Cognitive Coaching Strategies for Visual Physics

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Cognitive Coaching Strategies for Visual Physics
EMIT Expert Teaching Model
Model for GTA Training By Cathy Mariotti
Ezrailson, PhD TAMU
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What is Cognitive Coaching?

• Interactive-engagement that employs explicit
  strategies that
• Ask the content expert (GTA) to act as a guide in
  order to
• reveal student thinking and
• enhance problem solving skills.
• An empowerment tool for GTAs and students,
  encouraging students to
• Interact cooperatively in teams
• Take an active role in their own learning.

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Goals for Cognitive Coaching

• Assessment of Initial State
• Questioning Strategies
• Plan for Action
• Homework interactions
• Concept-rich Problem Quizzes
• Assessment of Final State
• Questioning Strategies
• Quiz Assessment

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Cognitive Coaching Develops

• Efficacy
• Meta-cognition
• Content Understanding/Skill development

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Efficacy

• To
• Internal locus of control
• More student-centered
• Cooperative Group Activities

• FROM
• External locus of control
• Instruction that is Teacher-centered
• Independent activities

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Meta-cognition

• FROM
• Lack of awareness of own learning

• TOWARD
• Awareness and decision-making in own learning
  choices

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Content Understandingand Skill Development

• TOWARD
• Specific
• Broad
• Many perspectives

• FROM
• Vague
• Narrow
• Rote

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Design for Recitation and Lab

• Elements for Instruction
• Coaching with Fading of Support
• Link to Definitions
• Reasonable Wait Time
• Link to Definitions
• Using a Model of Student Questioning
• Encouraging Cooperative Problem Solving

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Move toward Expert Practice

• In order to maximize the construction of
  significant meanings from experience and to be
  able to apply those insights to new settings.

What is Expert Teaching?
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Goals for Successful Coaching

• To guide and support when students become stuck
  in their thinking, uncertain of what to do, or
  are emotionally overwhelmed.

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Modeling/Coaching/Scaffolding

• Modeling
• Coaching and
• Scaffolding
• are all types of support. In the figure, see an
  overview of their interrelationships.

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Modeling

• The process of an experts presentation of a
  desired behavior or process so that it can be
  imitated by the student.
• Modeling focuses on imitation of the expert,
  (Jonassen, 1998).  

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Coaching

• Support by an expert aimed at improving the
  performance of the novice learner in the
  performance of a task.
• Coaching focuses on the performance of the
  learner.

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Scaffolding

• Giving more initial support in order to help
  students performance of a task, with subsequent
  fading or slow withdrawing of support as students
  become more expert.

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References

• Jonassen, D. H. (1998). Designing constructivist
  learning environments. In C. M. Reigeluth (Ed.),
  Instructional theories and models (2nd ed.).
  Mahwah, NJ Lawrence Erlbaum.
• Winnips, J. C. (1998). Scaffolding the
  development of skills in the design process for
  educational media through hyperlinked units of
  learning material report of activities performed
  in the first year of PH. D. research (Internal
  report). Enschede University of Twente,
  Netherlands.
• Bransford, J. D., Brown, A. L. Cocking, R. R.
  (Eds) (1999). How People Learn Brain, Mind,
  Experience, and School, National Academy of
  Sciences.