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Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
Client-centered typology for coaching graduate students
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Client-centered typology for coaching graduate students

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ABSTRACT-Youngsters in high schools develop different study methods. These might be influenced by the …

ABSTRACT-Youngsters in high schools develop different study methods. These might be influenced by the
youngster’s background, family situation and previous obtained study results.
Applying these high school study methods on a graduate level might not be as effective as in a high
school due to for instance the increased amount of covered material and the higher speed at which
the material is taught. As such, students need some time to fine tune their former study methods.
In order to minimize this time to adjust, a client centered typology is elaborated. This typology
describes four types of students. For each type of student characteristics and properties are defined.
These serve as a starting point for suggesting adequate adjustments to the formerly acquired study
methods.
Tutoring –and student coaching in general- as an aid to help students to obtain knowledge is also
taken into account as tutoring is an emerging trend in graduate schools. Since each type of student is
different, an adjusted approach with respect to tutoring is described.
In conclusion the typology is applied on first year students of the Engineering Faculty of the Catholic
University of Leuven, Belgium. These students have a wide range of backgrounds and a
heterogeneous foreknowledge of mathematics.

Published in: Education, Technology
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  • 1. Client-centered typology for coaching graduate students Pieter-Jan DrouillonK.U.Leuven, Faculty of Engineering, Tutorial Services (BELGIUM) Edulearn 2011
  • 2. Introduction High School University
  • 3. Introduction High School University
  • 4. Tool PrerequisitesSimpleProgress trackingFlexible
  • 5. Model - Current Position ++Possible Growth-
  • 6. Players of the game - Current Position ++ RookiePossible Growth-
  • 7. Players of the game - Current Position ++ VeteranPossible Growth-
  • 8. Players of the game - Current Position ++Possible Growth All-Star-
  • 9. Players of the game - Current Position ++Possible Growth No-Go-
  • 10. Coaching StrategiesRookie to VeteranVeteran to All-StarRookie to All-StarNo-go to Rookie
  • 11. Progress Tracking - Current Position + y1+ da 10 27 ay d dayPossible Growth 16 35 day day 56 day-
  • 12. Application: SummerSchool of MathematicsHigh variation in foreknowledge mathematicsCourse texts slightly adaptedTackle gap real & assumed knowledge
  • 13. Application: SummerSchool of MathematicsIntroductory course basic, non-trivial topicsAdvanced course essential topics not taught in high-school
  • 14. Application: SummerSchool of Mathematics Tutors involved in summer school support for covered topics text available online
  • 15. ConclusionSimple toolProgress trackingFlexible

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