In the afternoon, Dr Lia Voerman and Dr Jarise Kaskens, both professors of didactics of high expectations, co-presented the keynote. For those who needed a refresher, Lia introduced the principle of high expectations. She asked the audience, “Who got sent out of the classroom more than ten times? She then asked, “How did lecturers teach who did not send students out of the classroom?” One participant replied, "They made sure there was room to have fun." Lia used this to emphasise that the high expectations theory starts with seeing students as people, not as learners. Being friendly, giving feedback, not giving too many instructions, and asking questions are the principles on which the didactics are based.
Global expectations and micro-expectations
Lia says there is confusion about high expectations. On the internet, for example, high expectations are associated with depression or as something undesirable for children. But when you search academically, high expectations take on a different connotation. To clarify the difference, it helps to distinguish between global expectations and micro-expectations. Global expectations simply occur, for example, when you see someone. When you are teaching, you have micro-expectations and you can influence them. For example, you can choose to ask a student a question that you are less likely to engage with. If you have high expectations, for example, you give children of low socio-economic status a chance to participate.
Research
“In addition to the expert group that professionalises the training, the research group also works with the knowledge team,” Jarise told us. She talked about several research results that are already available. Among other things, it has been shown that a manager working with a steering committee and the internal trainer are critical factors in the implementation of didactic coaching within a study programme. Several studies are currently underway, including two doctoral processes.
“We are working towards a new, sustainable way of working on educational quality, with working mechanisms leading the way and working together with the Centre for Teaching and Learning and the Quality of Education Team to provide a coherent range of professionalisation and support in pedagogical-didactic areas.”
Professor of Didactics of High Expectations
A dazzling disco ball
One of the afternoon workshops was entitled 'You can shine when the light shines on you'. Lara Schot, one of the workshop leaders and a graduate, explained why, “A disco ball can only shine when light shines on it. And it's the same with us. By giving compliments you can make people shine.” Lara gave this workshop together with graduates Caroline de Jonge and Sybe Stuij. They showed several video clips and introduced the participants to the effect of positive feedback. They also discussed the characteristics of good feedback. These included sincerity, personal attention and concreteness.
Micro-analysis is an important part of image coaching. This involves going deeper into a small part of the image clip so that everyone can discover these details. “Eighty per cent of our communication is non-verbal, so it is not surprising that people generally notice different things," Caroline told us.
Getting started with micro-analysis yourself
After the introduction of the theory, the participants engaged in micro-analysis themselves. They looked at different image fragments and evaluated with each other the effect of giving compliments. Finally, they practised giving feedback on the qualities and mannerisms of the other participants. With visible results: happy faces, growing self-confidence and motivation to start giving positive feedback.
After the workshop rounds, the moment that the 18 internal trainers had been working towards for three years arrived: the graduation ceremony. Hanneke Reuling and Sarah Wilton-Wels, both of the Executive Board at Rotterdam University of Applied Sciences, congratulated the participants, “We are proud of all of today's graduates. We are convinced that their commitment and efforts will benefit our entire institution and especially our students. High expectations, translated into small gestures of trust, can make the difference between a student's failure and success.”
Thousands of students
“As internal trainers, we reach hundreds of lecturers,” one of the graduates concluded the afternoon. “And each of them reaches thousands of students.”
Rotterdam Business School has now embraced didactic coaching. Watch this video to see what a student, lecturer and dean have to say about it: