Coaching - Learning and Work Institutestats.learningandwork.org.uk/events_presentations/EnglishmathsESO… · Director, Oxfordshire Skills Escalator Centre CIC Ltd Bob Read Training

3 November 2016 Coaching to support self-directed English and maths learning

Resilience and responsiveness: English, Maths, ESOL Annual conference

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Coaching to support self-directed English and maths learning

Alexander BraddellDirector, Oxfordshire Skills Escalator Centre CIC Ltd

Bob ReadTraining and Development Adviser, Association of Colleges, Eastern Region



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Workshop plan

1. Introductions

2. Coaching approach (+ film!)

3. Discussion: possibilities, limitations



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ALL-SR projectAutonomous [L2] Literacy Learners – Sustainable Results (ALL-SR)

Dutch-led Erasmus+ project, Oct 2014 to Sept 2016



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Introduction activity

How should responsibility for learning be shared

between teacher and learner?

X marks the spot

Then introduce yourself to the person / people sitting near you and

compare results

100% 90-10 80-20 70-30 60-40 50-50 40-60 30-70 20-80 10-90 100%

Teacher Learner



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Starting pointClassroom teaching helps many adults to improve their English

and maths skills, but to sustain and develop those skills adults

need to go on learning outside of and beyond the classroom.

Many learners lack the strategies and confidence to engage in

this sort of self-directed learning.

Coaching = well-established way to help people take charge of

their own learning.

Can it help low-level second language learners?

How would that work?



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What the project did

Conceptual framework

Approach, with tools

Piloting

What do we mean by ‘self-directed learning’?

What attitudes, skills & knowledge are required?

Non-directive coaching

Methodology, guidance, resources

Project trains learning providers in approach

Providers test approach with learners



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PilotingWhere FE colleges, ACL, workplace

Who Learners = Second-language learners, mostly low-level

Coaches = Language teachers, volunteers

What 1:1, group, peer coaching

How Within / alongside formal provision

Informal learning contexts



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Find out more

www.itta.uva.nl/learnerautonomy/learner-autonomy-48

3 November 2016Coaching to support self-directed English and maths learning


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What happened?

Learners gain confidence, new strategies

Coaches gain new insight, strategies to support learning

Even though…

Very limited training, guidance for coaches

‘Coaches’ + learners still developing understanding of approach

Workplace pilot coach

Approach ‘empowers, engages, involves and respects the learner’

– eye-opening experience for some ‘coaches’



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Workplace pilotVolunteer literacy tutoring scheme run by adult social care employer

Tutors mostly retired EFL, ESOL, mainstream school teachers

Operational mangers recommend staff & identify learning needs/goals

Staff offered one hour per week in paid work time

Sessions focus on work-related literacy & language needs

Participation optional, welcomed by staff

Teaching model



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Workplace pilot: Coach voicesI started to think, ‘I'm only going to be seeing her every fortnight. She's got two weeks in between when she's at home, when she's with clients, when she's working with people.’ That's when it started to make sense… it's giving them tools.

I’ve learned more about [my learner] as a person in two coaching sessions than I did in six months of teaching her – and I have so much respect for her as a person!

We both [i.e. coach and learner] are aware at every session that we’re learning [how to make the coaching work]. But this is a way, I can see that. It’s good that responsibility comes from the learner.

She came into the room and sat down and then burst into tears. She said that nobody understands her, it’s all a waste of time, she is very stupid etc., etc. She was very distressed as you can imagine.



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Workplace pilot: Learner voicesI was the person that was mostly in control. It wasn't like sit in a classroom.

You feel more relaxed. It's not really, 'oh she's my teacher.' I feel like more like two people. I can tell what I needed, you teach me in a way what I needed. That is fantastic, it become less boring. Don't become like what's happen in the school most of the time.

When she teached me she choose all the subjects and everything what I have to do. For the coaching I have to choose what I want to learn and, if I've got some questions, I can ask and she's going to explain to me what it is. But always was my choice what I have to learn.

Maybe when you go teacher, teacher taking more responsibility to teach you. When you are learner in the coaching project, maybe I'm taking more responsibility to learn and not let down teacher.



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Coaching approach

Learning project version: coach + learner(s)

My plan peer coaching version: learners + teacher

Focus

• Responsibility (i.e. ‘ownership’ of goals, actions, outcomes)

• Awareness (i.e. of circumstances, self, options, obstacles)

• Confidence (linked to motivation, persistence)



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(Non-directive) CoachingWhat?

Help learner take charge of own learning by

• Building learner’s confidence

• Raising learner’s awareness (to support clear, accurate thinking)

How?

• Non-judgemental questioning to help learner become more aware

• Constructive challenge, ‘What else?’ ‘Is that realistic?’ ‘What’s the

real issue here?’

• Confidence-building reassurance, affirmation, ‘You can do it!’



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Coaching methodLife goal learning needs

Learning needs problem to solve

Solve problem Learning project or My Plan

Coaching / peer coaching model based on GROW model

Goals Reality Options Way forward

Learning projectSelf-directed learning project, supported by 12 coaching sessions

My PlanSelf-directed weekly study plan, supported by peer coaching

6. Evaluation of coaching

1. Goal setting

Three coaching objectives :

1. Build learner’s confidence

2. Help learner reflect (i.e. become more aware)

3. Help learn take full responsibility for their learning

Learning project(time limited)

3. Identifying resources

4. Action planning

5. Monitoring,

evaluation,

readjustment

0. Getting started

2. Goal adjustment

3 November 2016

Coaching to support self-directed English and maths learning

Resilience and responsiveness: English, Maths, ESOL Annual conference16

Learner

carries out

learning project

actions

Coach + learner(s): Learning project



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Peer coaching: My PlanMy Plan = weekly group discussion

Same easy-to-understand questions

First sessions: group conversations about long term goal

• Why do you want to learn Dutch?

• What is your plan?

• How long will it take to reach your goal?

• How much time do you want to invest?

• When do you want to make time to study?

Later sessions: coaching in pairs about learning goal for coming week

• What are you going to do this week?

• Where, when are you going to study?

• Who can you ask for help?

• Can I ask you next week how your plan went?



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Film: Peer coachingWorkplace Dutch-for-migrants course

10 minute film by Annemarie Nuwenhoud

Learners = cleaners at mental health care institute, Nederlands

Learner level in Dutch = beginner to low(ish) intermediate [CEFR A2]

Course goal = improve ability to communicate at work in Dutch

Coaching goals

Awareness, responsibility, ownership of learning goals

Confidence in ability to learn Dutch

Autonomous learning, sustainable learning



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DiscussionPossibilities

Limitations

Your thoughts



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Other avenues to exploreMotivational Dialogue on Employability programme -

- background, tutor workbooks & toolkit

http://www.excellencegateway.org.uk/content/etf1908

- video clips

Developing the Autonomous Learner

- five case studies of FE tutors promoting

learner autonomy within the classroom

Developing Learner Resilience

- in English teaching & Maths teaching

http://www.excellencegateway.org.uk/content/etf1908

http://isos.excellencegateway.org.uk/Motivational-Dialogue/screens/e2e1_000_001_005/page.html

http://content.yudu.com/Library/A2aaa8/DevelopingLearnerAut/resources/index.htm?referrerUrl=http://free.yudu.com/item/details/1042722/Developing-Learner-Autonomy---a-case-study-of-five-teachers-at-SEEVIC

https://booking.etfoundation.co.uk/course/details/8?return=browse

https://booking.etfoundation.co.uk/course/details/7?return=browse



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Take it further

Support to pilot the approach

Training, resources

[email protected]

[email protected]

Documents

Coaching - Learning and Work Institutestats.learningandwork.org.uk/events_presentations/EnglishmathsESO… · Director, Oxfordshire Skills Escalator Centre CIC Ltd Bob Read Training