A Post Revisited

Lolding/ September 3, 2020/ LDRS 663/ 0 comments

In a previous post, Core Coaching Competencies, I provided a brief overview of the International Coach Federation [ICF] and the incoming eight core coaching competencies that will take effect in early 2021. In this post, I will dig deeper into the competencies that are most and least applicable to effective educational coaching in a K-12 setting. One may wonder how

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Small Group Facilitation Reflection

Lolding/ August 15, 2020/ LDRS 663/ 5 comments

Teaching, coaching, facilitation – while these three roles include similar tasks, they have slightly different purposes and goals. Because of the overlap in these positions and their strategies, I feel I am still not completely clear on how they differ, even after studying them in further detail. One of the questions that came up during a group discussion was the

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Core Coaching Competencies in Coaching for Education

Lolding/ August 3, 2020/ LDRS 663/ 2 comments

In my last post, Core Coaching Competencies, I provided a brief overview of the International Coach Federation [ICF] and the eight core coaching competencies. In this post, I will dig deeper into the competencies and how they are connected to effective educational coaching, looking specifically at the K-12 context.   Demonstrating an ethical practice is a non-negotiable in any coaching situation.

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Core Coaching Competencies

Lolding/ July 30, 2020/ LDRS 663/ 3 comments

The International Coach Federation (ICF) is a global professional body that seeks to further the coaching profession “by setting high standards, providing independent certification and building a worldwide network of trained coaching professionals” (International Coaching Federation [ICF], 2020a). Coaching varies in purpose from other service professions like therapy, training, consulting, and mentoring. According to the ICF, “professional coaching focuses on

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Multi-access Education and Learner Control

Lolding/ July 11, 2020/ LDRS 663/ 1 comments

A transformative education allows learners to participate in quality learning experiences that build upon existing knowledge and move the learner towards achieving their goals. By recognizing the variety of individual learning needs that exist among adult learners today, post secondary institutions (PSIs) are able to increase learner control, learner engagement, and often learner satisfaction. Multi-access education is a way for

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Critiquing Anderson’s Theorem

Lolding/ July 9, 2020/ LDRS 663/ 0 comments

In my last post, I offered a defence of Anderson’s Interaction Equivalency Theorem. The following is a short critique. While it may be natural for an instructor to naturally gravitate towards one particular type of interaction during teaching, it is important that they work to include all three unique interaction types to ensure all learners have the opportunity to be

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Defending Anderson’s Interaction Equivalency Theorem

Lolding/ July 6, 2020/ LDRS 663/ 1 comments

Anderson’s Interaction Equivalency Theorem presents a clear and accurate illustration of learning that can be applied to a variety of situations including face to face (F2F) classes and online learning. The theorem posits that meaningful learning occurs as a result of three types of interaction (student-content, student-teacher, and student-student) and implies “an instructional designer can substitute one type of interaction

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Studying Shakespeare as a Community

Lolding/ July 3, 2020/ English, LDRS 663/ 0 comments

According to Garrison et al. (2000), “a worthwhile educational experience is embedded within a Community of Inquiry that is composed of teachers and students … [and] assumes that learning occurs within the Community through the interaction of … three essential elements: cognitive presence, social presence, and teaching presence” (p. 2). A learning experience that comes to mind where all three

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