Persisting Stick to it! Persevering in a task through completion; remaining focused; looking for ... more Persisting Stick to it! Persevering in a task through completion; remaining focused; looking for ways to reach your goal when stuck; not giving up. Listening with understanding and empathy Understand others! Devoting mental energy to another person's thoughts and ideas; making an effort to perceive another's point of view and emotions. Thinking about your thinking (metacognition) Know your knowing! Being aware of your own thoughts, strategies, feelings, and actions, and their effects on others. Questioning and posing problems How do you know? Having a questioning attitude; knowing what data are needed and developing questioning strategies to produce those data; finding problems to solve. Thinking and communicating with clarity and precision Be clear! Striving for accurate communication in both written and oral form; avoiding overgeneralizations, distortions, deletions, and exaggerations. Creating, imagining, and innovating Try a different way! Generating new and novel ideas, fluency, originality. Taking responsible risks Venture out! Being adventuresome; living on the edge of your competence; trying new things constantly. Thinking interdependently Work together! Being able to work with and learn from others in reciprocal situations; working in teams. Managing impulsivity Take your time! Thinking before acting; remaining calm, thoughtful, and deliberative. Thinking flexibly Look at it another way! Being able to change perspectives, generate alternatives, consider options. Striving for accuracy Check it again! Always doing your best; setting high standards; checking and finding ways to improve constantly. Applying past knowledge to new situations Use what you learn! Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned. Gathering data through all senses Use your natural pathways! Paying attention to the world around you; gathering data through taste, touch, smell, hearing, and sight. Responding with wonderment and awe Have fun figuring it out! Finding the world awesome and mysterious; being intrigued with phenomena and beauty. Finding humor Laugh a little! Finding the whimsical, incongruous, and unexpected; being able to laugh at yourself. Remaining open to continuous learning I have so much more to learn! Having humility and pride when admitting you don't know; resisting complacency.
How do you know that your students need to learn how to think? When I have posed this question to... more How do you know that your students need to learn how to think? When I have posed this question to teachers of all grade levels in countries around the world, teachers have given surprisingly similar and consistent descriptions of their students' thinking: They just blurt out answers. They should think before they respond. They depend on me for their answers. I wish they would think for themselves. They give up so easily on difficult tasks. I'd like them to hang in there. They can't seem to work in groups. They must learn to cooperate and work together. They don't apply their knowledge. I want them to use what they know in other situations. They are afraid to take risks. I'd like them to be more creative, more adventuresome. Such comments reflect teachers' awareness that to function in school, at work, and in life, students must persist when faced with adversity, solve cognitively complex problems, draw on vast reservoirs of knowledge, and work col...
This monograph guides administrators in developing policies that lead to improved supervision of ... more This monograph guides administrators in developing policies that lead to improved supervision of instruction. Chapter 1, "The Mystery of Effective Teaching," by Barbara Benham Tye, focuses on improving schools' work environment through the supportive methods of clinical supervision. Arthur L. Costa describes five phases of the process between supervisor and teacher in the second chapter, "Clinical Supervision-A Definition." "Reviewing the Difference between Supervision and Evaluation," chapter 3, by Arthur L. Costa and Robert Garmston, distinguishes nine processes in which supervision and evaluation are performed differently. Chapter 4, also by Costa and Garmston, discusses assumptions and goals in "Cognitive Coaching-Supervision for Intelligent Teaching." Michelle Williams relates personal experiences in chapter 5, "Peer Coaching Improved My
Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. Ho... more Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. How do you know that your students need to learn how to think? When I have posed this question to teachers of all grade levels in countries around the world, teachers have given surprisingly similar and consistent descriptions of their students' thinking: They just blurt out answers. They should think before they respond. They depend on me for their answers. I wish they would think for themselves. They give up so easily on difficult tasks. I'd like them to hang in there. They can't seem to work in groups. They must learn to cooperate and work together. They don't apply their knowledge. I want them to use what they know in other situations. They are afraid to take risks. I'd like them to be more creative, more adventuresome. Such comments reflect teachers' awareness that to function in school, at work, and in life, students must persist when faced with adversity, sol...
By enhancing the cognitive abilities of teachers, supervision can help them make better instructi... more By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)
Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. Ho... more Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. How do you know that your students need to learn how to think? When I have posed this question to teachers of all grade levels in countries around the world, teachers have given surprisingly similar and consistent descriptions of their students' thinking: They just blurt out answers. They should think before they respond. They depend on me for their answers. I wish they would think for themselves. They give up so easily on difficult tasks. I'd like them to hang in there. They can't seem to work in groups. They must learn to cooperate and work together. They don't apply their knowledge. I want them to use what they know in other situations. They are afraid to take risks. I'd like them to be more creative, more adventuresome. Such comments reflect teachers' awareness that to function in school, at work, and in life, students must persist when faced with adversity, solve cognitively complex problems, draw on vast reservoirs of knowledge, and work collaboratively. To strengthen these skills, instruction must become more reflective,
visioii say that they (lo not view rtlucational stations at all." "' Our owii studies suggest a s... more visioii say that they (lo not view rtlucational stations at all." "' Our owii studies suggest a small incre;ise rvceiitly in chiltlren's iisr of cc1uc:itional chaiinels. iiut througliout our series of studies, educational T V progr:iiiis
Persisting Stick to it! Persevering in a task through completion; remaining focused; looking for ... more Persisting Stick to it! Persevering in a task through completion; remaining focused; looking for ways to reach your goal when stuck; not giving up. Listening with understanding and empathy Understand others! Devoting mental energy to another person's thoughts and ideas; making an effort to perceive another's point of view and emotions. Thinking about your thinking (metacognition) Know your knowing! Being aware of your own thoughts, strategies, feelings, and actions, and their effects on others. Questioning and posing problems How do you know? Having a questioning attitude; knowing what data are needed and developing questioning strategies to produce those data; finding problems to solve. Thinking and communicating with clarity and precision Be clear! Striving for accurate communication in both written and oral form; avoiding overgeneralizations, distortions, deletions, and exaggerations. Creating, imagining, and innovating Try a different way! Generating new and novel ideas, fluency, originality. Taking responsible risks Venture out! Being adventuresome; living on the edge of your competence; trying new things constantly. Thinking interdependently Work together! Being able to work with and learn from others in reciprocal situations; working in teams. Managing impulsivity Take your time! Thinking before acting; remaining calm, thoughtful, and deliberative. Thinking flexibly Look at it another way! Being able to change perspectives, generate alternatives, consider options. Striving for accuracy Check it again! Always doing your best; setting high standards; checking and finding ways to improve constantly. Applying past knowledge to new situations Use what you learn! Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned. Gathering data through all senses Use your natural pathways! Paying attention to the world around you; gathering data through taste, touch, smell, hearing, and sight. Responding with wonderment and awe Have fun figuring it out! Finding the world awesome and mysterious; being intrigued with phenomena and beauty. Finding humor Laugh a little! Finding the whimsical, incongruous, and unexpected; being able to laugh at yourself. Remaining open to continuous learning I have so much more to learn! Having humility and pride when admitting you don't know; resisting complacency.
How do you know that your students need to learn how to think? When I have posed this question to... more How do you know that your students need to learn how to think? When I have posed this question to teachers of all grade levels in countries around the world, teachers have given surprisingly similar and consistent descriptions of their students' thinking: They just blurt out answers. They should think before they respond. They depend on me for their answers. I wish they would think for themselves. They give up so easily on difficult tasks. I'd like them to hang in there. They can't seem to work in groups. They must learn to cooperate and work together. They don't apply their knowledge. I want them to use what they know in other situations. They are afraid to take risks. I'd like them to be more creative, more adventuresome. Such comments reflect teachers' awareness that to function in school, at work, and in life, students must persist when faced with adversity, solve cognitively complex problems, draw on vast reservoirs of knowledge, and work col...
This monograph guides administrators in developing policies that lead to improved supervision of ... more This monograph guides administrators in developing policies that lead to improved supervision of instruction. Chapter 1, "The Mystery of Effective Teaching," by Barbara Benham Tye, focuses on improving schools' work environment through the supportive methods of clinical supervision. Arthur L. Costa describes five phases of the process between supervisor and teacher in the second chapter, "Clinical Supervision-A Definition." "Reviewing the Difference between Supervision and Evaluation," chapter 3, by Arthur L. Costa and Robert Garmston, distinguishes nine processes in which supervision and evaluation are performed differently. Chapter 4, also by Costa and Garmston, discusses assumptions and goals in "Cognitive Coaching-Supervision for Intelligent Teaching." Michelle Williams relates personal experiences in chapter 5, "Peer Coaching Improved My
Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. Ho... more Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. How do you know that your students need to learn how to think? When I have posed this question to teachers of all grade levels in countries around the world, teachers have given surprisingly similar and consistent descriptions of their students' thinking: They just blurt out answers. They should think before they respond. They depend on me for their answers. I wish they would think for themselves. They give up so easily on difficult tasks. I'd like them to hang in there. They can't seem to work in groups. They must learn to cooperate and work together. They don't apply their knowledge. I want them to use what they know in other situations. They are afraid to take risks. I'd like them to be more creative, more adventuresome. Such comments reflect teachers' awareness that to function in school, at work, and in life, students must persist when faced with adversity, sol...
By enhancing the cognitive abilities of teachers, supervision can help them make better instructi... more By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)
Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. Ho... more Everyone thinks. Keeping five themes in mind will ensure that every learner thinks skillfully. How do you know that your students need to learn how to think? When I have posed this question to teachers of all grade levels in countries around the world, teachers have given surprisingly similar and consistent descriptions of their students' thinking: They just blurt out answers. They should think before they respond. They depend on me for their answers. I wish they would think for themselves. They give up so easily on difficult tasks. I'd like them to hang in there. They can't seem to work in groups. They must learn to cooperate and work together. They don't apply their knowledge. I want them to use what they know in other situations. They are afraid to take risks. I'd like them to be more creative, more adventuresome. Such comments reflect teachers' awareness that to function in school, at work, and in life, students must persist when faced with adversity, solve cognitively complex problems, draw on vast reservoirs of knowledge, and work collaboratively. To strengthen these skills, instruction must become more reflective,
visioii say that they (lo not view rtlucational stations at all." "' Our owii studies suggest a s... more visioii say that they (lo not view rtlucational stations at all." "' Our owii studies suggest a small incre;ise rvceiitly in chiltlren's iisr of cc1uc:itional chaiinels. iiut througliout our series of studies, educational T V progr:iiiis
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