Transcript 1. PERSISTING: Persevering on a task even though the


COMMUNICATION,
COMPETENCE
and
COMMUNITY
“JUST LIKE ME”
OUTCOMES:
Learn
and practice constructing productive
questioning.
Learn and practice the components of skillful
listening
Develop skill in building relational trust
Learn how to facilitate the construction of
meaning
Learn how to give, receive, and act upon feedback
Learn how to promote genuine collegiality and
collaboration in an environment of learning.
AGENDA
DAY I
Introductions and overview
Teachers’ Professional Community
Espoused theory/Theory in Use
Ladder of Inference
Identity as a Mediator
Becoming a more skillful listener
Posing Powerful Questions
Practice
√
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 DEMING
OUT 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:
TO:
DISTRESS
EUSTRESS
TEACHERS PROFESSIONAL COMMUNITY
Five Keys to Success:
Shared Norms and Values
Collaboration
Collective Focus on Student Work
Deprivatized Practice
Reflective Dialogue
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Louis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional Community in
Restructuring Schools.” American Educational Research Journal, 33, (4) 757798
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
COOPERATIVE
COLLABORATIVE
CONGENIAL:
HAVING THE SAME TASTES AND
TEMPERAMENT; 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 is
a lonely
profession
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” theorywhat you say that you do.
Theory-in-use
is “walk” theorywhat 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
7. Your action
6. Your beliefs and values
5. Your conclusion
4. Assumptions attached to
your meaning
3. The meaning you make
2. The data you select
1. Situation as a video would
capture it
Q uickTim e™ and a
TI FF ( LZW) decompr essor
are needed t o see t his pict ure.
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:
 Consciously
evaluating 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 selfdirected individuals.
A GOAL OF COGNITIVE
COACHING TRAINING:
To develop one’s identity and
capacity as a mediator
BUILDING YOU IDENTITIES
Paired Reading
Use “Say Something” Strategy
Partners read silently
Designated stopping points
“Say Something,” for example:
• Ask a Question
• Summarize/paraphase
• Key point
• Make a New Connection
Continue 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
“SURFACE LANGUAGE”
GENERALIZATIONS
DELETIONS
DISTORTIONS
DEEP STRUCTURE
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.
Listener: Use the
Pause, Paraphrase Probe
sequence
Speaker: Finish this sentence:
“AS I REFLECT ON THIS SCHOOL
YEAR SO FAR, I AM MOST PROUD
OF………”
? WHAT METACOGNITIVE
STRATEGIES DID YOU EMPLOY
TO MONITOR AND MANAGE
YOUR LISTENING SKILLS?
Listener: Use the
Pause, Paraphrase Probe
sequence
Speaker: Finish this sentence:
“AS I ANTICIPATE THE REMAINDER
OF THIS SCHOOL YEAR, I’M MOST
EXCITED ABOUT…….”
? 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
POWERFUL
QUESTIONS
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 .......?”
QUESTIONING WITH
INTENTION
UNPRODUCTIVE
2.
QUESTIONS:
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
INTENTION
UNPRODUCTIVE 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?"

QUESTIONING WITH
INTENTION
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?"
QUESTIONING WITH
INTENTION
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 stems
2. Positive presuppositions
3. 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?”
 EMPOWERING
PRESUPPOSITIONS
“AS YOU CONSIDER YOUR
ALTERNATIVES WHAT
SEEMS MOST PROMISING?”
 EMPOWERING
PRESUPPOSITIONS
“WHAT PERSONAL
LEARNINGS OR INSIGHTS
WILL YOU CARRY FORWARD
TO FUTURE SITUATIONS?”
Compose a question intended
to invite complex thinking.
Use the criteria:
Invitational Stems
Plurals
Tentative Language
Positive Presuppositions
WHEN SPEAKING:
1.
2.
3.
4.
5.
State opinions clearly
Share your assumptions
Provide observable data
Invite others to provide feedback
Refrain from defensiveness
WHEN LISTENING:
1.
2.
3.
4
5.
Put yourself in their shoes (Empathize)
Pause to listen
Take notes
Paraphrase
Probe to clarify
SKILLFUL DIALOGUE
1.
2.
3.
4.
5.
6.
Establish Rapport
Group A in center
Critique
B in Center
Critique
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
learning
2.Isolate and practice your:
Listening Skills
Questioning Strategies
PREVIEW
Cognitive Coaching
Trust Walk
Creating Rich Feedback
Forms of Feedback
Systems Thinking
Action Planning
Reflection
DAY II
Environments