COMMUNICATION, COMPETENCE and COMMUNITY

COMMUNICATION,

COMPETENCEand

COMMUNITY

“JUST LIKE ME”

OUTCOMES:Learn and practice constructing productive

questioning.Learn and practice the components of skillful

listeningDevelop skill in building relational trustLearn how to facilitate the construction of

meaningLearn how to give, receive, and act upon

feedbackLearn how to promote genuine collegiality

and collaboration in an environment of learning.

AGENDA DAY I

Introductions and overviewTeachers’ Professional CommunityEspoused theory/Theory in UseLadder of InferenceIdentity as a MediatorBecoming a more skillful listenerPosing Powerful QuestionsPractice

√

STRESSORS: Isolation/lack of feedback Top-down mandates Recipes of teaching Lack of a sense of efficacy Lack of institutionalizng of

innovations Having to make a large

number of decisions with serious consequences

Evaluation

EVALUATION OF PERFORMANCE, MERIT RATING OR ANNUAL REVIEW…..

It leaves people bitter, crushed, bruised, desolate, despondent, dejected, feeling inferior, some even depressed, unfit for work for weeks after receipt of rating, unable to comprehend why they are inferior. It is unfair, as it ascribes to the people in a group differences that may be caused totally by the system that they work in.

W. EDWARDS DEMINGOUT OF CRISIS

WHAT DO YOU KNOW ABOUT THE

EFFECTS OF STRESS ON:

Thinking? Creativity? Intellectual development?

Social interaction?

RESEARCH BY SPRINTHALL AND THEIS-SPRINTHALL:

“Educators are the only professionals who remain at the same levels of cognitive, moral, ego, and social development throughout their professional careers.”

FROM:

DISTRESS

TO:

EUSTRESS

TEACHERS PROFESSIONAL COMMUNITY

Five Keys to Success: Shared Norms and Values Collaboration Collective Focus on Student WorkDeprivatized PracticeReflective DialogueLouis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional

Community in Restructuring Schools.” American Educational Research Journal, 33, (4) 757-798

SHARING THE VISION

1. SHARED NORMS AND VALUES

2. A COLLECTIVE FOCUS ON STUDENT LEARNING

A COLLECTIVE FOCUS ON STUDENT LEARNING STANDARDS OF LEARNING KNOWLEDGE- BASED

CONSTRUCTIVISM EFFORT-BASED LEARNING HABITS OF MIND

Lauren B. Resnick, “Making America Smarter: The Real Goal of School Reform”in Developing Minds: A Resource Book for Teaching Thinking. ASCD 2001

Students who are held to low expectations and have not been taught to think and problem solve...accept the judgment that inborn aptitude matters most and that they have not inherited enough of that capacity…..their performance remains low.

“...students who …are treated as if they are intelligent, actually become so. If they are taught demanding content and are expected to explain and find connections …they learn more and learn more quickly. They think of themselves as continual/powerful learners. Lauren B. Resnick

Making America Smarter: The Real Goal of School Reform 2001

3. COLLABORATION

THREE VERSIONS OF GROUP WORK

CONGENIAL COOPERATI VE COLLABORATI VE

CONGENIAL: HAVING THE SAME TASTES ANDTEMPERAMENT; FRIENDLY. SUITED TO ONE’S NEEDS OR DISPOSITION; AGREEABLE

COLLEGIAL: SHARING OF AUTHORITY OR POWER AMONG COLLEAGUES.

COLLABORATIVE: WORKING TOGETHER FOR A COMMON

PURPOSE: TO COMBINE SO AS TO PRODUCE AN EFFECT

4. DEPRIVATIZED PRACTICE

Teaching isa lonelyprofession

5. REFLECTIVE DIALOGUE

Your organization functions and grows through conversations……

The quality of those conversations determines how smart your organization is.

David Perkins,King Arthur’s Round Table

2002 N.Y. Wiley

ESPOUSED THEORY/THEORY-IN-USE

Espoused theory is “talk” theory- what you say that you do.

Theory-in-use is “walk” theory-what you really do.

DYSFUNCTIONAL BELIEFS

What I observe are the facts

What I know is the truth

Any sensible person would see what I see and know the truth as I know it.

LADDER OF INFERENCE

1. Situation as a video would capture it

2. The data you select3. The meaning you make

4. Assumptions attached to your meaning

5. Your conclusion6. Your beliefs and values

7. Your action

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

BREAK

Please return at 11:45.

THE MISSION OF COGNITIVE COACHINGSM

………..is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.

SELF-DIRECTEDNESS

Self-managing

Self-monitoring

Self-modifying

SELF-MANAGING: Approaching tasks with clear outcomes, a strategic plan, and necessary data. Knowing one has the capacity (Competence) to make a difference and being willing and able to do so. (Confidence)

SELF-MONITORING:

Consciouslyevaluating the quality of our own thinking, strategies and behaviors and their effects on others and on the environment.

Clip

SELF-MODIFYING:

Reflecting on, evaluating, analyzing, and constructing meaning from experiences and making a commitment to apply the learning to future activities, tasks, and challenges.

SELF-DIRECTEDNESS

Self-managing

Self-monitoring

Self-modifying

Talk at your tables about how these terms compare to what you know about self-directed individuals.

A GOAL OF COGNITIVE COACHING TRAINING:

To develop one’s identity and capacity as a

mediator

BUILDING YOU IDENTITIES

Paired ReadingUse “Say Something” Strategy

Partners read silentlyDesignated stopping points“Say Something,” for example:

• Ask a Question• Summarize/paraphase• Key point• Make a New ConnectionContinue to completion

ORIENTATIONS

Protector (Parent)Instructor (Expert)Advisor (Friend)Authority (Boss)Mediator (Coach)

Role Play Directions:

Form into groups of 5 and count off.Each person will take one identity

and respond to a scenario After everyone has responded,

reflect on how each response portrayed that orientation.

Generate other possible responses within that orientation

ROLE PLAY: SCENARIO

You are mentoring a 1st year teacher whom you think has a great deal of potential. One day she comes to you and says, “I’m quitting teaching. I think I’ve chosen the wrong profession.”

LEARNING TO LISTEN WITH

SKILL AND EMPATHY

THE WAY OF BEING WITH ANOTHER PERSON WHICH IS TERMED EMPATHIC…MEANS TEMPORARILY LIVING IN THER LIFE, MOVING ABOUT IN IT DELICATELY WITHOUT MAKING JUDGMENTS……TO

BE WITH ANOTHER IN THIS WAY MEANS THAT FOR THE TIME BEING YOU LAY ASIDE THE VIEWS AND VALUES YOU HOLD FOR YOURSELF IN ORDER TO

ENTER THE OTHER’S WORLD WITHOUT PREJUDICE…A COMPLEX, DEMANDING,

STRONG YET SUBLTLE AND GENTLE WAY OF BEING.

CARL R. ROGERS

Pausing:

Using wait-time before responding

to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

Paraphrasing:

Lets others know that you are listening, that you understand or are trying to understand them and that you care.

Probing:

Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

GENERALIZATIONSDELETIONS

DISTORTIONS

DEEP STRUCTURE LANGUAGE

“SURFACE LANGUAGE”

Paying attention to self and others:

Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

Speaker: Finish this sentence:

“AS I REFLECT ON THIS SCHOOL YEAR SO FAR, I AM MOST PROUD OF………”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

Speaker: Finish this sentence:

“AS I ANTICIPATE THE REMAINDER OF THIS SCHOOL YEAR, I’M MOST EXCITED ABOUT…….”

Listener: Use the Pause, Paraphrase Probe sequence

? What values are you expressing when you listen to one another so intently?

PARAPHRASE WHAT

YOU’VE LEARNED ABOUT THE, IMPORTANCE,

EFFECTS AND MENTAL PROCESSES OF LISTENING

WITH UNDERSTANDING AND EMPATHY

PRACTICAL APPLICATIONS

Model and Articulate Teach Practice fields Reflection

LUNCH

Please return at 2:00.

COMPOSING POWERFULQUESTIONS

QUESTIONING WITH INTENTION

UNPRODUCTIVE QUESTIONS:1. Verification questions the answers to that are already known to you or to the student:

“What is the name of...........?”“How many times did you .......?”


UNPRODUCTIVE QUESTIONS:2. Closed questions that can be answered

"yes", "no" , or "I can".

“Can you recite the poem?”

“Can you tell us the name of .....?”

“Who can remember.....?”

QUESTIONING WITH INTENTIONUNPRODUCTIVE QUESTIONS:

3. Rhetorical questions in which the answer is given within the question:

"In what year was the War of 1812?" "Since when has Mikhail Gorbachev

had his birth mark?" "So how much is 3 x 4: twelve. OK?" "Who can name the three basic parts of

a plant? Root, stems and leaves, right?"


UNPRODUCTIVE QUESTIONS:4. Defensive questions that cause

justification, resistance and self-protection:

"Why didn't you complete your homework?"

"Why would you do a thing like that?" "Are you misbehaving again?"


UNPRODUCTIVE QUESTIONS:5. Agreement questions the intent of

which is to seek agreement with your opinion or answer

"This is really the best solution, isn't it? "Let's do it my way, O. K.?” "We really should get started now,

shouldn't we?”

Questioning with Intention:1. Are invitational:

Approachable voice, Plurals,

Tentativeness, Invitational

stems2. Positive presuppositions3. Complex levels

A Credible Voice

An Approachable Voice

PLURALS

"What are some of your goals?” "What ideas do you have?" "What outcomes do you seek?""What alternatives are you considering?

TENTATIVENESS

“What might be some factors that would cause……?”

“In what other ways could you solve this problem?”

"What hunches do you have that may explain this situation?”

Invitational Stems:

“As you recall….” “As you anticipate…….” “As you envision……” “Given what you know

about…….”

LIMITING PRESUPPOSITIONS

“DO YOU HAVE AN OBJECTIVE?”“WHY WERE YOU UNSUCCESSFUL?”“IF ONLY YOU HAD LISTENED.”

EMPOWERING PRESUPPOSITIONS

“WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND FOR THIS MEETING?”


“AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?”


“WHAT PERSONAL LEARNINGS OR INSIGHTS WILL YOU CARRY FORWARD TO FUTURE SITUATIONS?”

Compose a question intended to invite complex thinking.

Use the criteria:

Invitational StemsPlurals

Tentative LanguagePositive

Presuppositions

WHEN SPEAKING:

1. State opinions clearly2. Share your assumptions3. Provide observable data4. Invite others to provide feedback5. Refrain from defensiveness

WHEN LISTENING:1. Put yourself in their shoes (Empathize)2. Pause to listen3. Take notes4 Paraphrase 5. Probe to clarify

SKILLFUL DIALOGUE

1. Establish Rapport2. Group A in center3. Critique4. B in Center5. Critique6. Full group reflection

DIALOGUE TOPICS

A.What have I learned today that may cause me to change

the way I communicate?

B. How does what I have learned today compare with the way

we presently communicate in my

school?

HOMEPLAY:

1.Describe to others what you are learning2.Isolate and practice your:

Listening SkillsQuestioning Strategies

PREVIEW DAY II

Cognitive CoachingTrust WalkCreating Rich Feedback

EnvironmentsForms of FeedbackSystems ThinkingAction PlanningReflection

Documents

COMMUNICATION, COMPETENCE and COMMUNITY