The PC3 approach places coaching at the core of personalizing curriculum design. Learners work with a personal coach to assess needs, select learning provisions or construct awards, access resources and support, negotiate assessment, and review progress. Coaching empowers individual choice, focuses on needs, and facilitates developing as an adult learner through reflection. The PC3 framework uses coaching to guide learners through a decision making process to create a personalized learning plan.
1. PC3: Personalised Curriculum
Creation through Coaching
Janet Finlay, Margaret Christian, John Gray, Tam Mason, Dawn Wood
PC3 Core Team
2. The PC3 approach
Place coaching at the core of the personalised curriculum
design
Learners work with a personal coach to
assess their learning needs
select appropriate provision or construct awards (or module
sets)
access resources and learning support
negotiate assessment
review progress and adjust plans
Do this through a specific module
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3. What is coaching?
“The coach works with clients to achieve speedy, increased
and sustainable effectiveness in their lives and careers
through focused learning.
The coach’s sole aim is to work with the client to achieve
all of the client’s potential – as defined by the client”
(Rogers 2004 p7)
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4. Coaching, mentoring, tutoring…
Differ primarily in level of input and direction
Example: Giving a presentation
Tutoring conversation
Mentoring conversation
Coaching conversation
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5. How will coaching be used?
Personal vision:
Where I wish to
go
Learning,
development Coaching My real self:
and achievement In PC3 developmental
opportunities
Personalised
curriculum
development
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6. Potential benefits of coaching for learning
It empowers individuals to make their own choices
It focuses on the individual’s needs
It facilitates the development of maturity as an adult
learner
It facilitates the development of self direction
It facilitates the development of reflective practice
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8. Studeo
Decision making process ….. Coaching Reflections …….
Health Check & Core Process
Formative Expression
Self- Personal
Appraisal of Searching Selection
Feedback Awarenes Outcomes Plan
Intro to s for of
Diagnostic on Negotiate
PC3 Refining Learning Modules
Diagnostic Real Self Learning
Personal Learning Prospects of Study
Visioning Ideal Self Path
Needs
Carnegie coaching lab
Self- Refining
Induction Awareness Selection Negotiation
Outcomes
Learning bank
Into: Diagnostic Gathering Research Curriculum
Self- Choices Planning
Coaching Models of Evidence
Visioning Coaching Directed Critical for
Technology Professional
Reflection Reflection Change Evaluation Review future
Growth
Commons … Networking … F2F group work … Webinars … 8
