative to clinical supervision in developing the teaching and management skills of school administrators. However, cognitive coaching is also being developed in K-12 instructional programs for special needs and whole language students. Apparently, the same principles apply for both adults and children...imagine that!

Reading

Farmer, James A., New Directions for Adult and Continuing Education.

Marzano, R.J. et al., Dimensions of Thinking. Alexandria: ASCD.

Paris, Scott G. "Promoting Metacognition and Motivation of Exceptional Children, Remedial and Special Education, Nov-Dec 1990, pp 7-15.

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This article overviews the specific learning experience through cognitive coaching, its basic elements, and further resources for better understanding.