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The Process of Developing Understanding:

The Process of Developing Understanding:. A Protocol for Reflection and Analysis. Purpose. To analyze how new understanding around Cognitive Coaching has developed and the factors that helped the understanding to develop

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The Process of Developing Understanding:

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  1. The Process of Developing Understanding: A Protocol for Reflection and Analysis

  2. Purpose To analyze how new understanding around Cognitive Coaching has developed and the factors that helped the understanding to develop UNDERSTANDING – being able to use what you know flexibly in unfamiliar situation or to address new problems (Perkins ‘98)

  3. Identifying an Understanding • Reflect on/write a short description of one new understanding that you have developed or deepened regarding Cognitive Coaching. (15 min.) • Note what processes, experiences, and performances led to that understanding. • Think about these questions: • What about the process took me well beyond what I already knew? • What confusions emerged and how did I overcome them? If I haven’t yet overcome my confusions, what do I still need? • Was this experience different from other learning experiences I’ve had—and if so, how? • http://www.online-stopwatch.com/full-screen-stopwatch/

  4. In groups of 3… • http://www.online-stopwatch.com/full-screen-stopwatch/ …the first person (presenter) shares his or her “new level of understanding” and the process that made it so meaningful. (3 min.)

  5. In groups of 3… • http://www.online-stopwatch.com/full-screen-stopwatch/ • …the group asks clarifying questions about the details of the process. (3 min.)

  6. In groups of 3… • http://www.online-stopwatch.com/full-screen-stopwatch/ • …The group discusses what they heard the presenter describing. • Think about: What was interesting to you about the process the presenter described? • What helped take the presenter well beyond what he/she already knew? • What probing questions might you want to pose to the presenter? [Note: Presenter does not participate in this part of the discussion]

  7. Presenter Responds • http://www.online-stopwatch.com/full-screen-stopwatch/ The presenter responds (any way he or she likes—but briefly!) to the group’s discussion of what made this learning experience so meaningful. (2 min.) [Note: Presenter does not have to respond to questions raised in Step 4.]

  8. Repeat the Process! Remember to focus on the process that helped to develop the understanding, as opposed to the understanding itself.

  9. Take it Home! • http://www.online-stopwatch.com/full-screen-stopwatch/ As a group, talk about the strategies you can use to continue to nurture the development of these understandings once you’ve gone back to your setting. (10 min.)

  10. Debrief the Protocol What worked well? How might we apply what we learned to other work? What misconceptions or confusion emerged? How might students use this process to reflect on their work? What adaptations to this protocol might improve the process?

  11. CCSS Construct viable arguments and critique the reasoning of others Model with mathematics

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