V3 Croal & Thurlow


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Insha’allah: Co-Creating Positivity in Independent Language Learning through Coaching at CNA-Q

Presenters: Lonnie Croal and Larissa Thurlow, College of the North Atlantic-Qatar, Qatar

The Independent Learning Centre (ILC), housed within the Learning Commons at CNA-Q, is an environment in which learners are encouraged to take responsibility for their learning and deepen their understanding of the learning process. This strategically located space is where autonomy is promoted and supported. The unique challenges of this educational context (high dependence of learners and low meta-cognitive awareness) are an opportunity for a framework of professional coaching. A pilot coaching project carried out over a 15 week semester with a diverse group of English as Foreign Language (EFL) students highlighted the benefits in addressing this gap. We wanted to demonstrate that a shift to coaching would: 1) result in students becoming autonomous and responsible for their learning 2) promote learner reflection at a deeper, more affective level 3) help to remove the stigma associated with receiving Language Support, which is viewed by many faculty and students as “remedial” help. • Would shifting to a coaching focus help reframe how the Language Support Centre and the ILC are viewed both by learners and faculty?

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V3 Croal & Thurlow

  1. 1. Insha’allah: Co-Creating Positivity in Independent Language Learning through Coaching at CNA-Q
  2. 2. “ Coming together, ordinary people can perform extraordinary feats. They can push things that come into their hands a little higher up, a little further on toward the heights of excellence.” ~Unknown~
  3. 3. Rationale <ul><li>Chance to highlight student leaders in the community </li></ul><ul><li>Provide positive role models </li></ul><ul><li>Remove stigma of seeking help </li></ul><ul><li>Shift responsibility for learning from teacher to student </li></ul>
  4. 4. Hiring our coaches-what were we looking for? <ul><li>Need to hire right people (attitude and strengths vs. skills) </li></ul><ul><li>Generated much interest-2 nd highest number of applicants for student position </li></ul><ul><li>Meaningful job opportunity-chance to learn while coaching </li></ul>
  5. 5. Coaching Framework <ul><li>Defining what coaching is for our college </li></ul><ul><li>Triple-loop coaching framework </li></ul><ul><li>Supports our Strengths-Based Campus culture </li></ul><ul><li>Directly supports our strategic and annual plans </li></ul>
  6. 6. Defining Coaching Coaching is defined as “…partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.” http://www.coachfederation.org/intcoachingweek/about-coaching/
  7. 7. Student-Centered Coaching <ul><li>Discover, clarify, and align with what the student wants to achieve </li></ul><ul><li>Encourage student self-discovery </li></ul><ul><li>Elicit student-generated solutions and strategies </li></ul><ul><li>Hold the student responsible and accountable . </li></ul>http://www.coachfederation.org/intcoachingweek/about-coaching/
  8. 8. What Coaching is Not Coaching Session Minus (-) Verbal Contract Equals (=) “ Just a Nice Thoughtful Conversation”
  9. 9. Operationalizing Coaching <ul><li>Peer Coaching Expectations & Outcomes </li></ul><ul><li>Coaching Framework </li></ul><ul><li>Value of the Learning Journal for Peer Coaches & Learners </li></ul><ul><li>Celebrating our Unique Strengths and Learning Styles </li></ul>
  10. 10. Operationalizing Coaching <ul><li>Peer Coaching Expectations & Outcomes </li></ul><ul><ul><li>Used World Café technique to gather expectations from Peer Coaches </li></ul></ul><ul><ul><li>Accountability established </li></ul></ul><ul><ul><li>Holding each other to the needs of the students who are seeking help from the Peer Coaches </li></ul></ul>
  11. 11. Operationalizing Coaching <ul><li>Coaching Framework </li></ul><ul><ul><li>Triple Loop Coaching Model </li></ul></ul><ul><ul><ul><li>1 st Phase Discovery (How are you? What are some of your challenges?) </li></ul></ul></ul><ul><ul><ul><li>2 nd Phase Reframing (Is there a different approach to fully understanding your problem?) </li></ul></ul></ul><ul><ul><ul><li>3 rd Phase Heart (How will you move forward that it is going to mean something to you?) </li></ul></ul></ul>
  12. 12. Operationalizing Coaching <ul><li>Value of the Learning Journal for Peer Coaches & Learners </li></ul><ul><ul><li>DPA model for writing in your LJ </li></ul></ul><ul><ul><ul><li>D escribe – One or two sentences that describe the “ah ha” or “oh oh” moments </li></ul></ul></ul><ul><ul><ul><li>P ersonalize – How are you feeling about this event? </li></ul></ul></ul><ul><ul><ul><li>A ction Plan* – What actions as a result? Tangibles? </li></ul></ul></ul><ul><ul><ul><li>* The LJ is defined by the action plan. What are you going to do about it? </li></ul></ul></ul>
  13. 13. Operationalizing Coaching <ul><li>Celebrating our Unique Strengths </li></ul><ul><ul><li>Supports the campus wide philosophy and culture that we have our own unique strengths </li></ul></ul><ul><ul><ul><li>Learning styles, leadership styles, MBTI, Multiple Intelligences, StrengthsQuest, SDI, DISC, Colors, etc. </li></ul></ul></ul><ul><ul><ul><li>Appreciative Inquiry and Action Research processes on campus </li></ul></ul></ul>
  14. 14. Ethical Responsibility <ul><li>Confidentiality </li></ul><ul><ul><li>- Strictest confidentiality – see International Coach Federation Code of Conduct & Confidentiality </li></ul></ul><ul><li>Perception to coaching by learner, faculty, management and executive/administration </li></ul><ul><ul><li>Coaching is for my growth and development, not for punitive measures and/or as a management tool (KPI, MBO). “Coaching is for winners!!” </li></ul></ul>
  15. 15. Pilot Project Triangulation Coachee/Learner Faculty Coach Peer Student Coach Note: The Faculty Coach will have involvement with the Coachee (Student)when the program is completed and in obtaining feedback about the program’s future.