Cognitive Coaching

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Cognitive Coaching

• Arthur L. Costa
• Robert J. Garmston
• Presented by Mari Grobschmidt Amanda Pulda

2
Objectives

• Outline the principles pertaining to cognitive
  coaching
• Connect mentoring coaching
• Highlight tools mentors/mediators/coaches can use
  to facilitate cognitive growth
• Develop and maintain trust
• Emphasize useful sections of the text

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Book Overview

• Discovering the Meanings of Cognitive Coaching
• Sources of Excellence
• Engaging in Coaching
• Integrating Cognitive Coaching Throughout the
  System

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A Snapshot of Cognitive Coaching
5 States of Mind Tools for disciplined choice
making

• Self development of personal efficacy
  requires mastery of knowledge and skills,
  attainable only through long hours of arduous
  work.
• -A. Bandura (p. 126)

Efficacy
5
Destiny is as destiny does. If you believe that
you have no control, then you have no control.

-W. Roberts. (p. 129)
Flexibility
6
Learn to do uncommon things in an uncommon
manner. Learn to do things so thoroughly that no
one can improve upon what has been done.
-B. T. Washington (p. 132)
Craftsmanship
7
The White people think the whole body is
controlled by the brain. We have a word,
umbelini (the whole intestines) that is what
controls the body. My umbelini tells me what is
going to happen have you never experienced it?
-M.
Tiso (Xhosa Tribe, South Africa)
Consciousness
8
Weve each been invited to this present moment
by design. Our lives are joined together like
the tiles of a mosaic none of us contributes the
whole of the picture, but each of us is necessary
for its completion.
-K. Casey M.Vanceberg
(p. 138)
Interdependence
9
We all have the extraordinary coded within us,
waiting to be released.
-J. Houston (p. 124)
Within you right now is the power to do things
you never dreamed possible. This power becomes
available to you just as you can change your
beliefs.
-M. Malts (p. 142)
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What do we want __________________ to be able to
do?
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Goals of Cognitive Coaching

• Colleagues are encouraged to
• Inquire
• Speculate
• Construct Meanings
• Self-evaluate
• Self-prescribe

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The Mediators Toolkit

• Paralanguage
• Response Behaviors
• Structuring
• Mediative Questioning

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Paralanguage

• Nonverbal Verbal Cues
• Posture
• Gesture
• Inflection
• Pitch
• Volume
• Rate of Speech
• Language Choices
• Breathing

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Response Behaviors

• Silence (wait longer than you think you need to)
• Communicates respect
• Results in positive effect on cognitive
  processing
• Acknowledging (give verbal nonverbal cues)
• Communicates that ideas have been heard
• Paraphrasing (stems)
• Acknowledge Clarify
• Summarize Organize
• Shift Focus
• Clarifying
• Providing Data Resources

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Structuring

• A coach clearly communicates expectations about
  purposes and the use of such resources as time,
  space, and materials.
• Should be based on a common understanding of the
  purposes for the coaching, the roles the coach
  should play, time allotments, and placement of
  the coach during observation.

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Mediative Questioning
Its not the answers that enlighten us, but the
questions.

• Intentionally designed to engage and transform
  thinking and perspective.
• Questions must meet three criteria
• Invitational in intonation and form
• Engage specific complex cognitive processes
• Address content that is either external or
  internal to the other person.

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Questioning Feedback Toolbox

• Planning Conversation
• Observation
• Reflecting Conversation

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Conclusions

• Model conferences
• Leading questions
• Language cues movement
• Possible research questions
• Renaissance Schools

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References

• Costa, A. L. Garmston, R. J. (2002).
  Cognitive coaching A foundation for renaissance
  schools. Norwood, MA Christopher-Gordon
  Publishers, Inc.