_how_ we coach: theory, practice & philosophy
I followed the proliferation of “online coaching” during the first COVID lockdown in the UK in 2020 — a lot of online demos, and quite a few “Me-Me” posts (“look at me — me!”).
For all the online “coaching”, it is, of course, impossible to tell if there was much actual learning. And no evidence, to date, of any development in online coaching beyond a straight replacement for face-to-face instruction & demonstration.
Surely, we can do better?
(more…)I posted recently about my experience with ChatGPT, and how it had helped me to clarify my thinking about the use of the coaching tool “Instruction”.
So when I saw that Google had released their own Large Language Model generative AI chatbot, Bard, I went in search of my next guru.
Once again, the “conversation” helped me to crystallise my thinking around around coaching pedagogies, I found out more about (one version) of Direct Instruction, and I learnt a valuable lesson for coaching and the use of questioning — don’t automatically accept the first answer you are given!
(more…)ChatGPT, tell me something about “direct instruction”, please.
The focus of direct instruction is on the teacher as the primary source of knowledge…
ChatGPT
And that is what has been worrying me about the application of Instruction as a coaching tool — that focus on the teacher (and on the instruction itself).
(more…)
The Teesra 