We can involve teachers in the planning few of the activities.

-By sharing their own real life scenarios.

-Presenting real life case studies.

Choice in selecting their task.

Discuss Data-Driven Decision Making

Authentic problem if occurs in BTPP then i would follow the cycle of PBL elements making my trainees identify the problem then propose solutions

1. Identify real-world problems

2. Develop driving questions

3. Reflective journaling

4. Peer feedback and discussion

5. Action plan development

6. Presentation and showcase

Instructional Coaching Strategies:

1. Open-ended questioning

2. Scaffolding

3. Formative assessments

Give them the choice board to present their ideas

Less resources also the good applications are paid therefore their extraordinary features cannot be accessed

Maintain reflection and mentoring logs

Learner Agency is the best thing. It gives them decision power. Once they have made their decisions. They can reflect and learn by their own mistakes.

By starting the session

Prior knowledge

Ongoing reflection during the task I will see the where did they stuck,

Post reflection I can use structured questions: What did you learn? What would you do differently next time?

In the Beginner Teachers Program, instructional coaches can design a case study challenge where teachers analyze classroom management issues (e.g., handling disruptive behavior, and engaging diverse learners). Teachers can work in teams to research, develop, and present solutions, receiving feedback from peers and experienced educators.

This approach helps beginner teachers connect theory with practice, fostering confidence and adaptability in real classroom settings.

✅ I Like: Share what you found useful or inspiring.
🤔 I Wonder: Ask a question or suggest an improvement!

As an MIA coach, I can leverage Project-Based Learning (PBL) design elements to create immersive and interactive training experiences. By doing so, I can empower coaches to develop essential skills, such as critical thinking, problem-solving, and collaboration.

Foster collaboration

What? So What? Now What? framework.

instead of passively explaining theories give them to research and present. For voice and choice they may choose group roles as each activity proceeds . Use the concept of moderator within their group

it can be improved by setting realistic timelines

we can ask participant to use their learning points in a situation and present

Foster collaboration

We can ask participants to use their learning in a situation and present

Reflective Journals can be used

Peers can reflect

I WONDER: "I wonder how we can measure the impact of this training on their coaching effectiveness."

The problem can be "how can we create an inclusive classroom environment that supports diverse learners with different needs." It will encourage teachers to collaborate and research and apply solutions.

Peers can reflect

2. Have teachers design solutions in groups

3. Share and discuss proposals

Feed support must be provided

Encouragement is necessary

continuous learning

Facilitating Discussions: Coaches can lead discussions about the benefits of PBL and how to overcome challenges in implementing .