1. Description
The coach supports the students' self-driven development by regularly providing them with feedback.
Based on this objective and constructive feedback, the students can adjust their own personal development and the course of the project when necessary.
2. Required skills and attitudes
3. Guidelines on how to take on this coaching role
3.1 Being the feedback provider in a PBL-based EPICES project
The PBL-based EPICES projects create an activating learning environment that stimulate the students' self-motivation and self-driven development. Within this framework it is important that the students are given the chance to work on the development, evaluation and adjustment of their knowledge and skills during the course of the project. To ensure the success of the project and the students' development it is vital that the coach provides feedback at regular intervals. In this way, they can adjust their own personal development and the course of the project when and where this proves necessary.
That is why it is important that the coach follows a student's development and the course of the project closely. Based on these observations, he should meet with the students or the group at regular intervals in order to provide them with the required objective and constructive feedback. In this way, the students can adjust their own personal development and the course of the project when and where this proves necessary. By doing this the coach plays an important role as feedback provider in each student's development.
3.2 Points of attention
To make a substantial contribution as a coach to the students' self-motivation and self-driven development, it is important that he provides them with constructive feedback at regular intervals. To ensure this in practice and to carry out the role of feedback provider successfully, he should take the following guidelines 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 feedback provider should be stressed in the following divergent situations:
Size of group
Level of development