What is Cognitive Coaching?
Coaching according to Costa and Garmston (1994) is defined as a people based art and the center of management that occurs within a relationship that is action oriented, result oriented, and person oriented (Costa and Garmston, 1994). Expert cognitive coaches apply specific techniques to improve another person’s perceptions, decisions, and intellectual functions (Costa & Garmston, 1994). According to these authors, changing these inner thought processes is prerequisite to enhancing overt behaviors that, in turn, improve student learning (Costa & Garmston, 1994). The goal of cognitive coaching is learning by the teacher and the coach (Costa & Garmston, 1994). Cognitive coaches support and give confidence to individuals …show more content…
Some of these scores derive from discrete procedures called skills and the more complicated processes are referred to as strategies (Beyer, 1988). Costa & Garmston (1994) states, cognitive coaching is structured around three major goals, which are establishing and maintaining trust, facilitating mutual learning, and enhancing growth toward holonomy (Costa & Garmston, 1994). Increasing and sustaining trust is essential to achieving the other two goals because it creates a secure atmosphere where learning and modifications can occur (Costa & Garmston, 1994). Cognitive coaches concentrate on the inner thought processes of teaching as a way of improving instruction (Costa & Garmston, 1994). The relationship accepted by cognitive coaching is that teaching is a professional act and that coaches support teachers in becoming more resourceful, informed, and skillful professionals (Costa & Garmston, 1994). Research shows that teachers with higher conceptual levels are more adaptive and flexible in their teaching style (Costa & Garmston, 1994). Teacher’s adaptive behaviors, flexible teaching style and conceptual levels cause them to have greater ability to empathize, symbolize human experience, and to act in accordance with a disciplined commitment to human …show more content…
Brain research shows that when humans get emotional about a task they are involved in learning (Jensen, 1997). This research has also confirmed that emotions are linked to learning by assisting individuals in recall of memories that are stored in the central nervous system (Wolfe, 2001). Emotions originate in the limbic system and sensory information is relayed to the thalamus in the midbrain, which acts as a relay station (Wolfe, 2001). When sensory information reaches the amygdale, it is evaluated as either a threat or not, creating the fight or flight physiological response to stress (Cram & Germinario, 2000). This information is relayed to the frontal brain by neurotransmitters that are released into the endocrine which is connected to synapses, altering coloring and intensifying human’s conscious experience of a situation (Wolfe, 2001). Emotions assist in memory retention or learning of a situation as such being either bad or good (Wolfe, 2001). Brain research also suggests that the brain learns best when confronted with a balance between stress and comfort (Gardner, 1991). According to Gardner (1991), when allowed to express pattern-making behavior the brain creates coherency and meaning (Gardner, 1991). Learning is best accomplished when the learning activity is linked directly to physical experience (Donald,
Coaching according to Costa and Garmston (1994) is defined as a people based art and the center of management that occurs within a relationship that is action oriented, result oriented, and person oriented (Costa and Garmston, 1994). Expert cognitive coaches apply specific techniques to improve another person’s perceptions, decisions, and intellectual functions (Costa & Garmston, 1994). According to these authors, changing these inner thought processes is prerequisite to enhancing overt behaviors that, in turn, improve student learning (Costa & Garmston, 1994). The goal of cognitive coaching is learning by the teacher and the coach (Costa & Garmston, 1994). Cognitive coaches support and give confidence to individuals …show more content…
Some of these scores derive from discrete procedures called skills and the more complicated processes are referred to as strategies (Beyer, 1988). Costa & Garmston (1994) states, cognitive coaching is structured around three major goals, which are establishing and maintaining trust, facilitating mutual learning, and enhancing growth toward holonomy (Costa & Garmston, 1994). Increasing and sustaining trust is essential to achieving the other two goals because it creates a secure atmosphere where learning and modifications can occur (Costa & Garmston, 1994). Cognitive coaches concentrate on the inner thought processes of teaching as a way of improving instruction (Costa & Garmston, 1994). The relationship accepted by cognitive coaching is that teaching is a professional act and that coaches support teachers in becoming more resourceful, informed, and skillful professionals (Costa & Garmston, 1994). Research shows that teachers with higher conceptual levels are more adaptive and flexible in their teaching style (Costa & Garmston, 1994). Teacher’s adaptive behaviors, flexible teaching style and conceptual levels cause them to have greater ability to empathize, symbolize human experience, and to act in accordance with a disciplined commitment to human …show more content…
Brain research shows that when humans get emotional about a task they are involved in learning (Jensen, 1997). This research has also confirmed that emotions are linked to learning by assisting individuals in recall of memories that are stored in the central nervous system (Wolfe, 2001). Emotions originate in the limbic system and sensory information is relayed to the thalamus in the midbrain, which acts as a relay station (Wolfe, 2001). When sensory information reaches the amygdale, it is evaluated as either a threat or not, creating the fight or flight physiological response to stress (Cram & Germinario, 2000). This information is relayed to the frontal brain by neurotransmitters that are released into the endocrine which is connected to synapses, altering coloring and intensifying human’s conscious experience of a situation (Wolfe, 2001). Emotions assist in memory retention or learning of a situation as such being either bad or good (Wolfe, 2001). Brain research also suggests that the brain learns best when confronted with a balance between stress and comfort (Gardner, 1991). According to Gardner (1991), when allowed to express pattern-making behavior the brain creates coherency and meaning (Gardner, 1991). Learning is best accomplished when the learning activity is linked directly to physical experience (Donald,