- Hear the problem or issue fully.
- Ask questions to determine what happened, when it happened, why it happened.
- Reflect back content and emotions without giving advice.
- Get more details.
- Ask more questions to find out:
- duration of problem?
- what’s been tried already?
- who’s been affected?
- what does everyone think the problem is?
- anything work at all (even part time)?
- Reflect back content and emotions without giving advice.
- Ask more questions to find out:
- Honor their ideas for a solution.
- Ask questions to help him, her or them describe their possible next steps
- What should be done next?
- Who might benefit?
- How long will next step(s) take?
- What resources do you need?
- How will you know if it’s working?
- What are the merits of various solutions?
- Ask questions to help him, her or them describe their possible next steps
- Ask if they want your advice.
- If not, confirm what they will next.
- If they really need but don’t want it, offer it.
- Give your advice and make a plan.
- Don’t just give the answer – create a mentoring moment
- Think aloud (making thinking visible).
- Explain considerations for choice
- Explain why you selected choice
- Explain what was considered and ruled out and why
- If one exists, explain impact of a similar experience you’ve had and what you would’ve done better now that you know more
- Explain what things they did not consider in their choice – unintended consequences, impact on stakeholders, resources needed, time needed, skills needed, etc.
- Plan
- Decide on a next step
- Decide when they will check back with you
- Decide how they will know if next step is working
Coaching conversations are a critical tool in managing teams during PBL projects. Teams will sometimes reach an impasse and will need the assistance of a facilitator to think through a problem. Observing the steps above will help teachers guide students through the process of analyzing, brainstorming, evaluating, and planning possible solutions to their team problems.
Preparation Steps
- Prior to needing to facilitate these conversations, offer up the Coaching Conversation as one of a selection of extra support tools that teams can use when they are feeling stuck or overwhelmed.
- Teach students what are the purpose and format of Coaching conversations.
- Observe teams to identify if any teams might need a coaching conversation.
Early Implementation Steps
- If a team requests (or is perceived to be in need of) a coaching conversations, facilitate one using the steps listed in the WHAT section.
- After the conversations have students reflect and provide feedback on how the session went.
- Set up a plan to implement and evaluate next steps.
- Check in on teams to see if their next steps worked.
Advanced Implementation Steps
- Teach students how to have coaching conversations with their team mates. While scaffolding this skill provide: a checklist of steps, modeling of steps, and practice role play opportunities.
- After observing the steps being modeled or role played, ask students to brainstorm situations that may require coaching conversations.
- To help students be more effective listeners during coaching conversations, look at ideas in here and here.
- Collaboration articles