How does a teacher or student coach in PBL?
bie.org
“Where am I going next?”
QUESTIONING
• Asks probing questions like “What makes you say that?” Scaffolds questioning with visible stems Examples:
• What would it look like if …?
• What do you think would happen if…?
LISTENING
Suspends judgement
Focuses intently to show empathy
• Pauses to provide think time and reflection Tunes into the body language of coachee • Respectfully paraphrases to verify the message
FEEDBACK
• Provides effective feedback in a timely manner
• Addresses how learner is advancing to goal . Uses routines/protocols like “Be kind. Be specific. Be helpful.” (Berger)
• Waits for verbal or visible invitation by coachee to give feedback
REFLECTION
• Invites others to make meaning of experience
• Discusses, interviews, or questions
• Captures written reflections in journals or logs
• Embeds intentional opportunities throughout project for individual and group reflection
GRR
• Implements gradual release of responsibility model
• Models task (show them)
Supports with guided practice (help them) Allows to do task independently (let them)
AFFIRMATION & TRUST
• Selects language carefully Chooses positive words
• Conveys faith in student’s ability
• Builds relational trust in first weeks of school
• Creates a “We’re in this together” culture
All sources cited on blog post Coaching Team PBL
Compiled by Myla Lee MyTLee3
FORMATIVE ASSESSMENT
“Where am I going?”
“How am I doing?”
