Embed Size (px)
DESCRIPTION
Citation preview
PC3: Personalised Curriculum Creation through Coaching
Janet Finlay & Dawn WoodLeeds Metropolitan University
The PC3 approach
Place coaching at the heart of the personalised curriculum design.
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
What is coaching to you?
Development
PERFORMANCE
Listening
Advice
Support
Mentoring
TEACHING
4
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)
5
How is it distinct from mentoring?
Non directive support
Directive support
MentoringTutoring
Coaching
Comparing styles of support
Let’s have a short interlude – web tour
http://www.youtube.com/watch?v=YtetWmAenkE
(if looking at this later)
What characteristics did you notice?
Coaching Mentoring Tutoring
8
How is coaching used in PC3?
Personal vision:Where I wish to
go
My real self: developmental opportunities
Personalised curriculum
development
Learning, development
and achievement
CoachingIn PC3
9
Rationale for using coaching
Coaching empowers individuals to make the right choices: It focuses on the individual’s needs It impacts on their effectiveness It facilitates the development of maturity as an
adult learner It facilitates the development of self direction It facilitates the development of reflective
practice It facilitates the realisation of personal learning
plans and, through this, personalised curriculum
10
The PC3 framework
The PLC module
Personalised Learning through Coaching Initially M level but will be producing UG
version Covers:
Coaching Adult learning, intentional change, reflection Curriculum design, professional development Technology support
Distance delivery through self-contained units of learning (could be repurposed)
Assessed through reflective e-Portfolio
12… Networking … F2F group work … Webinars …
Studeo
Intro to PC3
Ind
ucti
on
Health Check & Core Process
Carnegie coaching lab
Learning bank
Commons
Self-Awaren
ess
Real SelfIdeal Self
Feedback
on Diagnos
tic
Formative
Appraisal
Diagnostic
Personal
Visioning
Expression of
Outcomes
Refining Learning Needs
Searching for
Learning
Prospects
Selection of
Modules of Study
Personal Plan
Negotiate
Learning Path
Intro:CoachingTechnolo
gyReflectio
n
Diagnostic
VisioningReflectio
n
Adult Learning
- Intention
al Change
Models of
Coaching
Gathering
Evidence
Evaluation
Research
Critical Review
Curriculum
Choices
Professional
Growth
Planning forfuture
Assessm
en
t: L
earn
ing
Pla
n,
Coach
ing
, Te
chn
olo
gy
Decision making process ….. Coaching Reflections …….
InductionSelf-
AwarenessRefining Outcomes SelectionNegotiation
Benefits
Place coaching at the heart of assessment, learning and teaching
Learner-focused responsive approach to curriculum design
Widening participation for part-time and work-based learners
Develop further international flexible distance provision
Strengthen partnerships with employers
Key challenges identified Tracking part-time work-based learners No current provision for non-Faculty open award Information on available modules Access to and selection of provision and
assessment Flexibility of staff engagement with learners:
implications for deployment Technical integration with existing systems:
Banner, X-stream, Repository Appropriate cross-module and cross-course
funding model
Questions for discussion How might this apply in your institution?
What is the number one thing to make this succeed?
What is the number one thing to cause this to fail?
16
Further information
Website/Blog: http://www.pc3.org.uk
Project Director: Janet FinlayTechnology Enhanced Learning TeamOld School Board [email protected]. 26303
Project core team: Margaret Christian, John Gray, Tam Mason, Dawn
Wood
