Coachen met het OortjeSynchronous coaching of teachers with a Bug-In-Ear Device

Kamakshi Rajagopal & Karel Kreijns (Open Universiteit, NL)

Frank Crasborn, Maurice Smeedts (Fontys Hogescholen)

Anje Ros (KPN Groep)

Dé Onderwijsdagen, 8 November 2016

Kamakshi RajagopalLANGUAGE

NETWORKED LEARNINGTECHNOLOGY

EDUCATIONAL INNOVATION

TEACHER CONTINUOUS PROFESSIONAL DEVELOPMENT

SYNCHRONOUS COACHING

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Problem in Practice – and Solution is known!

• Pre-service teachers & novice teachers often struggle with in-classroom performance

• Need for scaleable forms of synchronous coaching

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What is synchronous coaching?

• Feedback messages given by a coach (i.e. school-based teacher educator, mentor teacher, university supervisor) while the coachee(i.e., pre-service or novice teacher) is teaching

• Counterpart of asynchronous coaching where the coach gives feedback afterwards, when the lesson is over

• Electronic bug-in-ear device for communication from coach to coachee, enabing transmission of short feedback messages in action, while the coachee is teaching.

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Not new : in use in several domains of practice……

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Lot of research in teacher education…

• A lot of research regarding the use of bug-in-ear devices in the classroom:

– e.g. Chow, et al. (2001); Coninx (2014); Farrell & Chandler (2008); Fry & Hin (2006); Giebelhaus & Cruz (1994, 1995); Giebelhaus (1994); Goodman & Duffy (2007); Goodman et al. (2008); Gordon & Kogan (1975); Hooreman (2008); Hunt (1980); Kahan (2002), Kogan et al. (1972); Price & Marchand (2002); Scheeler & Lee (2002); Scheeler et al. (2006, 2009); Silverman & Kimmel (1972); Thomson (1978); Van der Mars (1988); White & Gordon (1974).

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Evidence-based advantages of synchronous coaching in TE

(Pre-service) teachers

1. can change their behaviour immediately. No need to wait for next lesson todemonstrate the improved behaviour (e.g. O`Reilly, Renzaglia & Lee, 1994);

2. post-lesson conferences with coach are typically shorter (e.g. Sleutjens et al.,2008)

3. messages are oriented towards the development of specific selectedpedagogical and didactical behaviour (e.g. Sleutjes et al., 2008)

4. pre-service teachers feel being supported during their teaching (e.g. Coninx,2013).

5. pre-service teachers develop in the preferred directions (e.g. Coninx, 2013).

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Despite all of this

synchronous coaching is not (yet) standard practice in teacher education

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Synchronous Coaching with the BIE at the Open Universiteit

• 2 PhD projects– Hooreman (2008)

– Conincx (2014)

• Mobile app (2014-2016) in pilot project with Fontys Hogescholen

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Version 1++ effective feedback-- cognitive load for coachee

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Version 2: short feedback messages++ reduced cognitive load for coachees-- not scaleable, old technology

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Version 3 (2014) ++ scalable technology (tablet)

RESEARCH RESULTS

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Pilot Version 3 ‘Coaching with a BIE’ (2014-2016)

1. Features Mobile app– Short standardised feedback messages– Custom messages– Embedded in student-centred educational practice– Technology suitable for schools (wifi connectivity, tablet, etc.)

2. Try-out in schoolpractice: 10 Coach-Coachee pairs– April-May 2015: each pair conducted two coaching sessions with prototype of app

3. Monitoring experiencies during try-out– Questionaire for Coach after training (before coaching) (N=21)– Questionaire for Coach and Coachee after coaching sessions (N=11)

4. January-May 2016: improving app and procedures & 2nd try out in practice

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How do

school-based teacher educators (coaches) and pre-service teachers (coachees)

experience and value coaching with the appin practice?

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Main conclusions pilot (n = 11 coach-coachee pairs)

Both Coaches and Coachees have experienced coaching mainly as fun, easy, non-(lesson-)interruptive and effective;

After the pilot most Coaches confirmed that coaching with app addsvalue to the coaching of students, as they had expected after training;

Coaches mention, both after training and after pilot, that direct feedback and the option to respond directly as the most important advantage;

Majority of Coachees mention direct feedback and the ability torespond immediately to suggestions as the most important advantages of working with bug-in-ear device.

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CORE CHALLENGES

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App Development

• Solve technical problems (connection, adding student data, feedback, stand alone) – more ownership for users

• Differing priorities / emphases for practitioners and researchers

• Sustainable service

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Practice

• Improve quality of signal words (short, clear, well-clustered) for use in practice

• App embedded in a way of working

• Make clear which competences lend themselves best to coaching with app (andwhich not)

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Research

• Integration with our research on expertise development with eye-tracking

• Extension to Interactive Glasses and use of symbols as messages

• Integration with Ambient Displays and Signage

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MORE RESOURCES

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More resources

• https://www.leraar24.nl/video/1577/coachen-met-het-oortje#tab=0

• http://downloads.kennisnet.nl/algemeen/Een-Fluisterend-oor.pdf

Contact

Kamakshi.rajagopal@ou.nl

@krajagopal

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