Effective learning conversations
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Effective learning conversations aim to encourage and inspire students to solve problems independently through coaching. They involve active listening, setting goals using models like GROW, and motivating students by discussing positives of progress and negatives of lack of progress. The document provides guidance on selecting students for conversations, structuring initial and follow up meetings, developing action plans, and monitoring student progress.
Effective learning conversations
- 1. Effective learning Conversations What are they? Active Listening Coaching Approach Motivation GROW model
- 2. What are they? Conversations that are primarily about 1.Encouraging and inspiring students 2. To solve problems and to teach students to solve problems for themselves 3. Motivation 4. Acquiring the necessary skills and knowledge for content Sometimes prescribed by the college, but can occur at any time
- 3. Active Listening for when a student really needs to unload Listen! When they pause summarise what they have said (but your response must be no more than 2 sentences) Prompt if necessary
- 4. Coaching Approach This is where students are encouraged to find their own solutions to problems that they have identified How could you…..? Rather than you should…. What could you do about…? Rather than you need to……. Can work well but if you don’t get good answers then stop. I find this approach most useful if they have a specific weakness Self evaluation and reflection
- 5. Motivation Students must believe that they have influence over their own progress Balance of positives and negatives Negative - “ if you carry on like this you will fail” Positive – “if you do this you will pass” Includes direction about what students should be doing – modelling behaviour Includes helping students identify goals, both short and long term. This includes reference to target grades and performance indicators
- 6. The reasons for wanting to improve my learning What I am learning is useful to me The qualification for which I am studying is useful to me I can make a success of my learning and this success increases my self belief as a learner Acceptance from teacher and peers if I learn effectively Consequences of not learning will be unpleasant
- 7. Selecting your students College wide drive for the “highest” grades A and A* What about the “higher” grades? D-C and C-B At risk students already supported Use the data from last week's departmental meeting to identify key students
- 8. What does the first 121 look like? First 121 may last up to 10-15 minutes What is your target grade? How many hours per week do you spend on independent work? What do you do to help you learn and practice your subject? Show me your class notes -how organised are you? Do you throw away class work?
- 9. What does the first 121 look like? What are your weak areas? What areas do you often miss out on a couple of marks ? (Highest) Recognize the root cause of any difficulty using questioning skills Could use a SWOT analysis Can you work out the solution?
- 10. Self evaluation Where am I now? The learner reflects, evaluating their own skills, knowledge, values and attitudes Goal setting Where do I want to be? The learner considers their aspirations and sets personal goals or targets Action plan How can I get there? How can I close the gap between where I am and where I want to be? Action! Carry out the action plan, monitoring its implementation
- 11. Action plan What are YOU going to do about your learning? Goal setting Study skills Independent learning Encourage self assessment - wheel Use outcome checklists Diaries/journal
- 12. Follow up 121s Ideally once per fortnight Monitor and assess – keep a record Track progress in interim tests Re evaluate plan if not working Smart targets on Promonitor Use the study skills prompter
- 13. What about the rest? Engaging activities that require immediate whole class assessment Learning groups Design an exam question and mark scheme (share with peers) Presentation Sequencing and story boarding Modelling and verbalising
- 14. Skills prompter Study-cover- write-check Review as You Go use of “old” topics Revision cards IT based learning package Short burst revision quizzes Extension reading Videos Study buddy Compare & contrast Mind maps Mnemonics Command verbs Peer coaching - verbalising Past exam questions and mark schemes Rewrite knowledge SWOT analysis
- 15. Higher grades Skills prompter Study -cover- write - check Review as you go – use of “old” topics Revision cards Extension reading IT based learning package Short burst revision quizzes Mind maps Past exam questions and mark schemes Videos Mnemonics Command verbs Peer coaching - verbalising Study buddy – C and C Rewrite knowledge SWOT analysis
- 16. lHighest grades Interesting reading activities Expecting reading notes Reorganising the material into a different form Reading for information Reading for criticism Expecting to make a presentation Expecting a discussion Stretch and challenge activities – data analysis Skills prompter
- 17. GROW Goals Reality Outcomes (action) When Think about who you might invite to the consultation event. Plan what you might say to them in terms of GROW (or SMART if your prefer)
- 18. Summary and feedback More rigorous approach More frequent 121s Regular monitoring and assessing How well could this be implemented? Barriers to 121s? Student logs Try it out and feed back