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

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Presentation on theme: "Cognitive Coaching Arthur L. Costa & Robert J. Garmston Presented by: Mari Grobschmidt & Amanda Pulda."— Presentation transcript:

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

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

3 Book Overview Discovering the Meanings of Cognitive Coaching Discovering the Meanings of Cognitive Coaching Sources of Excellence Sources of Excellence Engaging in Coaching Engaging in Coaching Integrating Cognitive Coaching Throughout the System Integrating Cognitive Coaching Throughout the System

4 A Snapshot of Cognitive Coaching “Self development of personal efficacy requires mastery of knowledge and skills, attainable only through long hours of arduous work.” “Self development of personal efficacy requires mastery of knowledge and skills, attainable only through long hours of arduous work.” -A. Bandura (p. 126) -A. Bandura (p. 126) Efficacy 5 States of Mind: Tools for disciplined choice making

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 “We’ve 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)

10 What do we want _________________ _ to be able to do?

11 Goals of Cognitive Coaching Colleagues are encouraged to: Inquire Inquire Speculate Speculate Construct Meanings Construct Meanings Self-evaluate Self-evaluate Self-prescribe Self-prescribe

12 The Mediator’s Toolkit Paralanguage Paralanguage Response Behaviors Response Behaviors Structuring Structuring Mediative Questioning Mediative Questioning

13 Paralanguage Nonverbal & Verbal Cues Nonverbal & Verbal Cues Posture Posture Gesture Gesture Inflection Inflection Pitch Pitch Volume Volume Rate of Speech Rate of Speech Language Choices Language Choices Breathing Breathing

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

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

16 Mediative Questioning Intentionally designed to engage and transform thinking and perspective. Intentionally designed to engage and transform thinking and perspective. Questions must meet three criteria: Questions must meet three criteria: Invitational in intonation and form Invitational in intonation and form Engage specific complex cognitive processes Engage specific complex cognitive processes Address content that is either external or internal to the other person. Address content that is either external or internal to the other person. “It’s not the answers that enlighten us, but the questions.”

17 Questioning & Feedback Toolbox Planning Conversation Planning Conversation Observation Observation Reflecting Conversation Reflecting Conversation

18 Conclusions Model conferences Leading questions Language cues & movement Possible research questions Renaissance Schools

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


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