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Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
Coaching as student support via elluminate (2)
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Coaching as student support via elluminate (2)

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  • 1. Coaching as studentsupport via ElluminateDawn Wood & Janet FinlayLeeds Metropolitan Universityd.a.wood@leedsmet.ac.ukj.finlay@leedsmet.ac.ukProject Blog: http://www.pc3.org.uk//
  • 2. Introduction JISC funded project until May2012 ◦ Personalised Curriculum Creation through Coaching (PC3) Project Aims ◦ Utilise the technique of coaching to develop self-directed learners who are able to choose their own personalised curriculum  Embedding the practice of coaching  Students  Tutors  Developing courses/programs with curriculum choice  Personalised Learning through Coaching Module (PLC)  Providing the “jump off point” for a personalised curriculum across university offerings Today ◦ Explore the use of coaching tools within the Elluminate environment
  • 3. A few questions Have you used Elluminate? Have you created an activity within Elluminate? Has anyone been coached? Has anyone coached? ◦ Face to Face ◦ Via phone ◦ Via conferencing
  • 4. But first … what is coaching? ◦ A conversation  Draws out from the coachee  The coachee speaks more than the coach  The coachee finds their own solutions  Unlike tutoring and mentoring ◦ Keys to coaching:  Raising Awareness  Encourage responsibility/ownership  Develop trust/confidence
  • 5. Coaching Tools Wheel of Life ◦ Explore the big picture ◦ Identify key areas for development ◦ Focus on some quick actions Values ◦ Identify underlying values ◦ Ensure the coachee is focusing on Ends not Means Values  Means values contain an ends value  Ends values are core
  • 6. Other Tools Postcard from the future ◦ Draw or write a postcard Sensory Preferences ◦ Coachee describes a familiar scene in detail ◦ Coach notes the makes a note of the sensory category the words belong to:  Visual — seeing  Auditory — hearing  Kinaesthetic — feeling  Olfactory — smelling  Gustatory — tasting ◦ Together they can identify the coachees preference
  • 7. Thank You.Questions?Dawn Wood & Janet FinlayLeeds Metropolitan Universityd.a.wood@leedsmet.ac.ukj.finlay@leedsmet.ac.ukhttp://streamlinenews.wordpress.com/

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