The workshop will begin with an introduction to principles of student-centered perspectives to the learning process, and the importance of being cognizant of student potential, skills, and interests, as well as demographic backgrounds, intersectionalities, and insecurities. Participants in the workshop will be able to define and recognize concepts of dual-processing theory, and how the so-called “curse of knowledge” can contribute to learning and coaching environments.

Using a learning framework of didactic instruction followed by role play of case scenarios, participants will become familiar with coaching models and techniques that are effective in different situations of teaching students how to become critical thinkers during the formative early stages of their professional education. 

Participants will learn basic tenets of the following coaching models: Goals, Reality, Options, and Will (GROW); Outcome, Scale, Know-how, Affirmation, Action and Review (OSKAR); Contract, Listen, Explore, Action and Review (CLEAR); Frame the Conversation, Understand the Current State, Explore the Desired Goal, and Lay Out the Plan (FUEL); and Peer-Coaching.

Participants will learn the primary principles, and appropriate usage of the following coaching techniques: Directive; Non-directive/facilitative; Autocratic; Democratic/collaborative; Laissez-faire; Situational.

The workshop will conclude with a group discussion to address individualized participant needs for specific situations at their home institutions. By leveraging the power of collective coaching, participants can expect to leave the workshop equipped with new skills to improve their teaching and coaching, and a network of collaborators who can provide continued coaching and support.

Learning Objectives

1. Participants will recognize students’ explicit and implicit needs to be successful at making the transition from rote learning to critical thinking.
2. Participants will compare and contrast GROW, OSKAR, CLEAR, FUEL, and peer-learning coaching models and determine how best any or either combination of coaching models will be the best fit for their curriculum/courses.
3. Participants will describe and apply different coaching techniques - directive; non-directive/facilitative; autocratic; democratic/collaborative; Laissez-faire; situational - to common case-based situations through analysis and role play.