Mentoring and Coaching Report at the Royal Navy’s Outdoor Leadership Training Centre
University of Plymouth
Faculty of Education
Continuing Professional Development
Enhancement module Coaching and Mentoring
DLLS 462
Module Handbook
HMS Collingwood
21-23 Oct 2011
Kampenfelt, Royal Arthur Building
Theories and Principles for Planning and Enabling Learning
Tutor: Russell Shobrook
Kampenfelt, Royal Arthur Building
Session One 0830-1230
Introduction to Module. The relationship between teaching, mentoring and coaching and subject specialism: theories, principles and models.
Directed Study Ways in which theories and principles of mentoring and coaching can further complement subject specialist teaching and can be applied to promote inclusive practice.
|Session Two 1300 -1700 |
|Ways of encouraging learner autonomy and self-assessment. |
| |
|Directed Study |
|Research how learners in your context respond to mentoring and coaching and devise a minimum of 2 plans for targeted and specific |
|interventions. These plans will form appendices to your assignment task. |
|Session Three 0900 -1200 |
|The boundaries, roles and responsibilities of the teacher as a mentor and coach. |
|Policies, legislation and codes of practice relevant to mentoring and/or coaching within own professional
Faculty of Education
Continuing Professional Development
Enhancement module Coaching and Mentoring
DLLS 462
Module Handbook
HMS Collingwood
21-23 Oct 2011
Kampenfelt, Royal Arthur Building
Theories and Principles for Planning and Enabling Learning
Tutor: Russell Shobrook
Kampenfelt, Royal Arthur Building
Session One 0830-1230
Introduction to Module. The relationship between teaching, mentoring and coaching and subject specialism: theories, principles and models.
Directed Study Ways in which theories and principles of mentoring and coaching can further complement subject specialist teaching and can be applied to promote inclusive practice.
|Session Two 1300 -1700 |
|Ways of encouraging learner autonomy and self-assessment. |
| |
|Directed Study |
|Research how learners in your context respond to mentoring and coaching and devise a minimum of 2 plans for targeted and specific |
|interventions. These plans will form appendices to your assignment task. |
|Session Three 0900 -1200 |
|The boundaries, roles and responsibilities of the teacher as a mentor and coach. |
|Policies, legislation and codes of practice relevant to mentoring and/or coaching within own professional