Card Set Information
questions for coaching
Consciousness: invite meta-cognition:
What may have led to your decision to____.
Why is this important to you?
How might you know you are on target?
Consciousness: encourage the making of new connections:
What seems to be/might be similar in these two situations?
What are some possible patterns?
If there were a common source for these, what might it be?
Craftsmanship: elicit criteria:
What criteria might you want to use to____?
If you could only get one benefit, what's your hunch about what would be most productive in regard to_____?
Of all the possibilities, what might be most effective?
Craftsmanship: pose a data search
How might you find out more about that?
What indications might you have that_____?
What information might validate this?
Efficacy: Invite reflection about being in charge
What are your options?
Over what do you have control?
Of the few elements you can influence, what might have the greatest effect?
Efficacy: Elicit knowledge, skill, or positive attitude
How do you do the work and maintain your integrity?
What might it take to get you to make a difference?
Which of your skills does this call for?
Flexibility: invite a shift in perceptual position
If you wer______, what might you be thinking?
When you have experienced______what did you need?
What meaning might this have for ______?
Flexibility: filters of perception
Given what you know about the way s/he perceives things, what's your hunch about what might be going on for____?
Given those details, what's the big picture goal?
What does s/he seem to be paying attention to?
Interdependence: invite collaboration
In the spirit of collaboration, how can you preserve your sense of what's right, and still work to be effective?
What might be some common goals you share?
What might be in it for both of you?
Interdependence: elicit positive intentions of others
What might be the positive outcomes s/he is expecting?
If you wer to assume that s/he is well-intentioned, what needs might s/he be trying to meet?
What might happen if his/her needs were met?
Causal Factors: Craftsmanship
What was your thinking about sequence?
What are some specific patterns or trends that seem to be emerging?
What criteria did you use to decide to _____?
Casual Factors: Consciousness (4Q)
How might you account for this?
How did you make decisions about____?
How does this compare to how you planned it?
How did you know to do that?
Casual Factors: Efficacy
What are some of the things you did to make it go so well?
Which of these skills seemed most useful?
How did you know you could handle the situation?
Casual Factors: Flexbility
What do you think might have been going on for_____?
What were some of the options you considered?
If I were a _____how would I perceive_____?
Casual Factors: Interdependence (2Q)
What are some common values between you and _____?
What might be some of the resources you utilized?
Planning: Clarify goals
What might be some of the connections of this goal to the standards? (Con)
Specifically, wha tmight you mean when you say, "learn_____?"(craft)
How might this objective relate to the objectives of your team members?(inter)
Planning: specify success indicators
How might you know when you have reached the goal? (Con)
What might be some of the evidence you can collect? (Craft)
What might you see/hear that will let you know you've reached the goal? (flex)
Planning - Approaches: efficacy (4Q)
What might be some strategies you have used before that were effective?
What might be some of your choices?
How might your actions enhance student learning?
Ove what factors might you have most control?
Planning - approaches: Flexibility (4Q)
What might be some strategies you considered before deciding on these?
How might these strategies support student learning in other settings?
What are you hunches about how the students will view this lesson?
What are some of your predictions about how this lesson will go?
Planning - approaches: Craftsmanship (6)
In what sequence might you place your strategies?
What might be happening simultaneously?
How long are you anticipating___ will take?
What criteria might you use to determine when to use another strategy?
What might be the long and short-term effects of_____?
What might you need to do to be the best prepared you can be for this lesson?
Planning - approaches: Interdependence
What might be the primary value of this lesson/strategy to your students?
What kind of help might be useful to you with this lesson?
How might some of your teammates support you with this lesson?
Planning - Personal learning and self-assessment ((7Q)
What might eyou want to be sure to do well? How might you know you're doing it? (E)
What do you want to exercise control over in yourself? On what past successful experiernces might you draw? (E,Con)
What might the group/class feel is more important for you to focus on in yourself? What are some possible ways of assessing this? (F)
If you could videotape this lesson, what might you want to see/hear in yourself when you replayed it? (Con, F)
What might be important for you to pay attention to in yourself? How might you determine whether or not you do this? (Con)
Waht personal skills or processes might you want to perfect in this session? How might you know you've done this? (Cft)
What might you learn from this group? How might you know you've learned this? (I)
Planning - Reflect on conversation ( 5)
How has our conversation supported your thinking?(E, Con)
How has our conversation been helpful to you? (E, Con)
Where are you in your thinking now compared to where you were when we stareted? (Con)
What key indicators might be most critical to your goals as a professional? (Cft, E)
What might be some of the specific things about this conversation that were helpful? (Cft)