Intervision on Inner Development

Peer-to-peer coaching to help each student be attentive to and reflective of their skills development and growth

Inner growth can help approach transitions with a growth mindset, focusing on opportunities for learning and development rather than solely on the challenges and obstacles. This can lead to greater creativity and helps develop the skills and mindset needed to adapt to change successfully and navigate the challenges and opportunities that come with a transition.

This requires specific skills and human growth, as described in the Inner Development Goals framework. This growth mindset can only come to blossom by continuous reflection on this process.

Intervision or peer-to-peer coaching is a useful tool to help students to be attentive and reflective to the skills development and growth necessary for societal transitions.

Learning outcome

The student is able to display openness by a willingness to be vulnerable and embrace change and growth necessary for personal development

In this activity by and for students, students develop a personal Inner Development Plan which they use as the basis for reflection during intervision sessions. This tool can be tailored to all kinds of educational programmes or courses.

1.Forming Groups and Preparation

30 mins

Please note, this step is done before the first meeting.

Divide students into smaller subgroups of 4 to 5 individuals, preferably at random. Prior to the introductory meeting, ask students to prepare by watching a video on the Inner Development Goals and reflecting on the skills required for societal transitions. Students can seek feedback from peers and those in their personal environment to help them with their reflection.

2.Introductory Intervision Meeting

1.5 hrs

Organise an introductory meeting to introduce and practice the intervision process and the Inner Development Goals framework.

Take the time to establish a safe and inclusive environment for everyone and provide ample opportunities for the group to get to know each other personally. This will help create a comfortable space for everyone to participate fully in the intervision process.

Tip: guidelines for the intervision sessions can be found in the Intervision Framework.

3.Inner Development Plan

1.5 hrs

Please note, this step can be a home assignment.

Each student formulates an Inner Development Plan (IDP), aimed at one inner development skill that they want to develop further. This plan is a dynamic document that evolves as the student gains new perspectives and feedback. The IDP document will be shared with the intervision group and with you as teacher. You can offer feedback as needed.

Tip: you can choose to limit the choice to one of the five dimensions of the Inner Development Goals (being, thinking, relating, collaborating, acting) if this aligns better with your educational objectives.

4.Weekly/monthly Intervision Meetings

1.5 hrs

Students participate in regular (weekly or monthly) intervision sessions without teacher supervision.

Each session, students bring in a case, dilemma or situation related to the skill they want to develop. The group collectively divides the role for each session (chair, coach, case giver) and participates in the intervision. One case is discussed during one intervision meeting. This ensures adequate depth.

Tip: arrange practical conditions such as location, date, time and a clear framework for intervision. Schedule halfway meetings or reflection sessions to evaluate the process. Regular office hours are recommended to accommodate groups or students who may be stuck.

5.Reflection and Assessment

1.5 hrs

During the final intervision meeting, students evaluate and discuss each other’s inner skill development using their IDP reflections. Each student evaluates their own level of openness and reflects on how the intervision process has helped improve their inner skill development. This reflection is recorded in their IDP and through self-reported assessment questions.

Peers in the intervision group also provide their impressions of the student’s openness. In the final meeting, they reflect on these assessments together.

Self-assessment is the best way to monitor and evaluate a student’s openness and inner growth. Peers can additionally provide critical feedback on observed behaviors that may relate to openness.

To monitor and reflect on their track inner skill development, students create and regularly update their Inner Development Plan, comparing their progress through self-assessment.

The final intervision meeting includes self- and peer-assessment of openness and learning mindset.

Purpose

Assessment for learning (formative assessment) aims to gather evidence and provide feedback on students’ learning during the learning process

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Roles

Self-assessment and peer-assessment

Characteristics

Portfolio and self-regulated learning

Materials

Reflective self- and peer-assessment questions

Download Reflective Questions

Guidelines for a safe and inclusive learning environment and the Intervision framework (Step 2) as well as an example of the Inner Development Plan (Step 3) can be downloaded below.

Please note, the method of the intervision session is called the Balint method. There are other methods that can be used that may be a better ﬁt with your personal values, teaching goals or class. For other methods, you could consult the book “Intervision: Dialogue methods in action learning” by Monique Bellersen and Inez Kohlmann.

Download Guidelines for a safe learning environment

Download Intervision framework

Download Inner Development Plan

Bellersen, M., & Kohlmann, I. (2016). Intervision: Dialogue methods in action learning. Deventer: Vakmedianet

Inner Development Goals (2021, December 19). Inner Development Goals Film. Youtube

The terms and conditions for valuable intervision are derived from Seveke, R. (n.d.). Paradigm Shifts.