Math coaching Day 2

Essential Question Reflection

What are the characteristics of an effective coach, what do they need to know and be able to do?   What's the Big Idea?    

Purpose for today

Understanding Cognitive Coaching as one of the four support functions

Understanding the five states of mind to build holonomy

Understand the reflection conversation map with the essential coaching pattern of pausing, paraphrasing, pausing, and posing questions

Reflection

Turn to a neighbor and share strategies you used?

1. what is one thing that excited you?

2. What is one thing made you nervous, frustrated or challenged you?

3. What one thing do you want to learn more about?

Key points for Coaching

Benefits of coaching

Requirements for coaching

Four support functions

Coaching

Collaborating

Consulting

Evaluating

Practice

Five States of Mind

HOLONOMY

A Snapshot of Cognitive Coaching

“Self development of personal efficacy requires mastery of knowledge and skills, attainable only through long hours of arduous work.”

-A. Bandura (p. 126)

Efficacy

5 States of Mind: Tools for disciplined choice making

“Destiny is as destiny does. If you believe that you have no control, then you have no control.”

-W. Roberts.

Flexibility

“Learn to do uncommon things in an

uncommon manner. Learn to do things

so thoroughly that no one can improve

upon what has been done.

Craftsmanship

“The White people think the whole body is

controlled by the brain. We have a word,

umbelini (the whole intestines): that is

what controls the body. My umbelini tells

me what is going to happen: have you

never experienced it?”

-M. Tiso (Xhosa Tribe,

South Africa)

Consciousness

“We’ve each been invited to this present moment by design. Our lives are joined together like the tiles of a mosaic; none of us contributes the whole of the picture, but each of us is necessary for its completion.” -K. Casey & M.Vanceberg

Interdependence

“We all have the extraordinary coded

within us, waiting to be released.”

-J. Houston

(p. 124)“Within you right now is the power to do things you never dreamed possible. This power becomes available to you just as you can change your beliefs.” -M. Malts (p. 142)

Goals of Cognitive Coaching

Colleagues are encouraged to:

Inquire Speculate Construct Meanings Self-evaluate Self-prescribe

The Mediator’s Toolkit

Paralanguage

Response Behaviors

Structuring

Mediative Questioning

Paralanguage

Nonverbal & Verbal CuesPostureGestureInflectionPitchVolumeRate of SpeechLanguage ChoicesBreathing

Response BehaviorsSilence (wait longer than you think you need to)

Communicates respectResults in positive effect on cognitive processing

Acknowledging (give verbal & nonverbal cues)Communicates that ideas have been heard

Paraphrasing (stems)Acknowledge & ClarifySummarize & OrganizeShift Focus

Clarifying

Providing Data & Resources

Structuring

A coach clearly communicates expectations about purposes and the use of such resources as time, space, and materials.

Should be based on a common understanding of the purposes for the coaching, the roles the coach should play, time allotments, and placement of the coach.

Mediative Questioning

Intentionally designed to engage and transform thinking and perspective.

Questions must meet three criteria:Invitational in intonation and form

Engage specific complex cognitive processes

Address content that is either external or internal to the other person.

“It’s not the answers that enlighten us, but the questions.”

Questioning & Feedback Toolbox

Planning Conversation

Observation

Reflecting Conversation

Homework

Practice pausing, paraphrasing, and rapport

Add questions that address the three criteria:

Invitational in intonation and form

Engage specific complex cognitive processes

Address content that is either external or internal to the other person.

Collect examples of States of Mind