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Introduction

This blog post outlines how to use coaching to promote reflective learning in education. The post may assist instructors, teachers, and students in understanding their roles in experiencing reflective learning.

What is Reflective Learning?

Learning can be defined as an activity by which several skills and knowledge are acquired. According to Castelli (2011), Reflective Learning is also called Transformative Learning, when implies change. However, the two concepts do not guarantee change. Reflective Learning, however, include several components such as openness, purpose, meaning, challenging beliefs, ongoing dialogue, and feedback (Castelli 2011).

How to promote reflective learning in education using coaching?

A coach may use coaching to promote reflective learning in education, i.e., they will attempt to clarify the six components, including openness, purpose, meaning, challenging beliefs, ongoing dialogue, and feedback (Castelli 2011), by asking the client smart questions, and hoping to receive smart answers. For example, using the concepts explained by Castelli (2011), the coach and the client (instructor or student) will have a better understanding of these components, including:

(1) The instructor will provide a safe learning environment where students will be open to share their experiences.
(2) The instructor will discuss items that emphasize the learner’s interest.
(3) The instructor will make sure that, to satisfy the meaning concept, the learnings should be based on critical and reflective thinking.
(4) There may be cases when the learner will discover that their beliefs are not accurate and that there is a need to look for changing their behaviors using alternative approaches. This is defined as double-loop learning (Castelli 2011).
(5) The whole learning process should provide continuous dialogue, feedback, support, and coaching.

Conclusion

This blog post outlined an approach to promote reflective learning through coaching. It was shown that the coach needs to clarify the six components of reflective learning, including openness, purpose, meaning, challenging beliefs, ongoing dialogue, and feedback.

Educational Programs & Publications you may want to consult

For further information I recommend you the following Educational Programs and Publications:

Reflective Practice for Educators, Journal Keeping: How to Use Reflective Writing for Learning, The Reflective Practice Guide.

Coaching Programs & Publications you may want to consult

For further information I recommend you the following Coaching Programs and Publications:

Certified Life Coach Program, Coaching for Performance, Coaching – 9 Powerful Laws of Transformational Coaching, Life Coaching – How to Become A Successful Life Coach, and The Coaching Habit.

References

Castelli, Patricia Ann (2011). An Integrated Model for Practicing Reflective Learning. Academy of Educational Leadership Journal, Volume 15, Special Issue.

About the author

I am a coach, therapist, mentor, counsellor, leader, manager, and project manager. I have more than 30-years of work experience including Coaching, Mentoring, Counselling, Hypnotherapy, NLP, TimeLine Therapy, Thought Field Therapy, and Autogenic Training. In addition to my vast work experience I have a wide range of academic qualifications, and certifications, including Doctorate in Clinical Hypnotherapy, Master of Business, Master of Project Management, Master of Information Technology & Communication, Master of Business Coaching, Certified Professional Coach, Coach U Certified Graduate, Accreditation in Executive Coaching, Certified Leadership Coach, Certified Master Coach, Certified Life Coach, Diploma of Autogenic Training, Diploma of Stress Management, Diploma of Psychology, and Diploma of Weight Loss. I am a full member of several professional associations, including the International Coaching Federation, Australian Traditional Medicine Society, and International Mentoring Association.

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