ð 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

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STRESSORS: WIsolation/lack of feedback WTop-down mandates WRecipes of teaching WLack of a sense of efficacy WLack of institutionalizng of innovations WHaving to make a large number of decisions with serious consequences WEvaluation

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: ý Thinking? ý Creativity? ý Intellectual development? ý 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: WDI STRESS TO: WEU STRESS

TEACHERS PROFESSIONAL COMMUNITY Five Keys to Success:  Shared Norms and Values  Collaboration  Collective Focus on Student Work  Deprivatized Practice  Reflective Dialogue Louis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional Community in Restructuring Schools.” American Educational Research Journal, 33, (4)

SHARING THE VISION

1. SHARED NORMS AND VALUES

2. A COLLECTIVE FOCUS ON STUDENT LEARNING

A COLLECTIVE FOCUS ON STUDENT LEARNING ðSTANDARDS OF LEARNING ðKNOWLEDGE- BASED CONSTRUCTIVISM ðEFFORT-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: 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” 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 select 3. The meaning you make 4. Assumptions attached to your meaning 5. Your conclusion 6. Your beliefs and values 7. Your action

BREAK Please return at 11:45.

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

SELF-DIRECTEDNESS 4Self-managing 4Self-monitoring 4Self-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: ð Consciously evaluating the quality of our own thinking, strategies and behaviors and their effects on others and on the environment.

SELF-MODIFYING: 4Reflecting on, evaluating, analyzing, and constructing meaning from experiences and making a commitment to apply the learning to future activities, tasks, and challenges.

SELF-DIRECTEDNESS 4Self-managing 4Self-monitoring 4Self-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 Reading Use “Say Something” Strategy 4Partners read silently 4Designated stopping points 4“Say Something,” for example: Ask a Question Summarize/paraphase Key point Make a New Connection 4Continue to completion

ORIENTATIONS ÜProtector (Parent) ÜInstructor (Expert) ÜAdvisor (Friend) ÜAuthority (Boss) ÜMediator (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 GENERALIZATIONS DELETIONS 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?

ð PARAPHRASE WHAT YOU’VE LEARNED ABOUT THE, IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF LISTENING WITH UNDERSTANDING AND EMPATHY

PRACTICAL APPLICATIONS 4Model and Articulate 4Teach 4Practice 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 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 INTENTION  UNPRODUCTIVE QUESTIONS: 3. Rhetorical questions in which the answer is given within the question: 4"In what year was the War of 1812?" 4"Since when has Mikhail Gorbachev had his birth mark?" 4 "So how much is 3 x 4: twelve. OK?" 4 "Who can name the three basic parts of a plant? Root, stems and leaves, right?" z

QUESTIONING WITH INTENTION  UNPRODUCTIVE QUESTIONS: 4. Defensive questions that cause justification, resistance and self-protection: 4"Why didn't you complete your homework?" 4"Why would you do a thing like that?" 4"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 4"This is really the best solution, isn't it? 4"Let's do it my way, O. K.?” 4"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: 4“As you recall….” 4“As you anticipate…….” 4“As you envision……” 4“Given what you know about…….”

 LIMITING PRESUPPOSITIONS 4“DO YOU HAVE AN OBJECTIVE?” 4“WHY WERE YOU UNSUCCESSFUL?” 4“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: 4Invitational Stems 4Plurals 4Tentative Language 4Positive Presuppositions

WHEN SPEAKING: 1. State opinions clearly 2. Share your assumptions 3. Provide observable data 4. Invite others to provide feedback 5.Refrain from defensiveness WHEN LISTENING: 1. Put yourself in their shoes (Empathize) 2. Pause to listen 3. Take notes 4 Paraphrase 5. Probe to clarify

SKILLFUL DIALOGUE 1. Establish Rapport 2. Group A in center 3. Critique 4. B in Center 5. Critique 6. 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 DAY II Cognitive Coaching Trust Walk Creating Rich Feedback Environments Forms of Feedback Systems Thinking Action Planning Reflection