Cognitive Coaching
From WikEd
Contents |
[edit] Descriptions, definitions, synonyms, organizer terms, types of
Description
Cognitive Coaching uses techniques like rapport, questioning, and pacing to guide teachers, students, parents to where they want to go.
Definition
- "Cognitive coaching is based on the idea that metacognition--or being aware of one's own thinking processes--fosters independence in learning. By providing personal insights into the learner's own thinking processes, cognitive coaching builds flexible, confident problem-solving skills. Plus, it encourages self-efficacy and pride." Funderstanding
Cognitive Coaching according to the Center for Cognitive Coaching,(CCC) "a set of strategies, a way of thinking and a way of working that invites self and others to shape and reshape their thinking and problem solving capacities. They base this on four assumptions:
- Thought and preception produce all behavior.
- Teaching is constant decision making.
- To learn something new requires engagement and alteration in thought.
- Human's continue to grow cognitively."
The cognitive coaching technique uses a metaphor to describe what the idea is. The metaphor for coaching is “Coaching is like a stage coach it is to convey a valued person from where he or she is to where he or she wants to be�? (Costa, Garmston 2002). In Cognitive Coaching one first must realize the idea of what drives people. According to Costa and Granstom (2002) it is our identity, “an identity carries with it goals and presuppositions that influence the setting or personal standards and criteria for interactions with others.�? They see the role of a coach as a mediator who “shines a spotlight of awareness upon data in the environment and interacts to support self-directed learning and is not the solver of another’s problem�? (Costa, Garmston 2002). Cognitive Coaching uses three conversations, the planning conversation, reflecting conversation and the problem solving conversation. A planning conversation consists of the following: 1) Planning – Clarify goals, look for success indicators, anticipate approaches, strategies, decisions and identify personal learning focus. 2) Event- Monitoring for indicators of success, effectiveness of approaches, strategies and decisions 3) Reflecting – Analyzing, Summarize, Recall supporting information, compare analyze, and infer. Applying- Construct new learning and applications. Reflect on the coaching process and explore refinements. The coach when coaching will use techniques like paraphrasing, rapport, mirroring, and asking questions, to work with the individual on an issue. Once a solution is reached it is implemented and after implementation the person returns for the Reflecting Conversation. In the Reflecting Conversation the coach will summarize or recall supporting information. Help the individual to analyze the situation and construct new meanings. Finally, there will be a commitment to applying new strategies. Again the coach uses the techniques of pausing, paraphrasing, and active listening. The final type of conversation is the Problem Solving Conversation. In this conversation the coach is trying to get the person to move from “Existing State to a Desired State�? (Costa, Garmston 2002). To create this the coach will use one or more of the following: Pose a data search Pose a question that invites analysis Encourage the making of new connections Invite a shift in perceptual position Invite creation or imagination Seek an expression of values Elicit a choice form among alternatives (Costa, Garmston 2002) The goal of the problem-solving conversation is to “shift�? the thinking of a person to a more positive state. While cognitive coaching is meant for teacher to teacher relationships, I see it as a take off from the Rogerian model developed by Carl Rogers. The major goal is to surface the perceptions we have and get from the state we are in, or issue that we are stuck on to where we want to go via a conversation.
[edit] Evidence of Effectiveness
According to CCC, "research has linked these to increase student achievement and more collaborative cultures."
[edit] Signed Life Experiences and Testimonies and Stories
I have been through the CCC training and have used the techniques with students, parent and other teachers. The techniques can and do work. The only caution I have is with other teachers. In my experience you can use some of the techniques but often most teachers want to vent. If you try to coach them they need to know that is your intent or it can come off as being condensending when they really wanted for someone just to listen.
I agree. If done well, cognitive coaching can be a wonderful technique for any teacher. Like all things, it needs time to work well, but it can help you develop the skills to think about your teaching methods, and analyze why you are successful in some areas, and not so successful in others. I highly recommend it. G. Johnson
I went through the Cognitive Coaching Training in 2004-2005. I found it most helpful for me in terms of how I dealt with parents in situations such as Parent/Teacher conferences or when meeting with parents about concerns with their child. I did at times find it a bit complicated and not something that would come easily back to me after the training. There was a lot of information involved in the training. But I think I was able to take away what was most important for me and to use it as a natural part of my profession.
[edit] References
Costa, Arthur L., Garmston, Robert J. (2002). Cognitive Coaching a Foundation for Renaissance Schools. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.
Available at: Center for Cognitive Coaching
