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Alt c-128

  1. 1. Changing our models ofcurriculum design:personalised curriculum creationthrough coaching Janet Finlay, Dawn Wood, Margaret Christian, John Gray, Tam Mason
  2. 2. Motivation• Flexible curriculum for part-time work- based learners (Leitch, 2007)• Responsive to employer requirements• Address coherence issues• Initially: Leadership for prospective head teachers
  3. 3. PC3: Personalised Curriculum Creation through CoachingFunded through JISC Curriculum Design programme
  4. 4. Coaching: non-directive, learner-focused, personal support process enables learners to assess their own learning needs and identify their own solutions.
  5. 5. Personal vision: Where I wish to go Learning, My real self:development and Coaching developmental achievement In PC3 opportunities Personalised curriculum development Based on Intentional Change model (Boyatzis and McKee, 2006)
  6. 6. Coaching vs mentoring “A mentor has experience in a particular field and imparts specific knowledge, acting as adviser, counsellor, guide, tutor, or teacher. In contrast, the coach’s role is not to advise but to assist coachees in uncovering their own knowledge and skills and to facilitate coachees in becoming their own advisers.” Jonathan Passmore, 20066
  7. 7. The PC3 approach• Use coaching to facilitate personalised curriculum creation• Learners work with a personal coach to – assess their learning needs – select appropriate provision or construct awards (or module sets) – access resources and learning support – negotiate assessment – review progress and adjust plans• Do this through a specific module7
  8. 8. What we did• Pilot PLC module – M level school leaders – 10 students• Promoted coaching for learning – Coaching forum – Staff development
  9. 9. Outcomes - pilot• Ongoing (now ending November)• Observations – Digital literacy issue – access level (Beetham) – Coaching is a 3- or 4-way relationship – Coaching cannot be entirely learner-led – Clear contracting vital• Developing framework for short “critical point” coaching sessions
  10. 10. Outcomes – promoting coaching• Conflict between employer demand and characteristics of coaching – Flexibility not always wanted by employers• Demand within PDP & CPD• From September – Including coaching in PDP for L1 Sport Science – Developing CPD programme for Mental Health nurses around coaching model
  11. 11. Questions raised• What is “curriculum design” anyway? – Changing models of curriculum – does it need to be “fixed” at validation?• Can we link PDP to curriculum design?• Can coaching be used to enable flexibility?
  12. 12. References• HM Government. 2007. World Class Skills: Implementing the Leitch Review of Skills in England.• Passmore, J. ed. (2006) Excellence in Coaching, Kogan Page• Boyatzis, R. and McKee, A. (2006) Intentional Change, Journal of Organisational Excellence, Summer 2006, 49-60