Week 3- Course Design and Coaching SMART Goal

 Part 1: To recap, the Triple E Framework is a tool used to assess technology in the classroom based on its ability to enhance student learning goals. The three Es are engagement, enhancement, and extension. This is conjunction with Kolb's experiential learning cycle can make learning even more meaningful for the student, no matter the age. Kolb argues that the learning cycle "enables interaction between the learner and their social environment, fosters dialectical and critical thinking, and encourage mindfulness" (Gordon, S.P., 2022 p.5). This is because the cycle has four orientations: concrete experience, reflective observation, abstract conceptualization, and active experimentation, which all lead to deeper understanding. When working to create an asynchronous professional learning course, I will have to keep in mind those four orientations and what it means to be in that orientation. I will have to start by getting to know my peer and figuring out how they learn best. This will allow me to be able to sculpt the class in a way which is most beneficial for them. If they are of a concrete experience, it can start by sharing recent experiences in the classroom and perceptions based on the experiences. For reflective dialogue, we can discuss those experiences and what they mean. Abstract conceptualization would be drawing conclusions and coming up with ideas on how to improve, and active experimentation is finding the tools to get data and try what is discussed (Gordon, S.P., 2022, p. 19). Therefore, I will introduce the Triple E Framework and how it can benefit them in their classroom with keeping in mind the experimental learning cycle. 

Part 2: Cognitive Coaching "is about producing self-directed learners and leaders with the disposition for continuous, lifelong learning" (Coasta & Garmston. 2015, p. 28). Any person, no matter the field, can benefit from being self-directed and able to learn and want to learn. Cognitive Coaching is important because it shifts thinking and allows other to solve their own problems instead of trying to solve them for them. I will use this in my LMS by allowing for their to be guided self reflection about their beliefs, goals, perceptions, and assumptions. I will be there to listen, question without judgement, and asking "how will you know you are successful." This will be paired with targeted coaching in a similar way. All coaching will be conversation based on past experiences and current realities to understand where the teacher is and where they need to go. By doing this, it will help grow the learners ability to "self-manage, monitor, and modify" which can help them see the value and keep going with their learning since no one will be around to push them (Coasta & Garmston. 2015, p. 30). Cognitive Coaching fits with ISTE standards for Empowering Leader, especially empowered educators, and build educator competency. By using Cognitive Coaching and tying it to our technology framework, we are creating educators who have professional agency which leads them to pursue their own learning. We can increase our educators ability to understand the ISTE standards as well as best technology use while they learn more about themselves. 

Part 3: For ISTE Standards of Coaches, this made me focus on 4.1 C "Cultivate a Supportive Coaching Culture" and 4.3 D "Personalize Support for Educators." Using Cognitive Coaching and reflecting on this process allowed me to obtain knowledge on how to encourage educators to create a vision. This will then allow them and the building to reach our goals. By getting to know them and helping them grow in their skills, I will have personalized support for them. This ties with the Essential Condition of prepared educators. By helping them grow, they will feel empowered and ready to integrate technology in their classroom. This made me realize the importance of allowing wait time for those I am working with to process the information. By learning about Cognitive Coaching I can better support the people I am working with and work with them in a way which helps them be successful. 

Costa, A. L., & Garmston, R. J. (2015). Cognitive Coaching: Developing Self-Directed Leaders and Learners, 3rd Edition. Rowman & Littlefield: Lanham.

Gordon, S. P. (2022). Integrating the experiential learning cycle with educational supervision. Journal of Educational Supervision, 5 (3). https://doi.org/10.31045/jes.5.3.1