By Kevin Beckwith
Department of Economics¹

Kevin Beckwith, Department of Economics

Am I a coach or a teacher?

I first asked this question as a candidate for a British Canoe Union² coaching award. During my third day on the coaching techniques course, I became intrigued with the dualistic nature of the models we were discussing. Could these effective coaching techniques be applied in the classroom? Would they be useful when the material does not require psychomotor skills? As both a student and practitioner of these methods, I came to understand that these coaching techniques help students to deepen their understanding of concepts with which they are already familiar. In other words, I would be simply guiding them in the learning process.

My students in Principles of micro or macro economics level already know the material. They may not understand it to my extent, nor will they use the same vocabulary or quantitive methods to describe the concepts. That being said, they do know the material. The beauty of economics (and, of course, of other disciplines) is that we live it everyday. We are immersed in decision making that seems to be taken from the pages of an economics textbook. So, if my students already know this material how do I get them to realize it?

I recently returned from the American Economics Association meeting in San Francisco. The presentations I attended left me with the conclusion that my focus on coaching techniques fit nicely into the emerging trend of personal learning. While team-learning and an emphasis on groups in the classroom have not gone by the wayside, there is renewed recognition of the overriding importance of the individual in the learning environment. Students respond to individualized incentives, and attempts to minimize free-riding in groups depend on this motivation. To put it another way: Even in groups, students need to recognize the link between their own productivity and the grade they receive. Making it personal makes it effective.

Definitions of both “coach” and “teacher” vary considerably, but the basic difference, other than psychomotor versus cognitive skills, is focus. When coaching, the student is at the center, with the coach guiding him or her through the learning process. Guidance ranges along a scale from self-discovery to coach-directed. The degree of guidance eventually chosen depends on the coach and student. On the other hand, teaching tends to be teacher rather than student centered. As instructor, you are the presenter; you are the font of knowledge; it is about you. This is not a negative, but instead an interesting distinction from coaching. Given this difference, I wanted to know whether my newly discovered coaching techniques could be adapted from use on the water to use on dry land.

Although coaching models abound, I chose to apply the IDEAS³ model in my classroom. The acronym “IDEAS” refers to the five-step process of introducing the material, demonstrating it, providing an explanation, running an activity, and summary. In kayak coaching, the introduction is minimized. In the classroom, a brief description of what is to come will suffice. The key point is that the less talking, the more interest will remain. Demonstration in a kayak is straightforward. You have introduced the stroke; now provide a picture perfect example of it. In the classroom, this amounts to providing simple real-world examples of the concept being discussed. The simpler, the better. For the explanation, either on the water or in the classroom, provide a level-appropriate description. In other words, if you are talking with first-year students, speak Freshman. The activity⁴ remains the most important step in the process. When teaching someone to kayak, the activity can be varied along the teaching spectrum, from the student-centered (self-discovery) to the teacher-centered (lecture) approach. Making the activity varied, situation specific, and fun is crucial. Lastly, in the classroom or on the water, the importance of the final summary cannot be stressed enough. Comment on their strengths and offer pointers on their weaknesses. Reveal and focus on how the material just covered relates to their lives.

Three examples show how I have applied the IDEAS model in my economic courses.

Example One: Supply and Demand⁵

I: Let’s figure out why prices go up and down.

D: Someone tell me what happened to gas prices this past summer.

E: Gas became more scarce.

A: Watch in your groups this YouTube news report on the gas prices.  Discuss the report amongst yourselves and then separately write down what you think are the most important factors.

S: It was good that you noticed that one of the biggest factors is the consumer’s desire for the product. You may or may not have also noticed that how much is available to begin with also plays an important role.

Example Two: Monopolistic Competition

I: We have many retail stores in town.

D: Why did that new coffee shop open down the street if we have coffee shops in town already?

E: They must think they can earn a profit.

A: Read this article on the newest coffee shop in town. As you do, think about the owners’ motivations and how the new store will affect those already here. Submit a group answer when you are done. Please make sure that every group member contributes.

S: All of you correctly noticed that business for the other coffee shops in town might drop off a bit. Give a little more thought to how this would have an impact on the demand curve for each shop as we continue.

Example Three: Externalities

I: Let’s talk about when markets fail.

D: Why does your roommate play music you don’t like?

E: She does not see the full cost of her action.

A: Write down your feelings as I play the following selections from Lawrence Welk. How much would you be willing to pay to get me to stop? How could you get me to realize that I am inflicting discomfort upon you?

S: It was excellent that you noticed that I was not considering your discomfort and that one of the easiest ways to get me to stop was to bribe me. Did anyone have any other suggestions, such as possibly involving the administration (government) to solve the problem?

The Economics Department carries out pre- and post-assessments of all students enrolled in Principles of Microeconomics and Principles of Macroeconomics classes. Based on the results for my courses during the fall 2008 semester⁶, average student performance increased by 23% with a 15% decrease in overall dispersion.

So does IDEAS work in the classroom? The initial evidence suggests that it does based on one semester’s pre- and post-assessments. Is it more effective than other techniques? Unfortunately, that question will have to be addressed at a future date when the data become available. I do believe that if you want to try a new technique in the classroom, try coaching rather than teaching. Students become empowered once they realize they have something to contribute. They begin to take a stake in their future and care more about the material. Nonetheless, IDEAS does generate some costs, the most notable being the potential sacrifice of course material if time grows short. The rewards, though, can be significant for student retention and satisfaction with the course.

Now to address the question that began this essay, am I a coach or a teacher? Well, as with everything else in life, I am a bit of both. Knowing when to coach and when to teach has not only improved student understanding of the material in my classroom, it has also furthered my understanding of myself. By shedding my teacher-only mode, I have found a new challenge to embrace, and in the process I have become a better teacher and coach.

Mager, R. (1997). Measuring Instructional Results. Atlanta, CEP Press.

Michaelsen, L., A. B. Knight, et al. (2004). Team-Based Learning. Sterling, Stylus Publishing.

Taylor, B. (2006). Coaching. British Canoe Union Coaching Handbook. Unknown. Great Britain, Pesda Press: 7-48.

Portions of this essay were presented at the American Economics Association Annual Meeting in San Francisco January 2009.

The British Canoe Union is a transatlantic canoe/kayak coaching training/accreditation organization.

Taylor (2006)

Mager (1997) argues that these activities (assessments) must be observable and match the intent of the objective. The activities must be appropriate to the level of students.

Michaelsen, L., A. B. Knight, et al. (2004) argues that shared assignments for a group that use higher level thinking and eventually simultaneous discussion will generate a more successful learning environment. Grading group work must involve a weighted average of a student’s own performance and the group’s performance.  How many quantitative tools you wish to use in these scenarios will depend on the characteristics of your students.

Principles of Microeconomics only.

This article is part of ASpect’s February 2009 issue, The Cutting Edge in Research and Teaching.