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Cognitive coaching helps teachers/students  to explore the thinking process so they are more aware of educational practices. It helps to build flexible, confident problem-solving skills. This process is synonymous with the Principle of learning indicator: Do not do what the learner can do for themselves, do not decide what the learner can decide. ( Respect for learners principle #6) https://www.youtube.com/watch?v=9WX2a1t5PS

Some purposes of cognitive coaching are to promote teachers as researchers, encourage flexible practice and reduce isolation among teachers. There are 3 main conditions necessary for cognitive coaching, they are trust and respect between teacher/student and coach, learning by the teacher/student  and cognitive autonomy. This autonomy refers to the teacher/student  and coach having the same mental coaching map. The process involves a pre-conference, a lesson observation, and a post-conference. I am reminded of our tri-yearly observations. Our cognitive map is the Charlotte Daniels framework for teaching evaluation. There is a pre-meet, observation and post-meet.
The benefit to our RB4 community I think lies in the phrase" when you help others, you help yourself". By using the SEL competencies, the learning principals, the Rolfe's reflective model of what, so what and now what,  we will be internalizing these principles. When we help others take a different lens and perspective, we are gaining experience as well.

The following article explores the goals, the coach's' non-judgmental competencies and the process of the cognitive coaching model.
http://www.flowinmotion.ca/resources/Costa-Garmston-Cognitive%20Coaching%20p%2090-95.pdf
The following is a 3 minute video of an example of what a coaching session looks like:  //www.youtube.com/watch?v=42gHmQ_zC8Q

The following table illustrates possible questions in planning the conversation between coach and teacher/student. This table is from Costa, Arthur L. And Robert J. Garmston. Cognitive coaching: a foundation for renaissance schools. 2022. 398-399

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Cognitive coaching is when you have a non- judgmental person working with a teacher on their practice of reflection and is able to show them ways to be a self-directed learner. It is a process that helps teacher grow into become better educators.

Three Components of Cognitive Coaching are:

1.       The Planning Conference

2.       A Non-Evaluative Classroom Observation

3.       The Reflecting Conference

To have a successful cognitive coaching process the are a few condition or requirements that must be in place. You need to make sure that here is a trusting relationship between the teacher and the coach. The teacher needs to be given adequate time for preparation and reflection. It is also important to have clearly defined roles and expectations between the coach and the teacher. You also need to have effective listening skills and be able to ask the right questions in order to promote higher level thinking.

I think in our community we are already doing parts of this process. We have set norms for our group so that each of us feels comfortable sharing our thought and ideas. We do not have worry about other in our community judging us on our views even if there are different than theirs. I feel that as a community we are work on looking at the bigger picture of things and work together to break it apart.

Resources

http://danaberg.wikispaces.com/file/view/What_is_Cognitive-Coaching.pdf

https://www.youtube.com/watch?v=z8rDYrbuJs4

https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/860/Cognitive-Coaching-Training-for-All-Teachers.aspx

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Cognitive coaching is a technique that assists teachers in becoming more aware and conscious of their thinking. Through this process, teachers should become self-directed and independent in their thinking both as an individual and as a member of a community. Ultimately, cognitive coaching helps a person grow and develop from where he or she is to where he or she wants to be.
There are three parts of cognitive coaching: pre-conference, observation, and post-conference. With coaching, evaluating, consulting, and collaborating, these three steps lead the participants to be more reflective.
In order for cognitive coaching to be successful there must be support, voluntary and willing participation, a trusting environment, availability of time, a variety of informal and formal interactions, and objectivity.
In researching it, it seems that the goals of cognitive coaching are quite similar to the goals of our RB4 program. Cognitive coaching can help create collegiality between participants ---> RB4 would benefit from continuing to strengthen our community. Cognitive coaching will increase self-awareness ---> self-awareness is a component of SEL. As members of RB4, our own social-emotional learning will benefit as will that of our students. Lastly, RB4 is a safe space for us to try new things. By engaging in cognitive coaching, we can experiment with a new technique and either find great success and move forward or fail but have support in our continued educational journey.

Sources:
http://www.thinkingcollaborative.com/

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

http://www.mnlowincidenceprojects.org/documents/coachingInitiative/asd_coachingInitiativesPacket_cognitiveQuestions.pdf

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Cognitive coaching is "a process during which teachers explore the thinking behind their practices."  It is a method where a coach leads their pupil/teacher to reflect and think about their thinking. It allows the teacher to reflect on their practice at higher levels of Bloom's Taxonomy, rather than just answering surface-level remembering or understanding questions.  Ultimately, the goal of cognitive coaching is to help the teacher become more autonomous in their self-assessment and self-awareness in their classroom.

The important components of cognitive coaching are pre-conference, observation, and post-conference.

In order for cognitive coaching to work, the teacher needs to trust their coach.  The coach needs to be an effective questioner and listener. There needs to be time set aside for the pre- and post-conferences so that those discussions are truly fruitful.  The coach must be non-judgmental, supportive, and ask many open-ended questions of the teacher.  The teacher also needs to be open and willing to change, or to try different techniques.

Cognitive coaching would benefit RB4 because it would help each of us to think more deeply about what we do in our classrooms and why. Having someone else direct the questioning would help each teacher to reexamine their thinking and methods in their classroom. It would help us develop our reflective practitioner skills.

Resources:
http://www.mnlowincidenceprojects.org/documents/coachingInitiative/asd_coachingInitiativesPacket_cognitiveQuestions.pdf

https://www.youtube.com/watch?v=z8rDYrbuJs4

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

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Cognitive coaching is helping an educator learn to reflect on themselves and their practice. It is a way to encourage them to look at their own beliefs and ideals and how they affect their teaching. The coach does not tell or show how to do something, but rather guide the teacher in a way that they help themselves through reflection and self-inspection. It is really to help other people reflect and evaluate their own thinking. By helping a learner understand their own thinking processes, cognitive coaching can help develop strong problem-solving skills.

“Cognitive coaching is a coaching model that requires the coach to be non-judgmental, to encourage reflective practice, and to guide another person to self-directed learning. To encourage reflection, cognitive coaching focuses on a teacher’s thinking, perceptions, beliefs, and assumptions and how these affect one’s practices. A cognitive coach collects data and learns to pose questions to engage the teacher in reflective thinking.”

It is a 3-part process: preconference, observation, and postconference. Another source points out that there is modeling, where the instructor explains different strategies. Then there is dialogue, which both the instructor and student take turns in leading.

The coach needs to have wide-ranging coaching skills. There needs to be the ability to create an environment that allows or promotes that teachers can make changes in their own thinking and teaching. Feedback needs to be present so the teacher can reflect on their own though processes and reasons for doing certain things.

We can look at each other as all being part of the same process for similar outcomes: to enhance and strengthen our teaching strategies. We would not necessarily look at each other, or our instructors, as people to give out knowledge and experience so that we may hopefully pick up some tidbits of expertise, but rather that we help each other reflect by guiding with questions the help reflection and recognition of who we are as teachers and what we can do to help students think more deeply and become better problem-solvers.

https://www.youtube.com/watch?v=z8rDYrbuJs4

http://www.mnlowincidenceprojects.org/documents/coachingInitiative/asd_coachingInitiativesPacket_cognitiveQuestions.pdf

http://www.funderstanding.com/educators/cognitive-coaching/

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

http://danaberg.wikispaces.com/file/view/What_is_Cognitive-Coaching.pdf

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Cognitive coaching encourages a learner, "to develop expertise in planning, reflecting, problem-solving, and decision-making."
It focus's on the learners, "thinking, perceptions, beliefs, and assumptions on how these affects ones practices".

There are three important components to cognitive coaching:
1. The Planning Conference
2. A Non-evaluative Classroom Observation
3. The Reflecting Conference

In order for cognitive coach to work you need the following requirements.
-Trusting and honest coach
-Time for preparation and reflection
-Clearly defined roles, responsibilities and expectations
-Effect listening skills
-Strategic questioning
-Data collection

I think we would really benefit from cognitive coaching because it would promote us to think and reflect in a new way. It would help us to become better educators and work on new practices that could be used in our classrooms.  We will be encourage us to change our teaching styles for the better.

Websites:
http://danaberg.wikispaces.com/file/view/What_is_Cognitive-Coaching.pdf

http://www.flowinmotion.ca/resources/Costa-Garmston-Cognitive%20Coaching%20p%2090-95.pdf

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Cognitive Coaching is a process in which a coach helps a teacher to understand the thoughts behind their teaching methods.  Self-awareness seems to increase when thoughts are spoken out-loud aiding in professional growth.

The important components in cognitive coaching are pre-conference, observation and post-conference.  In the pre- and post- conference, the teacher is doing most of the talking and the coach is asking questions.

The conditions that need to be present in cognitive coaching are a nonjudgmental coach, questions that encourage deep reflection, as well as pauses that allow for thinking, and trust amongst the teacher and coach. This process allows a teacher to come up with their own ideas to increase achievement in their classroom and allow for professional growth.

RB4 would benefit by cognitive coaching because it will be difficult to give others suggestions about their classrooms when we do not know the students, curriculum etc.  This type of coaching can encourage strengths that we may not even know exist.  If we ask questions that help the individual reach their own conclusions then we are truly helping them reach their goals.

Websites:  https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/860/Cognitive-Coaching-Training-for-All-Teachers.aspx

https://www.journeywithtechnology.com/tag/cognitive-coaching/

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What is cognitive coaching?  How is it defined?
According to Educational Leadership (Garmston, Linder, Whitaker 1993): Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed. When teachers talk out loud about their thinking, their decisions become clearer to them, and their awareness increases.

What are the important components in cognitive coaching?

Cognitive coaching uses a 3 phase cycle through clinical observation:

1. Pre conference: discussions around four basic questions (1. What are the objectives? 2. How will you know you’ve reached them? 3. What is your plan? 4. On what other aspects of your teaching do you want to inform?)

2. Observation: unobtrusive and does not increase teacher anxiety.

3. Post conference: probing questions and paraphrasing to elicit self reflection and awareness.

The ultimate goal of Cognitive Coaching is teacher autonomy: the ability to self-monitor, self-analyze, and self-evaluate.
What conditions need to be present?
- Non-judgmental coach
- A consultative relationship, not reciprocal.  The teacher does not need to learn the skills of the coach
- Time commitment
- Respect for others
- Data collection
What would be the benefit for RB4 for engaging in cognitive coaching?
As we develop as educators, it is essential we become reflective in our practice.  Inviting others into our space physically or sharing our stories throughout our time together will help us discover and strengthen our weaknesses.  It will inspire us to make positive changes to our teaching styles, empowering us as educators.
All information retrieved from:

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

Garmston, R., Linder, C., & Whitaker, J. (1993)  Reflections on Cognitive Coaching.  Educational Leadership, 51 (2), 57-61.

Image retrieved from:
https://www.google.com/search?biw=1680&bih=953&tbm=isch&sa=1&ei=dsqUWpGOBcOOjwPpuL7ADA&q=cognitive+coaching+cycle&oq=cognitive+coaching+cycle&gs_l=psy-ab.3..0.16735.17361.0.17454.6.5.0.0.0.0.165.293.0j2.2.0....0...1c.1.64.psy-ab..4.2.292....0.Fd3zu-BOfXc#imgrc=KadCQKpBIWPhxM:

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~What is Cognitive Coaching?
It is when teachers are engaged in their own self-reflecting about their personal teaching styles and practices in order to define the reasoning behind their teaching.

~How is it defined?
Cognitive coaching is modeled after the idea of metacognition, where individuals are thinking about their own thinking. This basis helps individuals become more self-aware, self-confident, and self-monitoring, in order to gain more independence within their practice. - http://www.funderstanding.com/educators/cognitive-coaching/

~Important Components
Cognitive coaching uses a 3 step system in which the coach and student/teacher meet during a pre-conference, an observation, and a post-conference . The 3 steps are meant to shape a self-directed reflection of the teacher in order to help the individual self-monitor and self-modify their teaching practices. When meeting during these conferences, the student/teacher is able to evaluate the focused lesson and make improvements moving forward. Another important component to this idea are goals set by the student/teacher. If goals are established and recognized, the conference times are more meaningful in which the individual is able to relate back to their determined end goal.

~What conditions need to be present?
- A patient, reasonable coach
- Scheduled time for the 3 steps
- Respect for each individual involved
- Appropriate data collection tools
http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

~What would be the benefit for RB4 for engaging in cognitive coaching?
In order to be an effective teacher, we as educators need to be aware of our own teaching practices and the reasoning behind what it is we are teaching and how we are teaching it. By taking that time to reflect upon our reasonings, we can have a deeper understanding and respect for how we teach, but also how others are teaching. We would be able to improve our teaching craft by targeting our weaknesses in order to create a more positive change.

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What is cognitive coaching?
Helping others think about their own thinking, allowing the teacher/coach/student to go deeper into the thinking about the questions.

How is it defined?
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.  It enables people to modify their capacity to modify themselves.  -Center for Cognitive Coaching

What are the important components in cognitive coaching?
Thinking behind the practice, deeper level thinking about what we do to critically think about more about what decisions we make and why we make them.
Planning, reflecting, and problem solving conversations and paraphrasing those ideas and asking deeper level thinking questions to make us better.
Looking at all the aspects of the job, not just the curriculum, implementation, delivery, and outcomes but the intended end goal, and looking at how students or you have met that goal.
Rubric for scoring of self and strengths and weaknesses.
Work on the areas of weaknesses through questioning and discussion to have the coachee or student see how they can improve overall in ALL areas.
Using internal thinking to better understand how to solve problems in an area by reflection, planning, implementation, and evaluation.
Questioning/thinking is the driving force for solutions.
Open ended questions that allow deeper level thinking with multiple viewpoints, multiple levels of questions.
Non-judgemental listening, paraphrasing, clarifying questions that help them be specific, Mediative questions that are broad and allows the coachee to follow own path.

What conditions need to be present?
Coach, coachee/student
Time
Understanding that it isn’t about only your weaknesses but how can you problem solve them to make them strengths.
Understanding of the process
Wanting to become better at what you do!
Throwing away bias and preconceived notions of people, positions, and ideas you have.

What would be the benefit for RB4 for engaging in cognitive coaching?

It allows us not to continue to look at the simple or surface questions with specific answers, it allows all of us to take the different paths in our own thinking and find solutions to the problems/weaknesses we have and internally look at how to develop strategies to solve them through our own thinking.  This provides us with the tools to practice deeper level conversations with each other that make us better at what we do and who we are as leaders and teachers.  It also would allow us to pass this type of questioning onto our students as the coach to allow our students to reflect, evaluate, internalize, and find other pathways to success in any situation.

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What is Cognitive Coaching? | Brian Marshall | TEDxYouth@TCIS

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Cognitive Coaching is increasing your awareness of your own teaching and the ability to self analyze and self modify. The process involves a teacher who is looking to improve their own teaching and a coach who will provide non judgmental feedback through the use of carefully constructed questions, paraphrasing, and silence or wait time as to guide the teacher to evaluate their own teaching. This is a repeated three step process involving a preconference, an observation, and a post conference.  Cognitive Coaching can provide valuable insight into how to assess your own teaching as you have another set of eyes in your classroom focused on the bigger picture of your lesson. The feedback, well thought out questions and appropriate silence (wait time) from the coach will help the teacher evaluate their teaching by reflecting out loud. This experience will help develop your own ability to gauge your teaching and the learning experience of the students.

http://bonnieblan.pbworks.com/w/file/fetch/84489823/Costa-Garmston--Cognitive%20Coaching%20p%2090-95%20(1).pdf

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx

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Cognitive coaching is a process by which teachers explore the thinking behind their practices. It makes way for alternative thought processes by taking your "cognitive map" which is only partially conscious, and revealing areas that may not be complete.  Clarity comes when you talk out loud about your thinking.  The cognitive coaching model follows a 3 step process:  a discussion about what will be observed, the observation, and follow-up conversations.  Critical components brought to the table by the coach include high level questioning, a non-judgemental demeanor that encourages reflective practice, and the ability to guide another person to self-directed learning.  Cognitive coaching would be a valuable process for us as we learn to be increasingly reflective practitioners.  Although I didn't read anything about benefits to the coach, I can see where both participants would grow.

Cognitive Coaching: Training for All Teachers by Rick Wormeli

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https://www.youtube.com/watch?v=z8rDYrbuJs4

Jennifer Rogers

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Cognitive coaching is a form of collaboration that pairs a coach with a teacher. They engage in a cycle of pre-observation planning, observation, and post-observation reflection together. During pre-observation and post-observation conversations, the coach poses questions, paraphrases teacher comments, and allows for silence when necessary, in order to encourage the teacher to reflect on their practice and, potentially, think about their lesson and practice in a different way. The ultimate goal of cognitive coaching is for the teacher to become independent in self-reflection and, as a result, more effective teachers. Cognitive coaching is defined as posing questions to encourage honest teacher reflection. Important components of cognitive coaching are the planning meeting (where the coach poses questions about the learning targets, instructional strategies and what evidence the teacher will gather for student learning), the observation (where the coach observes the teachers lesson, but does not serve as an evaluator), and the post-observation conference (where the coach poses questions to the teacher like, "What do you think went well?" "How do you know your students made progress? etc.")  In order for cognitive coaching to be effective, it is important that the coach is not an evaluator, so that the teacher feels safe to share, and it is important that their is a level of trust between the coach and the teacher.  It would be beneficial for RB4 to engage in cognitive coaching because it could help us to make better instructional decisions in our classrooms.  If we are asked questions, from a non-evaluator, prior to or after lessons, we will be required to think about important aspects of the lesson that may otherwise go unaccounted for.  By forcing ourselves to ask and answer these questions, we will become more accustomed to thinking about them, and eventually the process will become internalized and we will become better teachers for it!

Reflections on Cognitive Coaching (Robert Garmston, Christina Linder & Jan Whitaker) from Educational Leadership
http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Reflections-on-Cognitive-Coaching.aspx