5. Model

1. Description

The coach takes on the role of model (example) during the course of the project by explicating and demonstrating his thinking to the students in order to make sure that they gain insight into his train of thought and reasoning, thereby ensuring that on this basis they can develop their own thinking and learning strategies. In this way he can contribute indirectly to the development of the students' knowledge and skills.

2. Required skills and attitudes

• Take responsibility as a lecturer and serve as an example to your students.
• Be an example of authenticity and of academic attitude for your students.
• Put into practice what you put forward in theory.
• Provide insight into your train of thought and explain how you build up information and knowledge.

3. Guidelines on how to take on this coaching role

3.1 Being the model in a PBL-based EPICES project

In the PBL-based EPICES projects, an activating learning environment is striven for in which the learning is done by the student himself and he does not simply undergo a receptive process.

The self-driven development of the students' learning and thinking processes is central here.

Therefore the coach plays a substantial role in the framework of self-driven development of the students' learning and thinking processes by adopting the role of model and putting himself forward as an example. He does so by showing the students clearly how he learns and thinks and why he makes certain decisions. In this way he gives the students the opportunity tocontrast these insights with their own knowledge and methods, to reflect on them and to adjust them when necessary.

3.2 Points of attention

To make a substantial contribution to the development of the students' learning and thinking processes, it is important that the coach adopts the role of example.

To take on this role successfully and correctly in practice, the following guidelines have to be taken into account:

1. To support this self-driven development, it is important that the coach provides the students complete insight into his own thinking processes. He does so by speaking out loud to the students and explaining what and how he thinks, which steps he takes or does not take and how he arrives at a given solution. He gives the students clear insight into the various steps he takes in finding a solution to a problem.
2. To support this self-driven development, it is important that the coach provides the students complete insight into his own learning processes. He does so by showing and explaining to the students how he gathers and processes information and turns it into knowledge. He thus provides the students clear insight into the various steps he takes in building knowledge.
3. To continue to provide the students clear insight into his thinking and learning processes it is important that the coach always gives clear reasons as to how and why he does something. He substantiates the various steps he takes in a clear way to the students, so that they can gain insight into how and why he makes certain choices.

4. Influence on the competences to be developed

This overview outlines how and to which extent this specific coaching role contributes to acquiring the different competences, so that you can adapt your coaching to the competence(s) that has/have to be developed:

Significant

• Is skilled in one or more scientific discipline(s)
• Is competent in doing research
• Has a scientific approach
• Has basic intellectual skills
• Takes account of the social and temporal context

Average

• Is competent in designing

Insignificant

• Other competences

5. Influence on divergent educational settings

The role of model should be stressed in the following divergent situations:

Size of group

• Not applicable

Level of development

• Not applicable