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Teacher as facilitator (updated) - Nijhoff

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Presented at LILAC 2019

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Teacher as facilitator (updated) - Nijhoff

  1. 1. Teacher as Facilitator The influence of coaching on Information Literacy practice Coco Nijhoff, LILAC conference, Nottingham, April 2019
  2. 2. Go to Slido.com Join at #coaching Submit questions at any time
  3. 3. Overview • Coaching as an approach to learning in HE • Skills and methods used in coaching • Focus on active learning approaches • Influence of coaching on teaching practice • Coaching “competencies” for teacher-practitioners
  4. 4. Library’s mission To inspire Imperial’s communities of learners and researchers by connecting them to information and expertise.
  5. 5. What is coaching? • a form of development • often delivered one to one • coach guides the learner by posing non-leading questions • non-directive i.e. coach helps learner to learn rather than imparting information • “a facilitated thinking space”
  6. 6. Coaching vs mentoring The mentee should do most of the talking.
  7. 7. Coaching in Learning and Teaching in HE
  8. 8. Coaching applications in HE
  9. 9. Principles of coaching Starr’s Basic Principles of Coaching Imperial Learning and Teaching Strategy Maintain commitment to the individual. Student-centred; inclusive and diverse Coachee is responsible for results they create. Student takes responsibility Coachee is capable of better. Student takes responsibility Focus on what coachee thinks and experiences. Student-centred; inclusive and diverse Conversations are based on equality. Students and teachers as co-creators Fundamental skills of a coach Use of active learning pedagogies
  10. 10. From Imperial Learning and Teaching Strategy
  11. 11. Skills of a coach (Rogers and Maini) Building rapport Creating a relationship of equals Co-creating the goals Asking powerful questions Using active listening Summarising and reflecting back Use of feedback Exploring blocks
  12. 12. Approaches to teaching Didactic Facilitative Experiential Teacher-directed Learner-directedLearner-teacher interaction
  13. 13. What does learning look like?
  14. 14. Teaching methods used in coaching • Reflective dialogue • Socratic method • Modelling • Action learning • Problem-based learning Learning as a social activity
  15. 15. Reflective dialogue
  16. 16. Pedagogical use of silence
  17. 17. The reflexive turn in Information Literacy “Many IL practitioners [find] the reality of their teaching to be far more fluid…together with our learners, we stumbled over questions to which we could not immediately – or perhaps ever – find stable solutions. Knowledge is about…participating in a dynamic, socially constructed, and endlessly developing work.” Emma Coonan, 2017
  18. 18. Coaching applied to IL practice 1. Coaching as a mindset (Meyer and Land) 2. Coaching fosters reflexive practice for practitioners (Corrall) 3. Coaching embodies learning how to learn and think (ANCIL)
  19. 19. Coaching “competencies” for IL teacher- practitioners Coaching as a mindset. Meyer and Land’s threshold concepts Coaching fosters reflexive practice for practitioners. Coaching is transformative. Sheila Corrall, 2017 Coaching embodies learning to learn, information has a social dimension: ANCIL strands
  20. 20. ANCIL strands 2 and 10 Strand content Learning outcome
  21. 21. What is your goal? Find out about your institution’s coaching programme or offer Pursue ILM and CMI coaching credentials Watch the Atul Gawande TED Talk
  22. 22. Coco Nijhoff Learning and Teaching Manager Imperial College London Email: a.nijhoff@imperial.ac.uk Telephone: +44 (0)20 7594 2934 Twitter: @cocolibrarian
  23. 23. References Coonan, Emma. “Towards a Constructive Unbalancing: The Reflexive Turn in Information Literacy.” Foreword in Global Perspectives in Information Literacy. Chicago: American Association of College and Research Libraries, 2017. Accessed 27 February 2019. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/GlobalPerspectives_InfoLit.pdf Corrall, Sheila, “Crossing the Threshold: Reflective Practice in Information Literacy.” Journal of Information Literacy 11 no. 1: 23-53, 2017. Gawande, Atul. “Want to Get Great at Something? Get a Coach.” TED2017, accessed 27 February 2019. Video. 11:32. Accessed 27 February 2019. https://www.ted.com/talks/atul_gawande_want_to_get_great_at_something_get_a_coach?language=en Kember, David. “A Reconceptualisation of the Research into University Academics Conceptions of Teaching.” Learning and Instruction 7: 255-275, September 1997. Land, Ray and Baillie, Caroline, eds. Threshold Concepts and Transformational Learning. Rotterdam: Sense Publications, 2010. Ollin, Ros. “Silent Pedagogy and Rethinking Classroom Practice: Structuring Teaching Through Silence Rather Than Talk.” Cambridge Journal of Education 38 no. 2: 265-80, May 2008. Rogers, Jenny and Maini, Arti. Coaching for Health: Why It Works and How To Do It. New York: Open University Press, 2016. Starr, Julie. The Coaching Manual: The Definitive Guide to the Process Principles and Skills of Personal Coaching. Harlow, UK: Pearson Business, 2016.

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