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Transcript of Cognitive Coaching:
What Cognitive Coaching Is Not
is not summative
evaluation. It is at heart
a process that is formative
feedback to the learner
with the overarching goal
of raising awareness,
processes, and providing
strategic feedback that
promotes reflection and
then results in growth.
Steps of Cognitive Coaching
1.) Trust and rapport building
3.) Observation and data collection
5.) Analysis of data collection
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 and encourages self-efficacy.
- home-schooled/virtual school
-goal of passing GED writing
-high stakes - last chance
test is in four weeks
Session 1: Blank paper/Anxiety/Tears
Deficit-based conversation from stake holders
Data-Analysis, Reflection, Collaborative Planning
Session II: 65 minutes -
scaffolding: choice of prompt, timed intervals, strategic questioning, positive reinforcement, and proximity
outcome: outline and 1st paragraph
Session III: 65 minutes
continuation of session II
outcome: 2nd paragraph
Session III: 65 minutes
scaffolding: same scaffolding
outcome: dictated last paragraph (10 minutes)
5 paragraph essay of cold prompt (45 minutes)
Session IV: 65 minutes
scaffolding: gradual release of responsibility of each scaffolding tool
outcome: three paragraph essay -
overcoming adversity independently
owning outcome of personal achievement
What is Cognitive Coaching?
Cognitive Coaching was co-developed by Art Costa and Robert Garmston, who define it as "a set of strategies, a way of thinking and working that invites self and others to shape and reshape their thinking and problem solving capacity." -Center for Cognitive Coaching www.cognitivecoaching.com
Cognitive Coaching is not tutoring. It is not meant to provide learners with short term gains or outcomes on one skill or standard. The goal is long term
growth of the learner. Thought processes and strategies that are not meant for one test but for all future applications.
A Model That Works
For All Learners
"Unique to this coaching model are what Costa and Garmston call Five States of Mind -
These are internal resources the coach seeks to enhance and develop in the teacher or student to enhance his/her self-directedness."
Presented by: Dawn Johnson Mitchell, M.Ed, NBCT
Instructional Services, Spartanburg School District Six
Adjunct Instructor and University Supervisor, Furman University
Partnership Director and Adjunct Instructor,
Spartanburg Writing Project, USC Upstate
-adopted from Russia
-cochlear implants and hearing aids
-in pull out resource
-stakeholders believe he has reading issues/concerns about reading ability
Session 1: discussed interests, built rapport, chose to text to read (tigers)
conducted running record and observation of reading behaviors during read aloud
collective reading strengths were:
-makes connections from text
-added sound effects / Pee u!
=read with emphasis on punctuation
-pronounced content specific vocabulary
-skimmed and scanned pictures on every page first
Areas to focus growth:
-can be distracted by images
-visual cue/bookmark wih window
-needed to be re-directed/attention
-struggled to determine importance of overall meaning of text
Reflection, Collaborative Planning