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Delivering learning coaching functions in an organisation

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  • 1. Learning Coach Training 1 Delivering Learning Coaching Functions in an Organisation
  • 2. 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 2 An introduction to the work of learning coaches
  • 3. 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 3
  • 4. 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 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 4
  • 5. Learning Pathways 14- 19 Guidance II 2006 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 5
  • 6. Learning Pathways 14- 19 Guidance II 2006 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 one of 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. 6
  • 7. Why might a young person be referred to a Learning Coach?  Absenteeism / prolonged absence due to illness  Lack of organisation  Lack of motivation  Behavioural problems  Relationships – peers, family, teachers, etc.  Self-esteem  Undiagnosed learning difficulties 7
  • 8. 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. 8
  • 9. 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 9
  • 10. 10 Learning & 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: 047/2011 Date of issue: February 2011
  • 11. 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. 11 Slide 30
  • 12. 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 12
  • 13. Developing learning skills, motivation and engagement Getting young people ‘on-board’  Creating and maintaining rapport  Body language  Use of voice  Use of language  Pacing and leading  Active listening  Congruence 13
  • 14. Developing learning skills, motivation and engagement Creating and maintaining rapport  Ice-breakers – a starting point for disclosure  Finding 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 14
  • 15. Developing learning skills, motivation and engagement Body Language  Matching an aspect of body language – posture or gestures  Matching breathing patterns Use of voice  Speed }  Intonation } matching  Volume }  Pitch } 15
  • 16. Developing learning skills, motivation and engagement Choice of Language  To suit their learning preference – VAK  Take notice of their choice of words – and use them back (within reason!)  Avoid weasel words Pacing and Leading  Respect the values, needs and style of the learner  Go along with the aspects of what is important to them 16
  • 17. Developing learning skills, motivation and engagement Active Listening  Relaxed open posture & eye contact  Noticing body language as well as dialogue  Undivided attention – not watching the clock  Interested – nodding head, etc. Congruence  Having all parts of yourself working in harmony without conflict  Your body language and intonation reflect what you are saying 17
  • 18. 18 Learning 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
  • 19. 1919 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?
  • 20. Left side Right side 20 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.
  • 21. 21 21 Dominance
  • 22. 22 Dominance Profiles 22
  • 23. 23 The eye
  • 24. 24 The ear
  • 25. 25 The hand
  • 26. 26 The foot
  • 27. 27 What is your profile?
  • 28. Consideration of Learning Styles  We are all different  We have different learning preferences  Teachers tend to have a preference for delivery  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 28
  • 29. Managing Change Coping with transition at key points of change during the 14-19 phase  Choices of courses for KS4 and KS5  Changing school or form class  Changes at home  Changes in peer group  Physical changes  The change from directed to self-directed learning 29
  • 30. 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 30
  • 31. 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 31
  • 32. Reflection ‘Reflection is a process in which individuals explore experiences in order to lead to new understanding and appreciation’ (Boud, Keogh and Walker, 1985) 32
  • 33. 33 Learning for real comprehension comes from a sequence of experience, reflection, abstraction, and active testing DESCRIPTION What happened? FEELINGS What were you thinking and feeling? EVALUATION What was good and bad about the experience? ANALYSIS What sense can you make of the Situation? CONCLUSION What else could you have done? ACTION PLAN If it arose again what would you do? Reflection – the Learning Cycle Developed by Kolb, Dewey, Piaget & Lewin
  • 34.  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 34 Keeping a reflective journals - benefits
  • 35. 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? 35
  • 36. 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 36
  • 37. LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: 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 37 Delivering Learning Coach Functions in an Organisation The Qualification
  • 38. LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: 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 38 Delivering Learning Coach Functions in an Organisation The Qualification
  • 39. The assessment criteria above need to be satisfied using a Reflective Journal Remember:  it can of a style personal to you  it can allow you to challenge yourself  it will provide evidence for assessment 39 Delivering Learning Coach Functions in an Organisation The Qualification
  • 40. 40 Good luck!

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