THREAD: Paper on T-ED / coaching for the nerdiest of the nerds.

Insights for how we train teachers to deal with the ill-structured domain that is classroom teaching

'The Structure of Ill-Structured Problems' by Simon, H. (1973)
https://ojs.unbc.ca/index.php/design/article/view/1273/1090

What is an Ill Structured problem (ISP)?

- No criteria by which potential solutions can be measured
- The problem space is not clearly defined
- The knowledge resources required are not immediately available, or exist in different categories...

Sounds like teaching to me!...

In other words, learning how to be an expert teacher is like learning how to design a skyscraper.

1000s of different elements, each requiring a HUGE amount of knowledge...

But, to an expert teacher, the ill-structured problem of teaching is just a succession of well-structured problems (WSP) or problems with clear easily available solutions...

To transform an ISP into a WSP requires lots of procedural knowledge: 'How does a person working in this area usually split up and solve a problem of this sort?' Once this knowledge has been applied, then different aspects of the problem can be tackled separately...

Here's the rub: the aim of a coach is to turn the ill-structured problem of teaching into a large series of well-structured problems.

Coaches help novice teachers solve the problem of teaching, one small set at a time.

For expert teachers, teaching is a well-structured problem.

The burning question: what are the mechanisms required to turn an ISP into a WSP for a teacher?

Answering this also answers the question of what makes GREAT instructional coaching and CPD.