First stage: acquiring knowledge and skills
Keep the following elements in mind:
- You ensure that your students have easy access to the course material, relevant information sources and his/her fellow students.
- You ensure that your students do not get overwhelmed by the amount of information.
- You provide content to stimulate the learning processes.
- You ensure that the learning objectives are linked to the prior knowledge of your students and that your course meets their expectations.
- You take into account the problems, desires and needs of your students and adapt your course to these.
When acting as a role model The transition from ‘model’ to ‘coach’ is not strictly distinguishable in time; the transition is determined by a number of factors (group dynamics, the study material, the assignment…) When things go a bit stiff, it is better to intervene more as a ‘model’. When everything runs smoothly, it is better to intervene as a ‘coach’. Be careful not to intervene as a ‘model’ for too long, because then your students will not be challenged anymore. Your students should come to an active participation and critical reflection. , you can
- Demonstrate activities yourself
- Give interim feedback about the participation of your students
- Correct incorrect argumentations in your students’ assignments
Second stage: Deepening knowledge and skills
Particularly take into account the following elements:
- You point at links between the course material and the possible professional practice.
- You point out links between the course material and the activities you possibly organize during a face-to-face session.
When acting as a coach The transition from ‘model’ to ‘coach’ is not strictly distinguishable in time, the transition is determined by a number of factors (group dynamics, the study material, the assignment…) When things go a bit stiff, it is better to intervene more as a ‘model’. When everything runs smoothly, it is better to intervene as a ‘coach’. Be careful not to intervene as a ‘model’ for too long, because then your students will not be challenged anymore. Your students should come to an active participation and critical reflection. , you can encourage:
- reflection on the theory by using a complex question
- processing the theory by means of case studies
- urge your students to ask questions
Third stage: Create knowledge and skills
Particularly take into account the following elements:
- You support and facilitate the learning processes instead of guiding these substantively.
- You provide the opportunity of self-assessment: your students can determine which skills and knowledge they master.
- You stimulate your students to give their opinion about the strengths and weaknesses of your course.
In the role of a coach The transition from ‘model’ to ‘coach’ is not strictly distinguishable in time, the transition is determined by a number of factors (group dynamics, the study material, the assignment…) When things go a bit stiff, it is better to intervene more as a ‘model’. When everything runs smoothly, it is better to intervene as a ‘coach’. Be careful you not to intervene as a ‘model’ for too long, because then your students will not be challenged anymore. Your students should come to an active participation and critical reflection. , you can in this stage
- Encourage your students to give substantively useful and critical contributions
- Raise reflective questions to your students
- Make the group answer a question
- Formulate a remark to a question to start a discussion
- Create links to external sources and knowledge
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