Not many answers…but learning to ask better questions
I posted last year on my understanding of Barak Rosenshine’s concept of “learner rehearsal” and how it might be applied in coaching. Rehearsal is a key concept in Rosenshine’s 10 Principles of Instruction, developed in the context of teaching in the classroom. Leaving aside, for now, the question of whether coaching for (sports or movement) …
Continue reading “Rosenshine’s Principles of Instruction — 8.5 out of 10 ain’t bad”
This piece is slightly modified from a paper submitted to an online course on the scientific revolution of the 17th century. The article was an excursion into twin obsessions of mine — over-elaboration and an exploration of coaching pedagogy, explicitly, what works, and why. My conclusion was that the scientific revolution legitimised the question as …
Continue reading “What did the Scientific Revolution ever do for coaching?”
I wrote previously about my introduction to learning types [1.] and how these educational activities can be mapped onto coaching activities. Learning types are defined in Professor Diana Laurillard’s model of how students learn, the Conversational Framework (see, for example, Laurillard, D (2012), Teaching as a Design Science, Routledge), describing learning interactions between learner and …
The Teesra 