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.
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.
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