Cognitive Coaching Arthur L. Costa & Robert J. Garmston Presented by: Mari Grobschmidt & Amanda Pulda.

Cognitive Cognitive CoachingCoaching

Arthur L. Costa & Arthur L. Costa &

Robert J. GarmstonRobert J. Garmston

Presented by: Mari Grobschmidt & Amanda Presented by: Mari Grobschmidt & Amanda PuldaPulda

ObjectivesObjectives

Outline the principles pertaining to Outline the principles pertaining to cognitive coachingcognitive coaching

Connect mentoring & coachingConnect mentoring & coaching Highlight tools Highlight tools

mentors/mediators/coaches can use to mentors/mediators/coaches can use to facilitate cognitive growthfacilitate cognitive growth

Develop and maintain trustDevelop and maintain trust Emphasize useful sections of the text Emphasize useful sections of the text

Book OverviewBook Overview

Discovering the Discovering the Meanings of Cognitive Meanings of Cognitive CoachingCoaching

Sources of ExcellenceSources of Excellence Engaging in CoachingEngaging in Coaching Integrating Cognitive Integrating Cognitive

Coaching Throughout Coaching Throughout the Systemthe System

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are needed to see this picture.

A Snapshot of Cognitive A Snapshot of Cognitive CoachingCoaching

“ “Self development of personal efficacy requires Self development of personal efficacy requires mastery of knowledge and skills, attainable only mastery of knowledge and skills, attainable only through long hours of arduous work.”through long hours of arduous work.”

-A. Bandura (p. 126)-A. Bandura (p. 126)

Efficacy

5 States of Mind: Tools for disciplined choice making5 States of Mind: Tools for disciplined choice making

““Destiny is as destiny does. If you Destiny is as destiny does. If you believe that you have no control, believe that you have no control, then you have no control.” then you have no control.”

-W. Roberts. (p. 129)-W. Roberts. (p. 129)

Flexibility

““Learn to do uncommon things in an Learn to do uncommon things in an uncommon manner. Learn to do uncommon manner. Learn to do things so thoroughly that no one can things so thoroughly that no one can improve upon what has been done.”improve upon what has been done.”-B. T. Washington (p. 132)-B. T. Washington (p. 132)

Craftsmanship

““The White people think the whole body The White people think the whole body is controlled by the brain. We have a is controlled by the brain. We have a word, word, umbeliniumbelini (the whole intestines): (the whole intestines): that is what controls the body. My that is what controls the body. My umbelini tells me what is going to umbelini tells me what is going to happen: have you never experienced it?”happen: have you never experienced it?” -M. Tiso (Xhosa Tribe, -M. Tiso (Xhosa Tribe, South Africa) South Africa)

Consciousness

““We’ve each been invited to this present We’ve each been invited to this present moment by design. Our lives are joined moment by design. Our lives are joined together like the tiles of a mosaic; none of together like the tiles of a mosaic; none of us contributes the whole of the picture, but us contributes the whole of the picture, but each of us is necessary for its completion.”each of us is necessary for its completion.” -K. Casey & -K. Casey & M.Vanceberg (p. 138)M.Vanceberg (p. 138)

Interdependence

““We all have the extraordinary We all have the extraordinary coded within us, waiting to be coded within us, waiting to be

released.” released.” -J. Houston -J. Houston

(p. 124)(p. 124)““Within you right now is the power Within you right now is the power to do things you never dreamed to do things you never dreamed possible. This power becomes possible. This power becomes available to you just as you can available to you just as you can change your beliefs.” change your beliefs.” -M. -M. Malts (p. 142)Malts (p. 142)

What do we want What do we want __________________ __________________ to be able to do?to be able to do?

Goals of Cognitive Goals of Cognitive CoachingCoaching

Colleagues are encouraged to:Colleagues are encouraged to: InquireInquire SpeculateSpeculate Construct MeaningsConstruct Meanings Self-evaluateSelf-evaluate Self-prescribeSelf-prescribe

The Mediator’s ToolkitThe Mediator’s Toolkit

ParalanguageParalanguage Response BehaviorsResponse Behaviors StructuringStructuring Mediative QuestioningMediative Questioning

ParalanguageParalanguage

Nonverbal & Verbal CuesNonverbal & Verbal Cues PosturePosture GestureGesture InflectionInflection PitchPitch VolumeVolume Rate of SpeechRate of Speech Language ChoicesLanguage Choices BreathingBreathing

Response BehaviorsResponse Behaviors Silence Silence (wait longer than you think you need to)(wait longer than you think you need to)

Communicates respectCommunicates respect Results in positive effect on cognitive processingResults in positive effect on cognitive processing

Acknowledging (give verbal & nonverbal cues)Acknowledging (give verbal & nonverbal cues) Communicates that ideas have been heardCommunicates that ideas have been heard

Paraphrasing (stems)Paraphrasing (stems) Acknowledge & ClarifyAcknowledge & Clarify Summarize & OrganizeSummarize & Organize Shift FocusShift Focus

ClarifyingClarifying Providing Data & ResourcesProviding Data & Resources

StructuringStructuring

A coach clearly communicates A coach clearly communicates expectations about purposes and the expectations about purposes and the use of such resources as time, space, use of such resources as time, space, and materials.and materials.

Should be based on a common Should be based on a common understanding of the purposes for understanding of the purposes for the coaching, the roles the coach the coaching, the roles the coach should play, time allotments, and should play, time allotments, and placement of the coach during placement of the coach during observation.observation.

Mediative QuestioningMediative Questioning

Intentionally designed to engage and Intentionally designed to engage and transform thinking and perspective.transform thinking and perspective.

Questions must meet three criteria:Questions must meet three criteria: Invitational in intonation and formInvitational in intonation and form Engage specific complex cognitive Engage specific complex cognitive

processesprocesses Address content that is either external Address content that is either external

or internal to the other person.or internal to the other person.

“It’s not the answers that enlighten us, but the questions.”

Questioning & Feedback Questioning & Feedback ToolboxToolbox

Planning ConversationPlanning Conversation ObservationObservation Reflecting ConversationReflecting Conversation

ConclusionsConclusions

Model conferencesModel conferences

Leading questionsLeading questions

Language cues & movementLanguage cues & movement

Possible research questionsPossible research questions

Renaissance SchoolsRenaissance Schools

ReferencesReferences

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