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Learning and teaching experts 2012

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Presentation given student engagement in coaching to the JISC Learning and Teaching Experts group in July 2012.

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Learning and teaching experts 2012

  1. 1. PC3: PersonalisedCurriculum Creation throughcoachingJanet Finlay & Dawn WoodLeeds Metropolitan University
  2. 2. PC3: Personalised CurriculumCreation through Coaching Original aim: to develop curriculum structures and technological support to allow students to build their own curriculum – supported by coaching Institutional changes from January 2009 forced iterative refocus. Aim now: embed coaching in the curriculum to provide personalised support for students and to enable them to make independent, informed decisions about their learning
  3. 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)
  4. 4. What is Coaching? Focus on active listening and asking open, incisive questions Resisting giving advice or leading Support coachee to find own solution Be a mirror to reflect back what the coachee brings
  5. 5. BA Sport Business Management
  6. 6. BA Sport BusinessManagement Course team embedded coaching year on year into personal development planning strand ◦ Initially: L4 students – staff-student ◦ Later: peer coaching across all levels – in triads and pairs – inter-level and cross- level ◦ Supporting (for example):  Clarifying learning outcomes for placement  Developing self-awareness and employability skills  Interpersonal skills  Managing assessment and learning
  7. 7. Coaching Ambassadors
  8. 8. Coaching Ambassadors Level 3 students ◦ Experienced coaching within their module Aims: ◦ To understand their experience of coaching ◦ Their view of what is important to get across Outputs: ◦ Ideas for promoting coaching ◦ Individual stories of coaching impact
  9. 9. An Open Brief What is your story in regard to coaching? ◦ The benefits ◦ The pitfalls How do we promote the benefits of coaching you have experienced to other students (and staff) ? How did you devise this promotion plan? If we are able to implement part of this plan, what was the impact on students (and staff)? Negotiated Data Capture
  10. 10. Ideas Generated by Students1. You Tube Resources2. Resources for PDP staff3. Seminar training for staff4. A generic module embedded at the beginning of course5. Feedback to current tutor6. Interactive self-coaching tool7. Review current modules/course and make recommendations8. Provided feedback to tutors after sessions9. Resources for skills for learning site10. Twitter stream as promotion (added later)
  11. 11. Main Themes from TutorFeedback Coaching office ◦ Part of assessment – volunteering ◦ Involve returning students Improving peer coaching by: ◦ Bringing levels 4 & 6 together ◦ Increase coaching training (Induction week) ◦ Assess the coaching more – theory/practice
  12. 12. Individual Story Experienced coaching during second year “sceptical about the whole experience” 1st Year Coaching ◦ They wanted answers ◦ They need more understanding of coaching ◦ “It didnt really work” Developing Self-directed learning ◦ “100% this is the key advantage to coaching” Change to learning process ◦ “I make decisions based on what I actually want not impulse. “ Relation to Tutor ◦ “I ask myself the questions before I go to a tutor”
  13. 13. Self-Directed Learning “peer to peer coaching made me (more) aware of my abilities, boosted my self confidence and empowered me to back my ideas and implement them in assessments and group activity” “I think that lecturers could coach students with assignments rather than just setting the task and then telling students what to do. ”
  14. 14. What would be mosteffective? “The most common issue among students is time management. If coaching was going to be incorporated into the educational environment it would be most effective if it happened to revolve around this particular issue.” “Active listening is an obvious one that myself and most students tend not to use in seminar and lecture environments.” “The initial process of getting students to look at there selves from the outside and work out their own problems, “

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