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
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:
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
Average
Insignificant
5. Influence on divergent educational settings
The role of model should be stressed in the following divergent situations:
Size of group
Level of development