*Non examples*: not just useful in teaching but coaching too!

Understanding what *not* to do can be a powerful way to understand great practice

Check out the final Coaching Cut of the academic year to learn how to harness non-examples in your coaching!
➡️http://bit.ly/4eYvPV9

I've been practising...

Join us today 4pm for ConnectED Live!
events.teams.microsoft.com/event/e303a1...

Brought to you by TTC Trust and BeckfootTrust!

Don’t assume your coachee sees what you see.

Before modelling a teaching practice:
👁️Share specific success criteria
🖇️Ask them to link those criteria to learning

Take less than 5 mins to learn about both coaching techniques:
➡️https://bit.ly/43x8MeH

Modelling* is an important mechanism of effective professional development

In our pursuit of *techniques* coaches can use to coach better...

This week's Coaching Cut is about making your modelling *clean but close*!

Here's your 2 min clip -
▶️https://bit.ly/3RO8tH6

🥂Celebrating 1000 subscribers on the Cognitive Coaching Substack🥳

THANK YOU to subscribers for your support and feedback. It's incredible to hear it's being used in schools to develop teachers!

➡️ Latest post has just (2s ago) landed: bit.ly/4cx4yrr

🧩Purpose + Practice
It's not enough to know teaching techniques. We need to understand their purpose too.

This week's *Coaching Cut* is all about coaches probing purpose 👇
➡️ The post explains it all: bit.ly/4b7njRB
📽️ Plus 2 min video

Want your coaching to drive behaviour change? 🔥

Use *wrap-around* success criteria to make change unmissable!

Find out what this is + how to use it in *your* coaching in this Sunday's #CoachingCut 🍿

Read more 👉 bit.ly/3WRY3ZM
2min video in the post! 📽️

🎬 NEW Coaching Cut #2

Learn how to use "When wouldn't you..." questions in your coaching with a bite-sized clip and explanation!

open.substack.com/pub/cognitiv...

Thank you @mradamkohlbeck.bsky.social and colleagues for this second instalment!

If we've chosen wisely, our decisions rooted in evidence.

Decisions are based on our shared and agreed understanding of learning.

...greases the wheels of the coaching conversation: we're talking the same language.

The teacher understands the problem they face and can get behind their goal!

- we try to diagnose what teachers might need support with.

We spot very different problems!

Working with schools and trusts has taught me a very valuable lesson.

There’s almost *no point* in talking about improving teaching practice without one key thing:

A *shared mental model* of how people learn

Why is this so important? Let’s break it down...🧵

To sum up, get expertise from experience:

Experts often put their expertise down to 'lots of experience'.

But…

It can't just be that because we have experienced non-experts.

Experience is necessary but not sufficient (Berliner, 1987).

So how do we turn average experiences into ones that power expertise?

Looking forward to reading some wisdom from @drchriswb.bsky.social !

Adaptive experts do what works most of the time (the well-trodden path) and they know when to deviate: