Cognitive Coaching
Arthur L. Costa &
Robert J. Garmston
Presented by: Mari Grobschmidt & Amanda Pulda
Objectives
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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
Book Overview
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Discovering the
Meanings of Cognitive
Coaching
Sources of Excellence
Engaging in Coaching
Integrating Cognitive
Coaching Throughout
the System
QuickTime™ and a
decompressor
are needed to see this picture.
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
“Destiny is as destiny does. If you
believe that you have no control, then
you have no control.”
-W. Roberts. (p. 129)
Flexibility
“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
“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
“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
“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)
What do we want
_________________
_ to be able to do?
Goals of Cognitive Coaching
Colleagues are encouraged to:
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Inquire
Speculate
Construct Meanings
Self-evaluate
Self-prescribe
The Mediator’s Toolkit
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Paralanguage
Response Behaviors
Structuring
Mediative Questioning
Paralanguage
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Nonverbal & Verbal Cues
Posture
 Gesture
 Inflection
 Pitch
 Volume
 Rate of Speech
 Language Choices
 Breathing
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Response Behaviors
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Silence (wait longer than you think you need to)
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Acknowledging (give verbal & nonverbal cues)
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Communicates that ideas have been heard
Paraphrasing (stems)
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Communicates respect
Results in positive effect on cognitive processing
Acknowledge & Clarify
Summarize & Organize
Shift Focus
Clarifying
Providing Data & Resources
Structuring
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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.
Mediative Questioning
“It’s not the answers that enlighten us, but the questions.”
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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
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Planning Conversation
Observation
Reflecting Conversation
Conclusions
Model conferences
Leading questions
Language cues & movement
Possible research questions
Renaissance Schools
References
Costa, A. L. & Garmston, R. J. (2002).
Cognitive coaching: A foundation for
renaissance schools. Norwood, MA:
Christopher-Gordon Publishers, Inc.