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Peer coaching: the student experence
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Peer coaching: the student experence


Student experience with peer coaching on the PC3 project

Student experience with peer coaching on the PC3 project

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  • 1. Student Peer Coaching ExperienceDawn Wood, Jonny Kew, Janet Finlay JISC funded PC3 project @ Leeds Metropolitan University
  • 2. The art of conversation• A good coach needs to master: – Listening • Language, tone, tempo, volume, inflections – Questioning • What, Why, How, When – Observing • Body language, gestures, eye movement – Rapport • Trust and commitment – Themselves • Awareness of their values, beliefs, interests, agendas – achieving a non-judgemental state
  • 3. Good Questions• Goals – What would you like to happen? – What is your insight about this? – What does it mean to you?• Reality – Describe/explain where you are now with this? – How important is this to you? – What impact is this having on you?• Options – What has worked well in the past? – What else could you do?• Way forward – How will you do that? – When will you do that? – Who do you need to involve?
  • 4. Jonny’s Experence• Level 5 Module “Planning for work based learning”• Students are required to identify six learnng outcomes for their placement• To support this peer coaching is used in triads (coach, coachee, observer)• Students required to provided evidence of their coaching experience via any means!• Podcasts, Blackberry, Facebook
  • 5. Will, Jonny and Jay Coaching
  • 6. Coaching process Student Experience
  • 7. Work Based Learning• Practical based assessment• Learning outcomes to be developed through coaching process
  • 8. First coaching experience• Three key roles: – Coach: Participant offering guidance and steering coachee to the result rather then telling them the answer. – Witness: External guidance after coaching session for future development. – Coachee: Participant receiving coaching on learning outcomes.
  • 9. Developments• Facebook with continued support from tutor• Smartphones- Coaching forum readily available• Throughout placement whereby face to face coaching wasn’t possible
  • 10. Applying the skills in the future• Coaching after work experience• Creating coaching forums for other modules• This has enabled: – Organise group meetings – Assist group members – Applying coaching skills for other modules
  • 11. Next Steps• Current group has experienced a more formal approach – supported by current literature• Nicks aim to develop cross year coaching with interested parties.• Student Ambassadors – promoting coaching to other students and staff• Expand the coaching to other courses – Health - speciality choices and PDP – Media – embedding change management in PDP• Offer group coaching to students across the university on key topics – e.g. assessment
  • 12. Resources• Gallwey, W. T. (2000) The inner game of work. Random House Trade Paperbacks.• Rogers, J. (2008) Coaching skills. A handbook. 2nd ed. Berkshire, UK: McGraw Hill.• Rogers, J. (2007) Adults learning. 5th ed. Berkshire, UK: Open University Press.• Megginson, D. and Clutterbuck, D. (2009) Further techniques for coaching and mentoring. Oxford, UK: Butterworth-Heinemann.• Whitmore, J. (2002) Coaching for performance. Growing people, performance and purpose. Nicholas Brealey.