Student Learning: A Discussion of Techniques
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This paper examined the topic of the utilization of two research-based instructional approachesłcognitive teaching and brain-based learningłto enhance student learning. First, to provide a background introduction on the different types of learning, Bloom's Taxonomy and metacognition were presented. This discussion highlighted the wide range of skills, in order of their complexity, which are employed in the learning process. Second, cognitive coaching was discussed by highlighting the process of its implementation and its concept of five mind states. By using a three-step process that involves planning, observations and reflections, cognitive coaching enables teachers to develop their five mind statesłefficacy, craftsmanship, consciousness, flexibility and interdependence. Third, brain-based learning was examined by highlighting the implications of the recent findings of the functioning of the brain for educators. Brain-based learning essentially shows that individualized meaningful learning in a complex and rich learning environment is the ideal approach for optimizing the potential capacity of the brain to learn. Finally, suggestions on how these research-based approaches can be applied to the class setting were presented. In the face of problems with student achievement, it has become increasingly evident that the traditional teaching and learning model needs to be modified. Over the last decades, educators and policymakers have contin
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pp. 4-5). They constitute powerful internal capacities that enable individuals to attain the objective of holonomy.
In order to have a clearer understanding of the premises of cognitive coaching, the following sub-sections will delve into greater detail about the three-step cognitive coaching process and the five mind states respectively.
Cognitive Coaching Process
Preconference. During the preconference stage, the coach helps the teacher to plan the lesson by: a) identifying the goals and objectives of the lessons; b) pinpointing indicators of student learning; c) determining teaching strategies to be employed in the class; and d) clarifying the coach's focus during the observation phase and the procedures for collecting data (Costa & Garmston, 1994, in Wings Telementoring, n. d.).
More specifically, four basic questions should be addressed during this phase of the process:
"What are your objectives?
How will you know when you've reached your objectives?
What is your plan?
On what aspects of your teaching do you want information?" (Garmston et al., 1993, p. 58).
Observation. In this phase of the process, the coach simply observes the teacher's implementation of the strategies in a typical lesson. During this observ
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Approximate Word count = 5936
Approximate Pages = 24 (250 words per page)
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