Being a 6.042 Team Coach coaching.1 Team Learning
Description: Being a 6.042 Team Coach coaching.1 Team Learning The objective is to teach students to learn from each other. These are the best students in the world. coaching.2 Team Learning They are highly motivated, proven high achievers. They are a
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slide1. Being a 6.042 Team Coach coaching.1<br>
slide2. Team Learning The objective is to teach students to learn from each other.
These are the best students in the world. coaching.2<br>
slide3. Team Learning They are highly motivated, proven high achievers.
They are a great resource for each other. coaching.3<br>
slide4. Team Problem Solving The team focuses on writing problem solutions on their white board. Every team member should endorse and be ready to explain. coaching.4<br>
slide5. Problems give focus for
studying together coaching.5 Team Problem Solving<br>
slide6. Problems give focus for
studying together
Don’t let team rush to finish
and leave. coaching.6 Team Studying<br>
slide7. Problems give focus for
studying together
Don’t let team rush to finish
and leave. Use extra time to
review, critique, generalize coaching.7 Team Studying<br>
slide8. Team Dynamics Focus on fostering teamwork.
Observe who is
not participating
dominating the board
being unpleasant coaching.8<br>
slide9. Focus on fostering teamwork.
Observe who is
unhappy
bored
already knows the material coaching.9 Team Dynamics<br>
slide10. Focus on fostering teamwork.
Observe who is
doing so well they could be an LA coaching.10 Team Dynamics<br>
slide11. Report your observations in staff meeting and get advice on managing.
Notify instructors if urgent. coaching.11 Team Dynamics<br>
slide12. Team Solutions A good answer is one that a student from another team who wanted the solution could look at the board and say “of course.” coaching.12<br>
slide13. Every team member should
individually
confirm readiness to defend
solution by explicit
“OK” or thumbs up coaching.13 Team Solutions<br>
slide14. Team indicates when done
by checkmarking the soln.
Then coach says what’s unclear or wrong.
Let the team figure out fix. coaching.14 Team Solutions<br>
slide15. If checkmarked solution OK, then ask if everyone is ready to be called upon to explain every part.
(Warn them you plan to call on the most worried looking ) coaching.15 Team Solutions<br>
slide16. If anyone doubtful,
delete checkmark
Let team (not you) resolve doubts
& restore checkmark coaching.16 Team Solutions<br>
slide17. If all are ready you can
call on someone—not a
volunteer—to explain some
tricky part (or just identify the trickiest part) coaching.17 Team Solutions<br>
slide18. If all are ready you can
call on someone or just move
on if you believe them coaching.18 Team Solutions<br>
slide19. Coaching not Tutoring Answer a question with a question:
“Did you ask your teammates?”
Watch out: students say “yes” when they mean they asked someone, not everyone.
You can help by calling the team’s attention to the student and have him ask his question. coaching.19<br>
slide20. Coaching not Tutoring A little floundering is educational.
Give students time to struggle.
When they are stuck and struggle is no longer fruitful, provide just enough guidance to get them going--no more. coaching.20<br>
slide21. Coaching mistakes Tutoring instead of coaching.
During problem-solving, when you find yourself talking to your whole team a mental alarm should go off:
“Why can’t I get a student to say what I’m saying?” coaching.21<br>
slide22. Talking to one student
The student should be getting answers from his teammates.* Did he try? You should check and verify that no one could answer.
In which case, you should answer the whole team, not the one student.
*… unless it’s personal coaching.22 Coaching mistakes<br>
slide23. Showing tricks & mental teasers
Usually a bad idea. Your students are already struggling with a lot of new material.
We’re trying to teach them concepts not quick facility. coaching.23 Coaching mistakes<br>
slide24. Showing tricks & mental teasers
Their plate is full—you don’t need to add to it.
Stick to the class problems and info in the staff solutions. coaching.24 Coaching mistakes<br>
slide25. Start session with short list of the main topics.
Ask for questions. See if team member can answer. coaching.25 Initial Review<br>
slide26. Check that team wants explanation. If mostly not, postpone answer till after class.
Review < 10 min coaching.26 Initial Review<br>
slide27. Discussion Questions Some problems meant for discussion.
Usually worthwhile.
Don’t let students blow off. coaching.27<br>
slide28. Try to get team engaged. Suggestions to stimulate discussion in staff solutions. coaching.28 Discussion Questions<br>
slide29. Participation Grades Take attendance.
0 for absence.
1 for unprepared, read email, fell asleep, …
2 satisfactory (90% of grades) coaching.29<br>
slide30. Participation Grades 3 extraordinary contribution—better than staff solution.
Once or twice for a team during the term. coaching.30<br>
slide31. Participation Grades Email students for
unexplained absence:
“I noticed you were absent today. Hope you are OK. Look forward to seeing at next class.” cc instructors. coaching.31<br>
slide32. Participation Grades Tell students who get a 1:
“Given your team activity today, I’m not comfortable giving you full credit for participation.” coaching.32<br>
slide33. Participation Grades Tell students who get a 1:
Follow up by email &
cc the instructors. coaching.33<br>
slide34. Preparing yourself Prepare yourself: look at all material (text & online) and ask in advance about anything you’re not sure of. coaching.34<br>
slide35. Coaching is satisfying Most students appreciate the guidance of their coaches. Many are former students who want to return the favor.
It’s a satisfying role and a way to gain valuable leadership and communication skills. coaching.35<br>
slide36. And it should go w/o saying You are in a supervisory position, perhaps for the first time. Do not abuse it. For example,
no personal relationships with team members
no bribes
no undeserved “hardship” grading coaching.36<br>
slide2. Team Learning The objective is to teach students to learn from each other.
These are the best students in the world. coaching.2<br>
slide3. Team Learning They are highly motivated, proven high achievers.
They are a great resource for each other. coaching.3<br>
slide4. Team Problem Solving The team focuses on writing problem solutions on their white board. Every team member should endorse and be ready to explain. coaching.4<br>
slide5. Problems give focus for
studying together coaching.5 Team Problem Solving<br>
slide6. Problems give focus for
studying together
Don’t let team rush to finish
and leave. coaching.6 Team Studying<br>
slide7. Problems give focus for
studying together
Don’t let team rush to finish
and leave. Use extra time to
review, critique, generalize coaching.7 Team Studying<br>
slide8. Team Dynamics Focus on fostering teamwork.
Observe who is
not participating
dominating the board
being unpleasant coaching.8<br>
slide9. Focus on fostering teamwork.
Observe who is
unhappy
bored
already knows the material coaching.9 Team Dynamics<br>
slide10. Focus on fostering teamwork.
Observe who is
doing so well they could be an LA coaching.10 Team Dynamics<br>
slide11. Report your observations in staff meeting and get advice on managing.
Notify instructors if urgent. coaching.11 Team Dynamics<br>
slide12. Team Solutions A good answer is one that a student from another team who wanted the solution could look at the board and say “of course.” coaching.12<br>
slide13. Every team member should
individually
confirm readiness to defend
solution by explicit
“OK” or thumbs up coaching.13 Team Solutions<br>
slide14. Team indicates when done
by checkmarking the soln.
Then coach says what’s unclear or wrong.
Let the team figure out fix. coaching.14 Team Solutions<br>
slide15. If checkmarked solution OK, then ask if everyone is ready to be called upon to explain every part.
(Warn them you plan to call on the most worried looking ) coaching.15 Team Solutions<br>
slide16. If anyone doubtful,
delete checkmark
Let team (not you) resolve doubts
& restore checkmark coaching.16 Team Solutions<br>
slide17. If all are ready you can
call on someone—not a
volunteer—to explain some
tricky part (or just identify the trickiest part) coaching.17 Team Solutions<br>
slide18. If all are ready you can
call on someone or just move
on if you believe them coaching.18 Team Solutions<br>
slide19. Coaching not Tutoring Answer a question with a question:
“Did you ask your teammates?”
Watch out: students say “yes” when they mean they asked someone, not everyone.
You can help by calling the team’s attention to the student and have him ask his question. coaching.19<br>
slide20. Coaching not Tutoring A little floundering is educational.
Give students time to struggle.
When they are stuck and struggle is no longer fruitful, provide just enough guidance to get them going--no more. coaching.20<br>
slide21. Coaching mistakes Tutoring instead of coaching.
During problem-solving, when you find yourself talking to your whole team a mental alarm should go off:
“Why can’t I get a student to say what I’m saying?” coaching.21<br>
slide22. Talking to one student
The student should be getting answers from his teammates.* Did he try? You should check and verify that no one could answer.
In which case, you should answer the whole team, not the one student.
*… unless it’s personal coaching.22 Coaching mistakes<br>
slide23. Showing tricks & mental teasers
Usually a bad idea. Your students are already struggling with a lot of new material.
We’re trying to teach them concepts not quick facility. coaching.23 Coaching mistakes<br>
slide24. Showing tricks & mental teasers
Their plate is full—you don’t need to add to it.
Stick to the class problems and info in the staff solutions. coaching.24 Coaching mistakes<br>
slide25. Start session with short list of the main topics.
Ask for questions. See if team member can answer. coaching.25 Initial Review<br>
slide26. Check that team wants explanation. If mostly not, postpone answer till after class.
Review < 10 min coaching.26 Initial Review<br>
slide27. Discussion Questions Some problems meant for discussion.
Usually worthwhile.
Don’t let students blow off. coaching.27<br>
slide28. Try to get team engaged. Suggestions to stimulate discussion in staff solutions. coaching.28 Discussion Questions<br>
slide29. Participation Grades Take attendance.
0 for absence.
1 for unprepared, read email, fell asleep, …
2 satisfactory (90% of grades) coaching.29<br>
slide30. Participation Grades 3 extraordinary contribution—better than staff solution.
Once or twice for a team during the term. coaching.30<br>
slide31. Participation Grades Email students for
unexplained absence:
“I noticed you were absent today. Hope you are OK. Look forward to seeing at next class.” cc instructors. coaching.31<br>
slide32. Participation Grades Tell students who get a 1:
“Given your team activity today, I’m not comfortable giving you full credit for participation.” coaching.32<br>
slide33. Participation Grades Tell students who get a 1:
Follow up by email &
cc the instructors. coaching.33<br>
slide34. Preparing yourself Prepare yourself: look at all material (text & online) and ask in advance about anything you’re not sure of. coaching.34<br>
slide35. Coaching is satisfying Most students appreciate the guidance of their coaches. Many are former students who want to return the favor.
It’s a satisfying role and a way to gain valuable leadership and communication skills. coaching.35<br>
slide36. And it should go w/o saying You are in a supervisory position, perhaps for the first time. Do not abuse it. For example,
no personal relationships with team members
no bribes
no undeserved “hardship” grading coaching.36<br>