Weekly Coaching Communication
Make it a great day -- every day!
25 - 29 March 2019
Strategies Emphasizing Learning Intentions: Cognitive Task Analysis (1.29)
Shared courtesy of Sharon Vaupel
Cognitive task analysis (CTA) is a type of analysis aimed at understanding tasks that require a lot of cognitive activity from the learner, such as decision-making, problem-solving, memory, attention and judgment. This is attending to how the students are thinking.
Explicit Direct Instruction (EDI) Approach: EDI lessons provide this influence in two ways—pair-shares and steps. Teachers are encouraged to ask higher-order questions that challenge the way students think about the content and help them monitor and practice their thinking in pair-shares. Secondly, every lesson identifies steps for performing the skill. This aids the students in managing how they think about a problem.
The cognitive task analysis methods analyze and represent the cognitive activities learners utilize to perform certain tasks. Listed are some of the steps of a cognitive task analysis:
- The mapping of the task
- Identifying the critical decision points
- Clustering, linking, and prioritizing them
- Characterizing the strategies used (Klein, G. A., 1993).
Cognitive task analysis has been used to examine:
Performance differences between novices and experts
Mental workload associated with complex controls and displays
Decision-making of experts
The development and evolution of mental models.
Information requirements for command and control systems
Troubleshooting, fault isolation, and diagnostic procedures
Advantages
A cognitive task analysis generates detailed, precise information on the nature of expert performance in a specific task of interest.
When implemented correctly, cognitive task analysis techniques are a highly valid sources of information on expert cognitive processes.
A cognitive task analysis provides systematic procedures (rather than hit-or-miss steps) for ascertaining expert cognitive processes.
Disadvantages
Analysis of the data gathered during a cognitive task analysis can be time-intensive.
Cognitive task analysis does not always capture other non-cognitive attributes necessary for accomplishing results (such as, physical capabilities, access to resources, and interpersonal relationships).
The results of a cognitive task analysis can be misleading when expert performers have performance capacities beyond that of others (for example, a cognitive task analysis can be done with high performing professional athletes but implementation of cognitive processes alone will not duplicate performance).
HABITS of MIND CHALLENGE . . .
Here is my progress on my two goals:
MY GOAL: To share wonderment and awe with at least one teacher for each day that I am able to be in the building. The observable data will be consistently based on teacher practice and highly effective strategies.
Measurement: Tally record by date for teachers with whom I have noted the observable data. Carbon copy or photocopy notes for record.
For the MONTH of . . .
January Goal NOT Met 0/3 weeks
February Goal Met 3/4 weeks
March Goal Met . . .
3/4 Goal Met (4 notes/4 days)
3/11 GOAL (3 notes/3 days)
3/18 GOAL (5 notes/4 days)
MY GOAL: To better prepare questions and think of potential roadblocks ahead of conversations and to actually ask the questions that generate from the discussion.
Measurement: Prepare (in writing) questions and potential roadblocks ahead of conversations. When a question arises in conversation, write the stem and ASK IT. Reflect on the usefulness of preparation questions and problems after each conversation with a + or - for usefulness. During conversation questions will be recorded and tallied.
For the MONTH of . . .
January Goal NOT Met 0/3 weeks
February Goal Met 3/4 weeks
March Goal . . .
3/4 GOAL MET (3 Conversations)
3/11 GOAL NOT MET (3/4 Conversations)
3/18 GOAL MET (2/2 Conversation)
Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**
Monday, 25 March
- Beth Swantz Visit for Blended Learning
Schedule:
1st Block:
1st Period 8:20-9:02 -- Tupa/Espinosa World History
2nd Period 9:06 - 9:48 -- Burke Current World Issues
2nd Block:
3rd Period 9:55 - 10:40 -- Dierks Algebra 1
4th Period 10:40 - 11:20 -- Mahoney Geometry
LUNCH 11:20 - 12:20 -- All BL Teachers are welcome to come chat in Mr. Libolt's office (bring your own lunch)
3rd Block:
5th Period 12:21 - 1:03 -- Spicher Drafting and Design
6th Period 1:07 - 1:49 -- OPEN (Arends? Havener? Recker?)
4th Block:
7th Period 1:53 - 2:30 -- Grennan Metals
8th Period 2:30 - 3:20 -- OPEN (Arends? Havener? Recker?)
- Serve Teachers & Students
- Research & Resources
Tuesday, 26 March
- 9:00 - 11:00 AM 4-3-3-3 Mtg w/ Libolt, Talbott, Burkhart, Rozek & GWAEA
- Serve Teachers & Students
- Research & Resources
Wednesday, 27 March -- 7:30 AM Morning MTG -- Collaborative Structures
- 10:00 - 11:00 AM IC/Program Lead Mtg
- 12:30 - 1:30 PM IC/Principal Meeting w/ Libolt
- Serve Teachers & Students
- Research & Resources
Thursday, 28 March
- Serve Teachers & Students
- Research & Resources
Friday, 29 March
- 12:00 - 1:00 PM IC Task Mtg
- 1:00 - 3:30 PM IC Mtg w/ Program Leads
- Serve Teachers & Students
- Research & Resources
ARCHIVE LINKS
Click on the link to access 2015-16 prior weekly communications.
Pope's IC Weekly Communication Archive & Index 2016-17
Click on the link to access 2016-17 prior weekly communications.
Pope's IC Weekly Communication Archive & Index 2017-18
Click on the link to access 2016-17 prior weekly communications.
Contact Information
Center Point - Urbana CSD
Email: epopenhagen@cpuschools.org
Phone: 319-849-1102+91015
Twitter: @Epopenhagen