Collaboration in a Systems Change Model: Cognitive Coaching – A Strategic Approach Suzanne Arnold Professional Learning Coordinator National Institute.

Collaboration in a Systems Change Model:

Cognitive Coaching – A Strategic Approach

Suzanne ArnoldProfessional Learning CoordinatorNational Institute for Urban School ImprovementJanuary 11, 2007

Essential Cognitive Coaching Tools

1. Effective Listening Strategies2. Well-Crafted Questions3. Focused Dialogue through

Paraphrasing

Effective Listening Strategies

Listening Styles Appreciative - seeks enjoyment &

humor, relaxed Empathic - supportive of speaker,

feelings, body language Comprehensive - organized

thought, needs logic Discerning - details are important,

takes notes Evaluative - listen analytically,

asks a lot of questions

Adapted from Cognitive CoachingSM, Arthur L. Costa and Robert J. Garmston, Co-Developers. Presented in cooperation with the Center for Cognitive Coaching, PO Box 260860, Highlands Ranch, CO 80163

Listening Set-Asides IT’S All about

ME….NOT!!!

Autobiographical- My…- I remember when …- I know…

Inquisitive– OOOOOH!– WOW!– Interesting!– Why did … Did

you expect? … How is that?

Solution– Have you tried?– Could you?– Are there?– Is it?– How about?

How can we improve our listening skills?

Eliminate distractions Concentrate Focus on the speaker Maintain an open mind Look for nonverbal cues Do not react to emotive

words Ask questions Sit so you can see & hear Avoid prejudices Take notes Ask for clarification

Well Crafted QuestionsWell Crafted Questions

Invitation to engage & think

• Voice,

• Plurals,

• Tentative language,

• Inviting stems

Choice of Voice

Credible Approachable

Even Voice MelodicLevel/Still Head Tilted/bobsStraight;

feet together, chin down

Body Fluid

Informing/Commandin

g

Intentions Seeking/inquiring

Silent Responsiveness

Acknowledging/

Noisy

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…….”

Three Linguistic ComponentsINVITATIONAL STEMS COGNITIVE

OPERATIONSCONTENT

As you...What seems ...What are some…How might you...What led to...What are some possible...What might...How might these...How should...What are your hunches about…

Input Recall Define Describe Identify Name ListProcess Compare Contrast Infer Analyze Sequence Synthesize SummarizeOutput Predict Evaluate Speculate Imagine Envision Hypothesize

Internal Reaction Feelings Thoughts EmotionsExternal Project Other Students Group Event Goals Lesson Student Work Test score, data Observations

Presuppositions

Hidden meanings below the surface of language.

For example:

“What do these examples have in common?”

“How can we use this experience to learn even more effective ways to solve this problem?

Limiting Presuppositions “Do you have an objective?” “Why were you unsuccessful?” “If only you had ….”

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 might be some personal learnings or insights that you will carry forward to future situations?

Paraphrasing:Focused Dialogue

Paraphrases• Acknowledge and Clarify

So, you’re wondering if… You’re thinking that…

• Organize and SummarizeFirst you’re going to…, then you

will…So, to recap you have three…

• Shift Level of Abstraction/Conceptual Focus

So a strong belief you hold is…A goal for you is…

Paraphrasing• Attend fully• Listen to understand• WAIT!• Capture the essence of the

message• Reflect the essence of non-

verbal components• Paraphrase before asking a

question• Use “you”, not “I”

Paraphrasing Practice

“Look at the data! The test scores across grades are all over the place and they have been declining steadily for the past four years for some of these kids!”

Acknowledge/Clarify –

Summarize/Organize –

Shifting Level of Abstraction -

Collaborative Reflective Conference Role-Play

• Form Pairs - One person takes on the role of the coach, the other the coachee

Role-play an actual collaborative reflective conference based on the “Vision” maps developed in the previous activity

• Read or share plan with your partner and role play a cognitive coaching session