Empowering Educators: Embracing Coaching-Based Observation Feedback in Higher Education, Daniel Cole

Empowering Educators: Embracing Coaching-Based Observation Feedback in Higher Education, Daniel Cole

1. , UK Empowering educators Embracing coaching-based observation feedback In higher education Daniel cole ( Sfhea,pgce,msc ) Academic professional development consultant Teaching recognition Lead De montfort university, leicester , UK Should I ask the participants to give me feedback at the end of this session???

2. Pause for reflection Recall the first time you were observed in a teaching session. What was the best piece of feedback that you received afterwards? Think back to a session/activity that you taught that went particularly badly? Briefly describe what happened & how you felt.

3. Traditional approaches to providing observation feedback

4. "Our scheme operates by …......" e.g. Peers observing teaching sessions with a view to improving student outcomes Colleagues Managers Academic Developers Team members Senior Ac. Staff Mentors Other …... observing reviewing  inspecting  supervising coaching assessing judging teaching sessions a series of sessions agreed sessions random sessions identified sessions new lecturers peers enhancing  judging  determining  supporting  enabling  identifying continuing teacher/student...... engagement performance  capability  progress outcomes development

5. Directive  Non-Directive  Mentoring  Coaching  Repeating Instructing Reflecting Options Opinions Suggestions Exploratory Questions Guiding Questions to raise awareness Paraphrasing Advice Active Listening Creative Thinking EMPHASIS  ​ ON  ​ OBSERV ER ​ EMPHASIS  ​ ON  ​ OBSERV Ee

6. "Give a teacher a solution and they may use it. Coach a teacher to solve a challenge themselves – you've got an empowered educator for life" DAN COLE Now I'm no philosopher, but …........

7. Powerful questions to enable inclusive learning A lecturer consistently asks questions to the whole class & gets no responses – at best, the same student always answers, but often they answer themselves Students continue to arrive late to the session. The lecturer ignores this & mentions that it's a regular occurrence, but they don't know how to deal with it The lecturer tries to use a group activity, but some groups are more productive than others. One group finishes quickly and begin to chat about the weekend There are a high proportion of international students in the session who don't appear to be engaging. The lecturer knows this but doesn't want to challenge them. A video is played during the session which was meant to stimulate discussion. Once it's finished, no-one has anything to say so the lecturer reviews it themselves. A seminar was planned around a pre-session activity (reading/watching a video) but half of the cohort hasn’t done it. 

8. Powerful questions to enable inclusive learning What are the learning preferences of your students? Which types of activities have they responded well to in the past? How could you find this out? How can those high-fliers be challenged even further? What could you do to really nudge them out of their comfort zones? How could you encourage the quieter students to participate? Why do you think they remain more passive in the active tasks? What might encourage the students to respond to your questions? What might act as a barrier and how could you support them to overcome this? To what extent do you think all students achieved your intended learning outcomes? How could you gather some evidence on this? Why did you choose a pre-reading activity? What alternatives could you have tried to achieve the same outcome?  What encourages YOU to actively participate in a discussion? How can you create this environment / these conditions for your students?

9. Time to have a go........ A short (7min) section of an online session  Session Title: World Happiness to  International First Year students Session Learning Outcome(s): At the end of this session, the student will be able to…  Critically discuss their viewpoints on world happiness. Practise listening for main ideas and specific information. Understand the use of conditional statements in academic discussion  A What do you  see / hear? B What would you suggest? What questions could you ask to guide our colleague from A to B (or C)?

10. A structure ??? Pre-Observation: Set the scene; Area of focus During Observation: Note what you saw ; What areas could be enhanced? Ideas to one side!  What questions could lead us there (or somewhere different)? Post-Observation (>1 week) : ASAP: Thank & Invite; Powerful question to consider ; Encourage reflection Meeting: Time allocated; Coaching Model??;  Open questioning: What, How & Why? End Point: Goal set – divergent (exploring options) or convergent (trial a new approach) Follow Up & Beyond

11. , UK Thank you! Now coach me! Before you leave, write down at least 1 question which may guide me to make this session better! Daniel cole ( Sfhea,pgce,msc ) Academic professional development consultant Teaching recognition Lead De montfort university, leicester , UK