Delivering learning coaching functions in an organisation
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The document provides information about learning coaches and their role in supporting learners ages 14-19 in Wales. It explains that learning coaches help learners develop learning skills, understand their learning styles, and create individual learning pathways. Learning coaches provide regular one-on-one and group support to help learners overcome barriers and ensure they have access to personal support and career guidance. The document outlines the key functions of learning coaches and requirements for their training, which involves understanding learning styles, helping with transition periods, and developing reflection skills.
Delivering learning coaching functions in an organisation
- 1. Learning Coach Training 1 Delivering Learning Coaching Functions in an Organisation
- 2. 2 Aims for the session An Explain the background to Learning introduction Coaches in relation to Learning to the work Pathways 14-19 of learning Explain key functions of the learning coaches coach role Enjoy a taste of learning styles diagnosis Consider how learning coaching relates to your working environment Plan for reflection and evaluation of learning coaching
- 3. 3 Element Desciption Learning Individual Individually tailored leading to approved Pathways Learning qualifications at the appropriate level at the Pathway right time to meet the needs of the learner 14-19 Wider Choice Wider choice of relevant options from a Guidance II and Flexibility range of domains, and greater flexibility to vary speed and direction of pathway 2006 The Learning Core Wider learning consisting of the skills, knowledge, understanding, values and experiences learners will need Learning Entitlement to learning support: Coach opportunity to discuss learning and progress on a regular basis Personal Access to personal support when needed: Support self-referral or by agreement with the learner, referral by someone else Careers Impartial careers advice and guidance to Advice and inform the individual’s Learning Pathway Guidance
- 4. 4 What is Learning Coaching? Learning It can be the role of a person, or a function carried Coach out by a team, providing significant support to learners to: Support help them develop learning skills make best use of and develop their learning styles maximise their development in a variety of areas of intelligence, including emotional intelligence Learning Coach support will also help them to identify goals and plan an appropriate individual learning pathway which takes account of skills, attributes and experience
- 5. 5 Work as part of team in learning Learning setting under learning professional to Pathways 14- ensure consistency and continuity 19 Guidance Regular support to value learning, II 2006 encourage learner and overcome any barriers to learning Learning Can work with young person to identify appropriate personal support Coaching Can refer to personal support professional with young person’s consent Keeps record of Learning Pathways and updates for lead learning settings
- 6. 6 Each learner should be entitled to assistance in developing a Learning Pathway through: Learning • access to specific learning coach support, Pathways 14- either as an individual or as one 19 Guidance of a small group; II 2006 • access to drop-in learning coach support; • opportunities for formal referral for those who have need for extra support; • access to other support initiatives, available Learning through personal support, Careers Wales and other innovative routes involving new Coach technology. Entitlement
- 7. 7 Absenteeism / prolonged absence due to illness Lack of organisation Lack of motivation Behavioural problems Why might Relationships – peers, family, a young teachers, etc. person be Self-esteem referred to Undiagnosed learning difficulties a Learning Coach?
- 8. 8 Proposals for All 14-19 year olds are required to have access to learning coach a Learning support to assist them in: and Skills Measure developing their learning skills; 2008 making better use of, and developing, their own learning styles, maximising their own development in a variety of areas of intelligence including emotional intelligence.
- 9. 9 This statutory guidance aims to Learning provide details about how the Learning and Skills (Wales) Measure and Skills 2009 will work in practice to benefit Measure 14-19 young people, the economy and communities in Wales The Measure secures the creation of local curricula that will contain a wide range of courses and opportunities which learners aged 14-19 in Wales will have right to elect from The Measure also sets out the entitlement of learners to follow their elected course of study
- 10. 10 Guidance Document February 2011 Learning Governing bodies should make available & Skills learning coaching to guide, coach and mentor young people to plan their Measure individual learning pathway, make 2009 informed decisions, identify goals and become independent learners Learning coaching is a function which can be provided by an individual or by a team and can be delivered to individuals or groups - depending on the needs of the young person/people. Guidance document No: 047/2011 Date of issue: February 2011
- 11. 11 Learning coaching should be available to Learning support young people to: • develop their learning skills, motivation Coaching and engagement; Functions • make best use of and develop their (taken from the learning styles; Learning and Skills • cope with transition at key points of Wales guidance document February change during the 14-19 phase, 2011) including managing the transition from directed to self-directed learning; • plan an individual learning pathway which takes account of their skills, attributes and experience in all aspects of their lives. Slide 30
- 12. 12 What structures are in place here for the delivery of learning coaching? Group Task How effectively is learning coaching communicated? Consider: Discussion • Learners • Colleagues • Parents/guardians
- 13. 13 Getting young people ‘on-board’ Developing learning Creating and maintaining rapport skills, Body language motivation Use of voice and Use of language engagement Pacing and leading Active listening Congruence
- 14. 14 Creating and maintaining rapport Ice-breakers – a starting point for Developing disclosure learning Finding a point of interest – use their skills, enthusiasm about something as an anchor for subjects about which they feel motivation less positive and Trust – making sure they know that you engagement really do have their best interests at heart Responding to the individual with empathy – respecting where they are coming from Working together to seek a solution
- 15. 15 Body Language Matching an aspect of body Developing language – posture or gestures learning Matching breathing patterns skills, motivation Use of voice and Speed } engagement Intonation } matching Volume } Pitch }
- 16. 16 Choice of Language To suit their learning preference – Developing VAK learning Take notice of their choice of skills, words – and use them back motivation (within reason!) and Avoid weasel words engagement Pacing and Leading Respect the values, needs and style of the learner Go along with the aspects of what is important to them
- 17. 17 Active Listening Relaxed open posture & eye contact Developing Noticing body language as well as learning dialogue skills, Undivided attention – not watching the motivation clock and Interested – nodding head, etc. Congruence engagement Having all parts of yourself working in harmony without conflict Your body language and intonation reflect what you are saying
- 18. 18 According to Howard Gardner, Learning ‘understandings involve a mix of mental representations, entailing different Styles intelligences’. Gardner identifies at least seven intelligences, and it is now thought that there are at least eight. VAK Questionnaire Try assessing your own balance of Multiple intelligences by Intelligences completing the wheel questionnaire
- 19. Turning to the left or the right? 19 Turning anti-clockwise? Turning clockwise? The left side The right side of your brain of your brain is is dominant dominant (most (less common). common).
- 20. Left side Right side 20 Logical, details are Use feelings; need to important; facts rule; know the whole picture; words and language imagination rules; are important; present symbols and images are and past; mathematics important; present and and science; need future; understand space order; practical; prefer and shape; believe; safety. consider possibilities; prepared to take risks.
- 21. 21 21 Dominance
- 22. 22 22 Dominance Profiles
- 23. 23 The eye
- 24. 24 The ear
- 25. 25 The hand
- 26. 26 The foot
- 28. 28 We are all different We have different learning preferences Consideration Teachers tend to have a preference for of Learning delivery Styles We need to be conscious that some pupils may not be ‘hard-wired’ to learn in the way that we deliver lessons If we can adapt to deliver in a variety of styles, it is more likely that pupils will learn better
- 29. 29 Coping with transition at key points of change during the 14-19 phase Choices of courses for KS4 and Managing KS5 Change Changing school or form class Changes at home Changes in peer group Physical changes The change from directed to self-directed learning
- 30. 30 Help the learner to identify goals and develop a learning pathway to meet them Planning Put learners learning needs first Help the learner to develop the skill of how to an learn Individual Understand all aspects of Learning Pathways Value formal, non-formal and informal learning Learning Aware of options available in local options menu Pathway Understand young people and their needs Understand learning styles and implications for programme choice Understand access routes to personal support Understand the role and value of professional careers advice to inform the Learning Pathway Provide impartial advice
- 31. 31 Select one Learning Coaching function Group Using the flip chart paper Task supplied, note the skills, knowledge and understanding that is required to deliver that function. Learning Coach Functions
- 32. 32 ‘Reflection is a process in which individuals explore Reflection experiences in order to lead to new understanding and appreciation’ (Boud, Keogh and Walker, 1985)
- 33. 33 Learning for real comprehension comes from a sequence of experience, reflection, abstraction, and active testing Reflection – the DESCRIPTION What happened? Learning ACTION PLAN FEELINGS If it arose again what What were you Cycle would you do? thinking and feeling? EVALUATION CONCLUSION What was good and Developed by What else could you bad about the have done? Kolb, Dewey, experience? ANALYSIS Piaget & Lewin What sense can you make of the Situation?
- 34. 34 It will always be available to you for study and revisiting It can be private to you and of a Keeping a style personal to you It can allow you to challenge reflective yourself journals - It can provide you with evidence of your development over time benefits It can provide you with clarity through the act of writing
- 35. 35 An action plan is an integral part of the reflective journal Look at the areas that have been identified for improvement Action What is needed to improve? Plan How will this happen? What times scales are involved? How will you assess if the improvement has been made?
- 36. 36 LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: Delivering Learning 1. Understand learning 1.1 Describe learning coaching in relation to Learning Pathways Coach coaching and 14-19 Functions in its functions 1.2 Explain learning coaching an functions Organisation 2. Know key 2.1 Select one learning coaching The Qualification aspects of a function and explain the skills, learning knowledge and understanding coaching that is required to deliver the function function
- 37. 37 LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: Delivering Learning 3. Understand 3.1 Describe the delivery structures how learning for learning coaching in her/his Coach coaching organisation Functions in relates to her/his 3.2 Explain how she/he contributes an working to the delivery of learning Organisation environment coaching within her/his organisation The Qualification 3.3 Analyse how effectively learning coaching is communicated within the organisation to: Learners Colleagues Parents/guardians
- 38. 38 LEARNING OUTCOMES ASSESSMENT CRITERIA Delivering Learning The learner will: The learner can: Coach Functions in 4. Be able to 4.1 Reflect on the impact of her/his an reflect on and develop delivery of learning coaching functions to include: Organisation her/his Good practice delivery of Areas of improvement The Qualification learning Learner outcomes coaching functions 4.2 Develop an action plan for improving her/his practice
- 39. 39 The assessment criteria Delivering above need to be satisfied Learning using a Coach Functions in Reflective Journal an Organisation Remember: it can of a style personal to you The Qualification it can allow you to challenge yourself it will provide evidence for assessment
- 40. 40 Good luck!