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Instructional Methods of Teaching
When a leader has decided to create an instructional lesson, it is vitally important that they determine what type of instructional coaching they will utilize in order to reach every learner. There are three types of research-based coaching methods that we will look at to help your students reach their full potential and develop their talents. The three types of coaching methods that we will discuss are facilitative coaching, directive coaching, and finally dialogical coaching.
Facilitative Coaching
Facilitative coaching is when leaders approach their students by facilitating the discussion to enhance their learning. Knight, Knight, and Carlson (2017) state, “[Coaches] refrain from sharing their own expertise or suggestions with respect to what a teacher can do to get better.” (p. 23). This method of teaching allows the students to have an open discussion, with the leader guiding the group to make sure students stay on track and is professional in nature. Below you will find an example of this method of teaching.
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Directive Coaching
Directive coaching is a more rigid style of teaching where the leader’s job is to transfer their knowledge on a topic to the students. This style leads more to authoritative teaching where students listen while the leader will lecture on a given topic. According to Knight, Knight, and Carson (2017), “The relationship is respectful, but not equal.” (p. 23). A coach is respectful of their students, but it is not an equal partnership. The leader is in charge by listing instructions, tasks, and is a centralized figure. An example of both facilitative and directive coaching methods can be found below.
Dialogical Coaching
Dialogical coaching is a teaching method that uses dialogue and discussion to lead the students to conclusions and achievement. In their research, Ali, Elkot, et al. (2024) concluded, “Educational research has highlighted dialogic teaching, a pedagogical approach based on interactive and collaborative discourse, for its potential to improve learning outcomes.” (p. 1109). Many educators believe that dialogic teaching is the most effective coaching method, as it both facilitates dialogue and shares strategies for students to improve their learning. Ali, Elkot, et al. (2024) further explain, “Educators can enhance the learning experience by strategically blending dialogic teaching principles with technology-rich activities.” (p. 1117). Technology gears itself easily to dialogic teaching, as there are many forms of social media and programs online where students can interact with their peers with a leader facilitating their learning through this dialogue.
Although there are three main methods for coaching, I along with many others believe that the dialogical method of instructional teaching is the most effective. Good teachers will see different instances when facilitative or directive methods can be an appropriate style to utilize in that moment, but the majority of their teaching and coaching should fall under the dialogical method. The relationship between students and teachers should be equal, where teachers use dialogue for their students to reach their conclusions and learn together.
References
Call Center Training. (2015, Aug. 4). Coaching styles: Directive and facilitative. [Video]. YouTube. https://www.youtube.com/watch?v=sHujgBX-zXA
Knight, J., Knight, J., & Carlson, C. (2017). The reflection guide to the impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin.
Primary Grammar. (2019, Dec. 2). Dialogic teaching tips. [Video]. YouTube. https://www.youtube.com/watch?v=uv-AxFBpOis
Laura, I enjoyed reading your post. I agree with your position that the dialogical approach to coaching is the most effective. The dialogical approach offers both the coach and the coachee more benefits as they collaborate to develop new knowledge and skills. In order to create the reciprocal, equal relationship that Knight (2018) talks about in the Principles of Partnership, the dialogical approach is the most effective at fostering a collaborative and equitable learning environment (Robertson et al., 2020). I like the idea of approaching coaching from the view of the coach having just as much to learn from the coachee. I know that I have continued to learn new ways of looking at things from my students and colleagues over the years. Approaching coaching with this in mind makes the process a rich experience for everyone involved.
ReplyDeleteReferences
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin, A SAGE Company.
Robertson, D. A., Padesky, L. B., Ford-Connors, E., & Paratore, J. R. (2020). What does it mean to say coaching is relational? Journal of Literacy Research, 52(1), 55–78. https://doi.org/10.1177/1086296x19896632
Hi Laura!
ReplyDeleteI appreciate that you brought up the three different types of coaching methods from The Impact Cycle Knight (2018). I’d love to share some ideas that I am trying to wrap my brain around. I might be totally incorrect with this opinion, but these are my thoughts!
I understand why dialogical coaching is seen as a strong method. Fostering open dialogue and collaboration between teacher and coach can lead to some great outcomes. In my opinion, I don’t think it’s necessarily the most effective across all situations. While it’s awesome for encouraging shared learning and reflection, there are times when facilitative or even directive coaching can be more appropriate.
For example, in situations where a teacher is new to a concept or struggling to implement something, directive coaching can offer the clear, step-by-step guidance they need. It’s not about being authoritarian, but sometimes that structured support is exactly what a teacher requires to get over a hurdle. That is the type of coaching I needed in my first few years of teaching. I was still very much in a state of “I don’t know what I don’t know.” I needed someone to show me exactly what to do. Similarly, facilitative coaching allows for self-discovery and problem-solving, but it’s a bit more hands-off. It’s perfect when a teacher has a solid grasp on things and just needs a nudge in the right direction.
To me, it’s not about choosing one method and sticking to it. I believe the most effective coaches are the ones who adapt their approach based on what the teacher needs at the moment. Some days, a teacher might need that open dialogue and collaboration, and other days, they might need a more directive style to help them through a challenging situation. As Ottenbreit-Leftwich et al. (2020) explain, providing personalized support is essential for successfully changing teachers’ practices, especially when integrating technology.
In the end, I think it's all about balance (which sounds a little contradictory since dialogical coaching is supposed to be a balance of facilitative and directive coaching). Dialogical coaching is fantastic and needed in a lot of coaching situations, but I believe facilitative and directive methods have their place too. A good coach can read the situation and adjust their approach to best support the teacher, which ultimately benefits the students as well.
References
Knight, J. (2018). The impact cycle. What instructional coaches should do to foster powerful improvements in teaching. Corwin.
Ottenbreit-Leftwich, A., Liao, Y. C., Karlin, M., Lu, Y. H., Ding, A. C. E., & Guo, M. (2020). Year-long implementation of a research-based technology integration professional development coaching model in an elementary school. Journal of Digital Learning in Teacher Education, 36(4), 206–220. https://doi- org.ezproxy.montevallo.edu/10.1080/21532974.2020.1804494
Instructional coaching is an important part of offering personalized support to educators. This concept not only improves teaching practices but also aids in improving student outcomes. According to Pettersson et al. (2019), this practice is impactful and well-documented in the success of student learning. Furthermore, instructional coaching creates a collaborative environment that builds community within schools and colleges. Collaborative environments emphasize teamwork and togetherness. Facilitative Coaching allows room for this collaborative environment.
ReplyDeleteTomeka Jones
Pettersson, Dr. H., Miller, A., & Houseman, M. (2019). Collaborative coaching. The Ed Direction School Turnaround Model Series. https://eddirection.org/wp-content/uploads/2019/06/Ed-Direction-Collaborative-Coaching.pdf