The purpose of this paper is to present a summary and commentary on the following book:
Costa, Arthur, L. And Garmston, Robert, J. Cognitive coaching: A foundation for renaissance schools. (2nd ed.) Norwood, MA: Christopher-Gordon Publishers.
This book covers the major and key aspects of cognitive coaching which, essentially, can be defined as the provision of insight into the learnerÆs own thinking processes as a means of amplifying the degree of learning acquired in a mentoring situation. Cognitive coaching is said to have several purposes such as establishing trust and maintaining it, assisting and collaborating for the purpose of mutual learning, and enhancing individual growth in such a way that people are comfortable acting at both the autonomous and collaborative level. A substantial part of the book is devoted to delineation, documentation, and discussion of how five particular states of mind contribute to the ability to behave in both a collaborative and autonomous way, these states of mind all centering around the notion of trust.
The book provides a discussion of the various psychological and cognitive approaches that gave rise to the concept of cognitive coaching as well as its practices. The benefits of cognitive coaching are also discussed as is the connection of cognitive coaching to the concept of Renaissance schools.
The book is a second edition, offering an expansion of the first edition that provides a good deal more information about the neurological aspects of cognitive coaching and a more comprehensive discussion of its contribution to teaching excellence. The book also provides many ways in which cognitive coaching can be used as part of the curriculum, school culture, policies, and the general practices of the school.
Throughout the factual information provided by the book, the authors argue that the method is key to professional growth in education and to providing students with a maximall...