Sociocultural Learning and Coaching

Video Transcription

Hi, my name is Ashley, and today's lesson is titled Sociocultural Learning and Coaching. In today's lesson, we will look at how the sociocultural learning theory applies to coaching teachers. Then, we'll look at how the same theory supports peer coaching relationships. Let's go ahead and get started.

How does the sociocultural learning theory apply to coaching teachers? One component of the sociocultural learning theory that applies to coaching teachers is the role of the more knowledgeable other. Scaffolding is a technique that is used in the coaching relationship. The coach scaffolds new information for the teacher, and the coach gradually releases the assistance while encouraging the teacher to continue on their own.

For example, a coach provides a workshop on using accountable talk in the classroom. Next, the coach is invited to the classroom to teach a lesson on accountable talk and introduce the phrases to the students. Then, the coach returns to co-teach a lesson with the teacher involving accountable talk. Finally, the coach comes in for a third time to observe the teacher independently involving accountable talk in their instruction. At the end of each interaction, a conversation is had about what was observed and the strategies that were used.

Another component of the sociocultural learning theory that applies to coaching is language used as a learning medium. In order for learning to take place, social interactions are required, and learning is developed through communication through language. Coaching creates many opportunities for communication. At the beginning of the coaching process, the coach and teacher identify and discuss challenges, brainstorm new instructional strategies, and participate in pre- and post-observation conferences. As a result of this communication, learning takes place.

And the last component of the sociocultural learning theory that applies to coaching is cognitive apprenticeship. In other words, the expert, the coach, teaches the less skilled, the teacher, and assesses them as they learn new instructional methods for the classroom.

How is peer coaching supported by the sociocultural theory? Peer coaching relationships are full of language. Conversation drives this type of relationship. Communication must take place often in the form of feedback, discussions on the structural strategies, problem solving, and reflection.

The sociocultural theory states that language promotes learning to occur. Peer coaching is related to the theory and that it is collaborative and social. This also results in learning. Coaching is embedded within the teacher's work in the classroom, and it's evident that coaching has taken place with colleagues through observation, lessons, and feedback.

Lastly, peer coaching also involves a more knowledgeable other. For an effective peer coaching relationship, one colleague must be more experienced in one area, while the other is more experienced in another. This allows the colleagues to coach each other and fill in the gaps. In peer coaching, learning occurs within the zone of proximal development, which occurs when an independent learner completes a task with another learner who is unable to do it independently.

Let's recap what we have learned in today's lesson. We have found that coaching and peer coaching is supported by Vygotsky's sociocultural learning theory. It involves the role of the more knowledgeable other, who scaffolds and helps the less experienced individual, and it creates a language rich environment that promotes learning.

As we bring this lesson to a close, go back and review the information presented here, and identify how the Vygotsky theory is related to coaching. As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.