Synchronous, Remote training
for SCAP Success Coaches
Plan Details
Without the technology
Learners would not have been able to share their generated questions, decreasing efficacy of asynchronous trianing
Learners would not have been able to work synchronously to apply their learning to real-world scenarios
Learners would not have been able to collaboratively generate coaching questions
Learners would not have received real-time answer to previous training
Learning outcomes
Use students' work experience to guide school experience
Generate coaching questions for real-world scenarios
Answered questions from previous asynchronous training - disseminate knowledge
Hosting the training
3rd Part: Recap
Small groups rejoin large group to share
Top 2-3 favorite questions they created
What was their scenario?
2nd Part: Breakout rooms
Create list of coaching questions to ask student in scenario
Divide into Zoom breakout rooms with assigned scenario
Describe activity to participants
1st Part: Q&A
Prepare probing questions about asynchronous training to spark group discussion
Allow space for learners to ask questions from asynchronous training
Preparing for the training
Practice using breakout rooms
Create the practice scenarios
Experiencing transitional leadership
Working to promote internaly
Close to losing benefits from hours worked
Open work availability disrupting study schedule
Setting up the training
Send email/calendar invitation to participants
Schedule the meeting through Zoom
Check account setting for breakout rooms
Rationale
Why innovative
Allows instructors to assign number of breakout rooms
to number of practice scenarios
Allows instructors to move between small groups
Allow large group to break into small groups for activity
Allow remote learners to engage synchronously
Cons of innovation
Scaled number of participants
per breakout room
Breakout rooms not recorded
Limited accessibility from
Chromebook/Mobile
Zoom is not free
Pros of innovation
Ability to practice
Distributed knowledge
Space to ask questions from
asynchronous training
Learning theories
Andragogy
Knowles' 5 assumptions
Professional learning communities
Community of practice theory
Social cognition
Social constructivism
Transformative learning
Need
Global pandemic
Globalizing economy
Learning Environment
Interactive content/Innovative technology
Enhancing learning
Space to practice learning
with peers
Space to disseminate learning
Medium to ask questions
Three sections
Large group summary
Small group practice
Large group Q&A
Focus on content since
delivery method is familiar
Matching method to learner
Familiarity with Zoom
Professional development
webinars
Bi-weekly
development meetings
Weekly team
meetings
Space to practice new skills
Time to meet synchronously to review
previous asynchronous training
Born out of necessity to train remotely
Type of learner
Trained on Starbucks culture but not
daily experience of retail workers
No practical experience working at Starbucks
Age range: mid-twenties to mid-fifties
1 month - 3 year's experience
Need for learning
3 needs:
1) Better help students create study
schedules around typical work schedules
2) Help students relate school challenges
to work challenges they've overcome
3) Help students transfer skills they use
at work to their school experience
Objective: ask questions,
discuss key takeaways,
practice with real-world scenarios
Remote: follow up
from asynchronous training
