Arthur L. Costa - Cognitive Coaching: Developing Self-Directed Leaders and Learners (Christopher-Gordon New Editions): Developing Self-Directed Leaders and Learners, 3rd Edition

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Cognitive Coaching

Cognitive Coaching

Developing Self-Directed Leaders and Learners

Arthur L. Costa and Robert J. Garmston

With Carolee Hayes and Jane Ellison

ROWMAN & LITTLEFIELD

Lanham Boulder New York London

Executive Editor: Susanne Canavan

Associate Editor: Carlie Wall

Marketing Manager: Karin Cholak

Production Editor: Laura Reiter

Interior Designer: Rhonda Baker

Cover Designer: Meredith Nelson

Credits and acknowledgments of sources for material or information used with permission appear on the appropriate page within the text or in the credit section on page XXX.

Published by Rowman & Littlefield

A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc.

4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706

www.rowman.com

Unit A, Whitacre Mews, 26-34 Stannary Street, London SE11 4AB

Copyright 2016 by Rowman & Littlefield

All rights reserved . No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review.

British Library Cataloguing in Publication Information Available

Library of Congress Cataloging-in-Publication Data

Costa, Arthur L.

Cognitive coaching : developing self-directed leaders and learners / Aurthur L. Costa and Robert J. Garmston with Carolee Hayes and Jane Ellison.

pages cm

Includes bibliographical references and index.

ISBN 978-1-4422-2365-3 (cloth : alk. paper) ISBN 978-1-4422-2366-0 (electronic) 1. Thought and thinkingStudy and teaching. 2. Cognition in children. 3. Student-centered learning. I. Title.

LB1590.3.C6794 2015

370.15'2dc23

2015005701

The paper used in this publication meets the minimum requirements of American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992.

Printed in the United States of America

Contents

by Michael Fullan and Andy Hargreaves

Tables and Figures

FIGURES

Figure 1.1	The Roots of Cognitive Coaching
Figure 1.2	Other Forms of Interaction Focus on Event or Behavior
Figure 1.3	Definition
Figure 2.1	Diltss Elements as Nested Blocks
Figure 2.2	Identity Influencing: Diltss Elements as in a Dynamical System
Figure 2.3	Diltss Dynamical Relationships Shown Linearly
Figure 3.1	Rapport
Figure 7.1	States of Mind
Figure 8.1	A Basic Model of Intellectual Functioning
Figure 9.1	Domains of Inquiry
Figure 10.1	Representational Systems
Figure 10.2	Representational Systems: Language Indicators of Modality Preferences
Figure 10.3	Eye Movements and Representational Systems
Figure 10.4	Accessing Her Visual Memory
Figure 10.5	Constructing Visual Images
Figure 11.1	Planning Conversation
Figure 11.2	Reflecting Conversation
Figure 11.3	A Coaching Cycle
Figure 12.1	Problem-Resolving Conversation
Figure 12.2	How Paraphrasing Lightens the Load
Figure 12.3	From Limitations to Resourcefulness

TABLES

Table 1.1	Distinctions among Four Support Services
Table 3.1	Cognitive Operations
Table 3.2	Cognitive Operation Question
Table 4.1	Mediators Questions for Self-Management
Table 4.2	Mediators Questions for Self-Monitoring
Table 4.3	Mediators Questions for Self-Modifying
Table 5.1	Purposes of Coaching, Collaborating, and Consulting
Table 7.1	Tensions and Drives
Table 11.1	Planning Conversation
Table 11.2	Four Phases of Thought in a Coaching Cycle
Table 12.1	The Neurobiological Effects of Pacing
Table 12.2	A Word Bank for Universal Goals
Table 12.3	A Macro Map for Leading
Table 13.1	Regions of the Calibrating Conversation
Table 15.1	Linear and Nonlinear Systems Compared
Appendix B	Inner Coaching
Appendix C	Planning and Reflecting Conversations
Appendix D	Calibrating Conversation Script
Appendix G	List of Videos, Topics, and Length of Time in Minutes

Foreword

Cognitive Coaching: Developing Self-Directed Learners and Leaders, 3rd Edition

Michael Fullan and Andy Hargreaves

W e are honored to write the foreword to this new edition of Cognitive Coaching: Developing Self-Directed Learners and Leaders by Art Costa, Bob Garmston, and their colleagues, Jane Ellison and Carolee Hayes. The first edition was published over 20 years ago and was titled Cognitive Coaching: A Foundation for Renaissance Schools . This 1994 book put coaching on the map. Cognitive coaching is a common accompaniment to and ingredient of change implementation now: a true mark of these authors influence. Though not always grasped or used with the sophistication and depth of these authors intentions, their work has had a massive influence on how we now think about the best ways to improve classroom practicewith other teachers, embedded in practice, rather than in the big ballroom sessions of staff development or in the isolated classrooms where individual teachers struggle by themselves. This interest in cognitive coaching has been carefully built by Costa, Garmston, and their growing band of followers and colleagues.

The United States goes through churns of system upheaval that never seem to land: No Child Left Behind (2002), Race to the Top (2008), and now Common Core State Standards. Cognitive coaching is, by contrast, one of the constants of improvement: learning how to be more effective and reflective by working with experienced and expert peers.

The timing and nature of the third edition is perfect. Piecemeal approaches can alleviate the worst of change but can never make the best of change. This is Costa and Garmstons conclusion. Their third edition goes deeper with greater precision. It identifies the skills, and now the mind-sets, that must underpin them. It is heavily action based, taking into account the diversity of humans and their contexts, but it does this in relation to larger maps of action. It carefully examines issues of impact that in turn reverberate back on the skills, mind-sets, and actions of those who want to help. Above all, this book treats the solution as a system of interactions, not a checklist of competencies.

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