Delivering learning coaching functions in an organisation2

Learning Coach Training

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Delivering Learning Coaching Functions in an Organisation

Aims for the session

Explain the background to Learning Coaches in relation to Learning Pathways 14-19

Explain key functions of the learning 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

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An introduction to the work of learning coaches

Learning Pathways 14-19 Guidance II 2006

Element Desciption

Individual Learning Pathway

Individually tailored leading to approved qualifications at the appropriate level at the right time to meet the needs of the learner

Wider Choice and Flexibility

Wider choice of relevant options from a range of domains, and greater flexibility to vary speed and direction of pathway

The Learning Core

Wider learning consisting of the skills, knowledge, understanding, values and experiences learners will need

Learning Coach

Entitlement to learning support: opportunity to discuss learning and progress on a regular basis

Personal Support

Access to personal support when needed: self-referral or by agreement with the learner, referral by someone else

Careers Advice and Guidance

Impartial careers advice and guidance to inform the individual’s Learning Pathway

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Learning Coach Support

What is Learning Coaching?It can be the role of a person, or a function carried out by a team, providing significant support to learners to:

Help them develop learning skillsMake best use of and develop their learning stylesMaximise their development in a variety of areas of intelligence, including emotional intelligenceLearning Coach support will also help them to identify goals and plan an appropriate individual learning pathway which takes account of skills, attributes and experience

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Learning Coaching

Work as part of team in learning setting under learning professional to ensure consistency and continuity

Regular support to value learning, encourage learner and overcome any barriers to learning

Can work with young person to identify appropriate personal support

Can refer to personal support professional with young person’s consent

Keeps record of Learning Pathways and updates for lead learning settings

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Learning Coach Entitlement

Each learner should be entitled to assistance in developing a Learning Pathway through:• access to specific learning coach support, either as an individual or as oneof a small group;• 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 through personal support, Careers Wales and other innovative routes involving new technology.

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Why might a young person be referred to a Learning Coach?

Absenteeism / prolonged absence due to illness

Lack of organisationLack of motivationBehavioral problemsRelationships – peers, family,

teachers, etc.Self-esteemUndiagnosed learning

difficulties

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Proposals for a Learning and Skills Measure 2008

All 14-19 year olds are required to have access to learning coach support to assist them in:developing their learning

skills;making better use of, and

developing, their own learning styles,

maximising their own development in a variety of areas of intelligence including emotional intelligence.

Learning and Skills Measure

This statutory guidance aims to provide details about how the Learning and Skills (Wales) Measure 2009 will work in practice to benefit 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

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10Learning & Skills Measure 2009

Guidance Document February 2011

Governing bodies should make available learning coaching to guide, coach and mentor young people to plan their individual learning pathway, make 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: 047/2011Date of issue: February 2011

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Learning Coaching Functions(taken from the Learning and Skills Wales guidance document February 2011)

Learning coaching should be available to support young people to:• develop their learning skills,

motivation and engagement;• make best use of and develop their

learning styles;• cope with transition at key points of

change during the 14-19 phase, 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

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Group Task

Discussion

What structures are in place here for the delivery of

learning coaching?

How effectively is learning coaching communicated?

Consider:• Learners• Colleagues• Parents/guardians

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Developing learning skills, motivation and engagement

Getting young people ‘on-board’

Creating and maintaining rapport

Body languageUse of voiceUse of language Pacing and leadingActive listeningCongruence

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Creating and maintaining rapportIce-breakers – a starting point for

disclosureFinding a point of interest – use

their enthusiasm about something as an anchor for subjects about which they feel less positive

Trust – making sure they know that you 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

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Body LanguageMatching an aspect of body

language – posture or gesturesMatching breathing patterns

Use of voiceSpeed }Intonation } matchingVolume }Pitch }

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Choice of LanguageTo suit their learning

preference – VAKTake notice of their choice of

words – and use them back (within reason!)

Avoid weasel wordsPacing and LeadingRespect the values, needs

and style of the learnerGo along with the aspects of

what is important to them

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Active ListeningRelaxed open posture & eye

contactNoticing body language as well as

dialogueUndivided attention – not watching

the clockInterested – nodding head, etc.CongruenceHaving all parts of yourself

working in harmony without conflict

Your body language and intonation reflect what you are saying

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Styles VAK

Questionnaire

Multiple Intelligences wheel

According to Howard Gardner, ‘understandings involve a mix of mental

representations, entailing different intelligences’. Gardner identifies at least seven intelligences, and it is now thought

that there are at least eight.

Try assessing your own balance of intelligences by completing the questionnaire

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Turning anti-clockwise? Turning clockwise?

The left side of your brain is dominant (most common).

The right side of your brain is dominant (less common).

Turning to the left or the right?

Left side Right side20

Logical, details are important; facts rule; words and language are important; present and past; mathematics and science; need order; practical; prefer safety.

Use feelings; need to know the whole picture; imagination rules; symbols and images are important; present and future; understand space and shape; believe; consider possibilities; prepared to take risks.

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Dominance

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Dominance Profiles

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The eye

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The ear

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The hand

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The foot

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What is your profile?

Consideration of Learning Styles

We are all differentWe have different learning

preferencesTeachers tend to have a preference

for deliveryWe 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

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Managing Change

Coping with transition at key points of change

during the 14-19 phaseChoices of courses for KS4

and KS5Changing school or form

classChanges at homeChanges in peer groupPhysical changesThe change from directed to

self-directed learning

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Planning an Individual Learning Pathway

Help the learner to identify goals and develop a learning pathway to meet them

Put learners learning needs first Help the learner to develop the skill of

how to learn Understand all aspects of Learning

Pathways Value formal, non-formal and informal

learning Aware of options available in local options

menu 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

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Group Task

Select one Learning Coaching function

Using the flip chart paper supplied, note the skills,

knowledge and understanding that is required to deliver that

function.

Learning Coach Functions

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Reflection

‘Reflection is a process in which individuals explore experiences in order to

lead to new understanding and

appreciation’

(Boud, Keogh and Walker, 1985)

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33 Learning for real comprehension comes from a sequence of experience, reflection, abstraction, and active testing

DESCRIPTIONWhat happened?

FEELINGSWhat were you

thinking and feeling?

EVALUATIONWhat was good and

bad about theexperience?

ANALYSISWhat sense

canyou make of

theSituation?

CONCLUSIONWhat else could you

have done?

ACTION PLANIf it arose again what

would you do?

Reflection – the Learning Cycle

Developed by Kolb, Dewey, Piaget & Lewin

It will always be available to you for study and revisiting

It can be private to you and of a style personal to you

It can allow you to challenge yourself

It can provide you with evidence of your development over time

It can provide you with clarity through the act of writing

34Keeping a reflective journals - benefits

Action Plan

An action plan is an integral part of the reflective journal

Look at the areas that have been identified for improvement

What is needed to improve?How will this happen?What times scales are

involved?How will you assess if the

improvement has been made?

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Delivering Learning Coach Functions in an Organisation

The Qualification

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1. Understand

learning coaching and its functions

1.1 Describe learning coaching in relation to Learning Pathways 14-19

1.2 Explain learning coaching functions

2. Know key

aspects of a learning coaching function

2.1 Select one learning coaching function and explain the skills, knowledge and understanding that is required to deliver the function

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3. Understand

how learning coaching relates to her/his working environment

3.1 Describe the delivery structures for learning coaching in her/his organisation

3.2 Explain how she/he contributes to the delivery of learning coaching within her/his organisation

3.3 Analyse how effectively learning coaching is communicated within the organisation to: Learners Colleagues Parents/guardians

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The Qualification



4. Be able to

reflect on and develop her/his delivery of learning coaching functions

4.1 Reflect on the impact of her/his delivery of learning coaching functions to include: Good practice Areas of improvement Learner outcomes

4.2 Develop an action plan for improving her/his practice

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The Qualification

The assessment criteria above need to be satisfied

using a

Reflective Journal

Remember:it can of a style personal to

youit can allow you to challenge

yourselfit will provide evidence for

assessment

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The Qualification

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Good luck!

Education

Delivering learning coaching functions in an organisation2