Members' Questions of Interest
Name
Members Questions of Interest

Data Barata

1. One area of planning challenge for me is how to plan to address various aspects of diversity in my classroom: leaning style, age, gender, class, ‘race’, ethnic, religious, motivational, major/area of concentration, etc especially in general education classes. How much of these could be addressed through effective planning and how? 2. Best ways to incorporate fast growing body of knowledge/literature into my lessons and courses in every subsequent semester? Just how much of it would suffice?
3. How to engage the ‘quiet student’, that is, those who tend to be quiet even in small group discussions. This also relates to creating genuinely collaborative projects, class exercises, and discussion questions.
4. Assessment: how best and to what extent could we use student-to-student assessment of student learning?

Valerie Becker

1. The big question I have about the role of Cognitive Coaching in my practice is whether it can help me become better at what I do; can I become a more reflective, less reactive teacher? In what ways will Cognitive Coaching enhance my perceptions and transform my teaching?
2. A second question that looms is whether I have enough to contribute to the process. Having been a supervisor, a mentor, and even a supportive peer for much of my career, I know the value of collaboration as a pathway to better practice and better morale. Yet, as a lecturer relatively new to the scene of higher education, will I know enough to work equally with a more experienced faculty colleague? 3. And finally, I am fascinated by the concept of collaboration among a group of people who have chosen autonomy in their profession. How will the process of cognitive coaching ease faculty members’ reluctance to open themselves and their teaching practices to the scrutiny of others? How is that all-important trust developed and nurtured? What lasting bonds will we form with colleagues across department, colleges, and subject areas as a result of this experience? And can those bonds enrich the University community as a whole?

Neelam Chanda

1. What are techniques that could be used to teach critical thinking to students?
2. What are appropriate questioning styles? How do we formulate right questions? Is there a way to teach students how to ask the write question?
3. How do we assess if the teacher and students are on the same page, in other words, are on the right track?
4. How do we take into account cultural differences ? How do we know thinking is taking place? How do we measure differences in thinking?
5. What are some in class activities that enhance learning ?
6. Which teaching methods enhance thinking in students ?
7. What teacher behaviors enhance or impede student learning?
8. What teaching strategies would be appropriate to different styles of learners? What decisions are important to make?
9. How do you deal with difficult students? Ex students who think their perspective is right? Or students who want to take class time by focusing on one concept?
10. How do you improve the quality of instruction in a group of learners that have diverse learning styles
11. Technological skills? Is it important? Why or why not? Powerpoint how useful?
12. Where do you begin teaching in a class that has a group of students who are not prepared for the day’s topic?
13. Assessment? Formative or Summative?
14. Dealing with poor faculty evaluations? The significance of numbers on Student opinion polls?
15. How reflection and conversations with peers will help better our teaching via cognitive coaching?

Mimi Coughlin

Questions relevant to different aspects of my work this year include: Fall 2011: Teaching an Academic Learning Collaborative with First Year Students
  1. What is the big picture goal or vision for our ALC?
  2. Why is this important to me? Why is it important to my colleagues?
  3. What skills for achieving this goal/vision are required of me?
  4. What skills for achieving this goal/vision are required of our collegial team?
  5. What skills for achieving this goal/vision are required of our students? How do we support their development of these skills?
  6. When we run into snags implementing our vision is there a pattern to the difficulty?
  7. Once the plan is in motion which elements of implementing it can be influenced to greatest effect?
Spring 2012: Working with student teachers and master students who are at various stages of career development.
1. In what state of mind are the student teachers during any give class and how does
that influence my choice of in-class activities?
2. What goals do I have for the course? What goals do my students have for the
course?
3. Over which aspects of their experience of apprenticeship do I have the most
influence? How can I best use these windows of opportunity to advance their skills
as educators and promote a deep understanding of the content I am teaching?
4. What options can I give them for to individualize assignments and still maintain my
sense of the integrity of the course?

Elaine Gale

Why do we expect of ourselves (and others?) that as academics, we know everything we need to know--especially at the beginning of our careers? How can we value and connect "not knowing everything" with the process of learning and teaching? (paraphrased by Stoner)

Carolyn Gibbs

Is the self-reflection of my teaching in alignment with student classroom experiences and student expectations? Do my reflective practices need to be refined? What does refinement look like? How are my critical responses to student work received? How can the responses be adapted to be receptive to all types of students

Marsha Jeppeson

  1. How do we move others and ourselves to new ways of learning?
  2. How do we learn new ways of learning? What evidence do we have for application to university students and other adults?
  3. What are the collaborative ways to meet a wide range of learners within one context?
  4. Are there strategies and ways of thinking that can be taught to first-years through seniors that are similar or can be easily modified?
  5. How do we continually re-motivate self and others to shape our thinking and problem-solving abilities?
  6. If there are strategies that can be taught to faculty and students, how do we use them in our current impoverished university environment?
  7. How can we develop ways of thinking that help us intellectually, emotionally and relationally? Can those ways be easily shared with others?
  8. What is the application of cognitive coaching for general well-being, resiliency, and healthy aging?

Roni Jones

Although I have learned a lot from [Garmston's and Wellman's] books, I have many questions about how to work most effectively one-on-one with individuals. I would very much like to be able to see and practice the skills of coaching to uncover the thinking of the teachers with whom I work. I often find myself moving too quickly into giving advice. I want to better understand the types of questions to ask to move my students through difficult situations rather than stepping in to give them answers.

Lisa Jorgensen

1. How to incorporate techniques that facilitate student’s abilities to individualize their leaning separately from what is being taught, and especially, from what they “think” I want them to know. It appears this process (through mapping – planning, reflecting, and problem-resolving) would offer suggestions for how I can “mediate thinking” to make this more available in student’s learning.
2. How to connect my current style of motivating, mentoring, and coaching that I use with my students, in and out of the classroom, to an “outcome” oriented technique. From the first day of class to the last, I set that stage of professionalism in the classroom, referring to students as professionals and empowering them in various ways. My approach works well with “lighting a fire” or “inspiring.” But, it is not something I plan; it is part of my personality and my way of interacting with others in general. Not that I want to remove the spontaneity from my style, however, I do think it would be beneficial to see how I can take this ability a step further by learning the cognitive coaching techniques.
3. What options for research may be available in this area. Recently, I have made a decision to move toward research in teaching and learning. Most of my scholarship (aside from articles and presentations from my dissertation research), has been connected to teaching and learning and connecting students to the profession. For example, I just finished writing a three part series on evaluation techniques for our professional publications based on how I teach this topic in the classroom. I am one year from tenure and in a position that I want to discover aspects connected to my “passion” for teaching and learning

Joyce Mikal-Flynn

My questions involve the neuroscience of learning. I am a scientist and by nature want to explore in depth why and how we learn in an effort to fully understand and engage the learner. What part of the brain is implicated in learning, both long and short term? What part focuses on analysis and how do we push that function? How does the brain distinguish and process information in an efficient and effective manner? How does the brain decide what to learn? How can I facilitate what the brain already does - as an educator, how can I stimulate the brains response to learning? What are the differences in ages, gender, and culture re: learning? How can I assist in the learning process so each individual is able to challenge themselves and understand their enormous capacity for leaning? These are just some thoughts and questions I ponder in an effort to reach my students and make learning fun and effective for both teacher and learner. Understanding and bringing this to others-priceless!

Juliana Raskauskas

How can we get students to engage in more critical thinking?
What is the range of teaching strategies/styles (and how does this differ by department?)
How can I provide feedback on other's teaching and work with them to help them identify solutions?
How can I discover potential solutions when I identify areas of my own teaching that I want to change?

Gerri Smith

What teaching insights will be identified by working with a partner in a discipline other than my own?
What unique benefits can be derived by working in a multi-disciplinary team toward improving our teaching?
How can the Cognitive Coaching Model be adapted for application in the classroom with student partnerships, particularly when teaching public speaking skills?
And what critical research questions can and should be addressed in using cognitive coaching among peers?