Cognitive Coaching Approach in Developing Metacognitive Skills

Yıl 2009, Cilt: 60 Sayı: 60, 601 - 624, 01.01.2009

Özden Demir Ahmet Doğanay

Öz

As a thinking process, learning requires self management skills. In this paper conceptual base of cognitive coaching approach was put forth and its place in the instructional practices was explained. Cognitive coaching approach contributes in developing metacognitive skills, critical and creative thinking skills and mature epistemological beliefs of students. Cognitive coaching is a process that helps to coached person to sail toward his/her thoughts by using tools and maps. Implementation of cognitive coaching with different methods and strategies and its contribution to social interaction process also supports constructivist philosophy. A teacher who is a cognitive coach helps to develop metacognitive skills in students by using scaffolding and this causes development of self management skills. In this paper, metacognition, metacognitive strategies, cognitive coaching and basic principles of cognitive coaching method were discussed. Furthermore, a self management constructivist learning model which is based on metacognitive skill was also been tryed to evaluate.

Anahtar Kelimeler

metacognition , metacognitive strategies , cognitive coaching.

Bilişsel Farkındalık Becerilerinin Geliştirilmesinde Bilişsel Koçluk Yaklaşımı

Öz

Bir düsünme süreci olan ögrenme öz yönetim becerileri gerektirmektedir. Bu çalısmada, bilissel koçluk yaklasımının kavramsal temelleri ortaya konulmus ve ögretim uygulamalarındaki yeri, özellikle ögrenme ve düsünme sürecinin öz yönetimini saglayan bilissel farkındalık becerilerinin kazandırılmasındaki yeri açıklanmıstır. Bilissel koçluk yaklasımı, ögrencilerin bilissel farkındalık becerilerinin, elestirel ve yaratıcı düsünme becerilerinin ve olgunlasmıs epistemolojik inançlarının gelistirilmesine katkı saglamaktadır. Bilissel koçluk, koçluk edilen kisinin kendi düsüncelerine dogru yelken açmasına yardım eden bir süreçtir. Bilissel koçlugun degisik yöntem ve stratejilerle uygulanabilmesi ve sosyal etkilesim sürecine katkısı yapılandırmacı anlayısın felsefesini de desteklemektedir. Bilissel koçluk yaklasımı yoluyla bir bilissel koç olan ögretmen, ögrencilere bilissel farkındalık becerilerini kazandırmada arabulucu rehberli ögrenme destegini saglar ki bu da beraberinde ögrencilerin öz yönetim becerilerini kazanmasına yardımcı olur. Bu yazıda bilissel farkındalık, bilissel farkındalık stratejileri, bilissel farkındalıgın ögretiminde bilissel koçluk ve bilissel koçlugun kapsadıgı uygulamalara odaklanarak bilissel koçlukla ögretimin temel ilkeleri tartısılmaya ve bilissel farkındalık becerilerine dayalı öz yönetimle ögrenme gibi yapılandırmacı bir ögrenme modeli degerlendirilmeye çalısılmıstır.

Anahtar Kelimeler

bilişsel farkındalık , bilişsel farkındalık stratejileri , bilişsel koçluk

Kaynakça

• Allen D., Nichols P. ve Ancess J. (2004). Coaching as inquiry: interpreting culture and leveraging change. Presented at American Educational Research Association Meeting, San Diego, CA, http://www.tc.edu/centers/ncrest/onlinepub/AERA_2004.doc. adresinden 18 Kasım 2007 tarihinde alınmıştır.
• Aviram M., Ophir R., Raviv D. ve Shiloah M. (1998). Experiential learning of clinical skills by beginning nursing students: ‘‘coaching’’ project by fourth- year student interns. Journal of Nursing Education, 37(5), 228- 231.
• Bloom, G., Castagna C. ve Warren B. (2003). More than mentors: principal coaching. Leadership, 32 (5), 20-23.
• Brown, A. L. (1978). Knowing when, where and how to remember. A problem of metacognition. In R. Glaser (Ed.). Advances in instructional psychology. Hillsdale, NJ: Erlbaum.
• Cochran, B. ve DeChesere J. (February/March,1995). Teacher empowerment through cognitive coaching. Thrust for Educational Leadership, 24(5), 24-28.
• Costa A. ve Garmston (1994). Cognitive coaching. http://www.cognitivecoaching.com/ adresinden 15 Aralık 2006 tarihinde alınmıştır.
• Costa, L.A ve Kallick B. (2004). Launching self-directed learners. Educational Leadershıp, 62(1), 51-55.
• Costa, L.A ve Kallick B.(2000). Getting into the habit of reflection. Educational Leadershıp, 57(7), 60-62.
• Costa, L.A. (1981). Teaching for intelligent behavior. Educational Leadershıp, 39 (1), 29-32.
• Costa, L.A. (1984). Mediating the metacognitive. Educational Leadershıp, 42(3), 57-62.
• Desoete, A., Roeyers, H., De Clercq, A. (2002). EPA2000: Assessing off-line Metacognition in Mathematical Problem-solving. Focus on Learning Problems in Mathematics, 24, 53-69.
• Doğanay, A. (Mart 1997). Ders dinleme sırasında bilişsel farkındalıkla ilgili stratejilerin kullanımı. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2 (15), 34-42.
• Eger, K. A, (2006). Teachers’ perception of the impact of cognitive coaching on their teacher thinking and behaviors. Unpublished, Ph. Dissertation, University of Illinois at Urbana-Champaign, USA.
• Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
• Flawell, J. H. (1978). Metacognitive development. In J. M. Scandura and C. J. Brainerd (Eds.). Structural/process theories of complex human behavior. Nedherlands:Sijthoff and Noordoff.
• Garmston, R., C. Linder and J. Whitaker (1993). Reflections on cognitive coaching. Educatıonal Leadershıp, 51(2), 57-60.
• Gomez, L. R, (2005). Cognitive coaching: Bringing the ivory tower into the classroom. Unpublished, Ph. Dissertation, The Univerty of Nort Carolina. Educational Leadership College of Education, Charlotte.
• Grealish, L. (2000). The skills of coach are an essential element in clinical learning. Journal of Nursing Education, 39(5), 231-233.
• Grene, B. T. (2004). Lıterature revıew for school-based staff developers and coaches. http://www.nsdc.org/library/schoolbasedlitreview.pdf. adresinden 14 Kasım 2006 tarihinde alınmıştır. http://www.funderstanding.com/cognitive_coaching.cfm adresine 2005’de ulaşılmıştır.
• Linda, A. R, (2006). Case Study of the implementation of cognitive coaching by an instructional coach in a title I elementary school Unpublished, Ph. Dissertation, Texas A&M University, USA.
• Louca (2003). The concept and ınstruction of metacognition. Teacher Development, 7(1), 9-30.
• Lovely, S. (2004). Scaffolding for new leaders: coaching and mentoring helps rookie principals grow on the jop and gain confidence. School Administrator, 61(6), 10-13.
• McLymont, E. F. ve Costa J.L. (April 13-17 1998). Cognitive coaching the vehicle for professional development and teacher collaboration. Paper presented at the Annual Meeting of the American Educational Research Association San Diego, California.
• O’Neil, H. F. ve Abedi, J. (1996). Reliability and validity of a state metacognitive ınventory: potential for alternative assessment. The Journal of Educational Research, 89, 234-245.
• Oxford, R. N. (1990). Language learning strategies: What every teacher should know. Boston Massacusetts: Heinle&Heinle Publishers.
• Paris, S. G. ve Winograd P. (1990). How metacognition can promote academic learning and instruction, (Edt: B. F. Jones ve L. Idol), Dimension of Thinking and Cognitive Instruction, New Jersey: NCREL-Lawrence Erlbaum Associates Publishers.
• Pintrich, P.R., Smith D., Carcia T. ve McKeachie W. (1993). Reliability and predictive validity of the motivated strategies for learning. Questionnaire.Educational and Psychological Measurement, 53, 801-813.
• Presseisen, B. C. (1991). Thinking skills: Meanings and models revisited. In A. Costa (Ed.). Developng minds: A resource book for teaching thinking. Volume 1. Alexandria, VI: ASCD.
• Roberts, M. J. ve Erdos G. (1993). ‘Strategy selection and metacognition. Educational Psychology, 13(3/4), 259-266.
• Roll I., Aleven V., McLaren B. M. ve Koedinger K. R.(2007). Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking. Metacognition Learning (2007) 2: , 125-140.
• Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42(7), 43-48.
• Slinger, J. L. (2004). Cognitive coaching: ımpact on students ınfluence on teachers. Unpublished Ph. Dissertation, College of Education Universty of Denver.
• Solley, B. ve Payne, B. (1992). The use of self-talk to enhance children’s writing. Journal of Instructional Psychology; 19 (3), ss. 205.
• Uzat, S. (1998). Running head: cognitive coaching, cognitive coaching and self- reflection: looking in the mirror while looking through the window. Paper presented at the annual meeting of the Mid-Soyth Educational Research Association, Ph. Disertation , New Orleans.
• Veenman, M.V.J., Hout-Wolters, B.H.A.M., Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
• Waddell, D. L. ve Dunn N. (2005). Peer coaching: the next step in staff development. The Journal of Continuing Education in Nursing, 36(2), 84-89.
• Weinstein, C. E. ve Mayer R. E. (1986), The teaching of learning strategies (315-327) (E.d: Wittrock, M.C. ) Handbook of Research on Teaching, New York: Macmilian Publishing Company.
• Woolfolk, A. E. (1993). Examples of learning tactics. In Educational Psychology. (5.baskı), New Jersey: Prentice Hall.
• www.overview of cognitive coaching--The Center for Cognitive Coaching adresine 2005’de ulaşılmıştır.