Cognitive Coaching Anjanette L. Briggman EDL/531 February 10, 2011 Shana Henry Barton Cognitive Coaching This paper will include information regarding application of cognitive coaching in the current climate of education and how it relates to educators consistently growing in their role. The word coaching can have multiple meanings based upon the content in which it is being used. As it relates to this paper the coach will be noncritical, create an environment for reflective practice, and encourage self-directed learning. The coach will maintain a clear purpose for the coaching sessions by asking exploratory questions will push the limits of the mentees thinking, self-awareness, opinions, and idea of norm. The intended outcome is to
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Process Report of a Client Centred Therapy Session Reflection and Literature Review "It is that the individual has within himself or herself vast resources for self-understanding, for altering his or her self-concept, attitudes and self-directed behavior - and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided." (Rogers, 1986, cited in The Carl Rogers Reader by Kirschenbaum & Henderson, 1989, p.135) This process report is an assignment for the Humanistic Approach module required as evidence that students have acquired the skills and understood how to work with clients from a humanistic perspective. The humanistic approach evolved in the United States in 1950s and it was proposed by Carl Rogers who proposed that “therapy could be simpler,
They “observe, formulate theories, make predictions, and do experiments” (Gopnik, 237) to learn about people, objects, and their surroundings. Like scientists, when a significant amount of counter evidence is present, babies and young children will change their theories. Finally, Gopnik concludes her essay by saying the role of adults in the learning of children is an important one, and recommends that readers work towards “paid parental leave, flexible work arrangements, and publicly
A: I believe the current rigid system of evaluation de-emphasizes the learning process in favor of quantifiable results that can be analyzed by some machine, instead of truly allowing each student to live up to his or her potential. Paragraphs 20, 27 Literary Analysis Question Q: How does Mike Rose use his rhetorical strategy of shifting viewpoint from student to analytical observer to deliver an effective message about traditional education? A: His rhetorical strategy is extremely effective at connecting student readers to the text by empathizing with their problems while appealing to logos and the analytical standpoint of adults through his use of logic and evidence to support his
So, behaviourists such as Guthrie, Skinner and Spencer set out to discover how people learn (as cited in McLeod, 2008, pg. 132-133). In this essay I shall compare and contrast how the psychodynamic and cognitive-behavioural model of counselling understands the person. Firstly, the psychodynamic approach is based on Sigmund Freud’s practice. Psychodynamic counselling places a great emphasis in exploring the types of feelings and dilemmas that have caused difficulties in a person’s everyday life.
Now it is the youth who are teaching the young as a result of new way of living revolving around the new computer age. There is though, still I place for the older generations to teach the new though values, traditions and wisdom from past experiences. In Elijah Greenface and Gran Torino, Walt and Elijah are given a new lease on life with Joe and Thao and therefore the younger boys are able to learn from their experiences and knowledge. Both texts include family members who are unable to learn from their elder because of conflict and misunderstanding as well at Post Traumatic Stress influencing strongly upon the main characters and their inability to open up at some points in their lives. Both of the older main characters die, unforgiven by their families.
Test-taking, career-oriented, learning behavior, decision-making, and critical thinking are all areas in which I have strengths. I was able to apply this to my theory through the way in which class is conducted, and the students are assessed. DI and inclusion push for children to embrace their learning behavior and styles while helping them develop deeper thinking processes. Creating success and higher levels of thinking allow children to become goal orientated which will help them when it is time to choose career paths of their own. In my theory, an effective teacher must also be willing to change and adapt lesson plans based on the needs of the students.
By listening to this talk, I came to understand that grit can be considered a building block in those topics and thus decided to do my own research. First I read the cited book “Mindset: The New Psychology of Success” by Carol Dweck, who coined the term Growth Mindset and its antagonist, the Fixed Mindset and was profoundly moved by how phrases worded in one of the two Mindsets influence children to acquire the same Mindset, thus shaping their character and future attitude towards life.A Growth Mindset challenges the idea that traits such as intelligence are fixed, stating in contrary that they can be changed and improved by putting in conscious effort, a fact some tend to forget and find excuses for not striving as much as they could. I have experienced on myself the limiting effects of a Fixed Mindset regarding my drawing abilities, when the drawing instructor with his criticism convinced me it was futile trying to learn how to draw. Twelve years later, I was shocked by a fine sketch I produced at my municipality’s drawing course. This experience taught me that not all criticism is worth listening to, even if uttered by professionals in a particular field and prompted me to work to disprove the notion that I had no
According to Merriam and Brocket (1997:3), adult education refers to the activities designed for the purpose of bringing about learning among those whose age, social roles, and self perception define them as adults. According to Verner (1962:7), adult Education is the action of an external educational agent in purposefully ordering behaviour into planned systematic experiences that can result in learning for those for whom such an activity is supplemental to their primary role in society, and which involves some continuity in an exchange relationship between the agent and the learner so that the educational process is under constant supervision and direction Behaviourism Philosophy A theory premised on the assumption that human behaviour can be moulded into