Delivering learning coaching functions in an organisation


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Delivering learning coaching functions in an organisation

  1. 1. Learning Coach Training 1 Delivering Learning Coaching Functions in an Organisation
  2. 2. 2 Aims for the sessionAn  Explain the background to Learningintroduction Coaches in relation to Learningto the work Pathways 14-19of learning  Explain key functions of the learningcoaches 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. 3 Element DesciptionLearning Individual Individually tailored leading to approvedPathways Learning qualifications at the appropriate level at the Pathway right time to meet the needs of the learner14-19 Wider Choice Wider choice of relevant options from aGuidance II and Flexibility range of domains, and greater flexibility to vary speed and direction of pathway2006 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. 4 What is Learning Coaching?Learning It can be the role of a person, or a function carriedCoach 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. 5  Work as part of team in learningLearning setting under learning professional toPathways 14- ensure consistency and continuity19 Guidance  Regular support to value learning,II 2006 encourage learner and overcome any barriers to learningLearning  Can work with young person to identify appropriate personal supportCoaching  Can refer to personal support professional with young person’s consent  Keeps record of Learning Pathways and updates for lead learning settings
  6. 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 one19 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, availableLearning through personal support, Careers Wales and other innovative routes involving newCoach technology.Entitlement
  7. 7. 7  Absenteeism / prolonged absence due to illness  Lack of organisation  Lack of motivation  Behavioural problemsWhy might  Relationships – peers, family,a young teachers, etc.person be  Self-esteemreferred to  Undiagnosed learning difficultiesa LearningCoach?
  8. 8. 8Proposals for All 14-19 year olds are required to have access to learning coacha Learning support to assist them in:and SkillsMeasure  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. 9  This statutory guidance aims toLearning provide details about how the Learning and Skills (Wales) Measureand Skills 2009 will work in practice to benefitMeasure 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. 10 Guidance Document February 2011Learning  Governing bodies should make available& Skills learning coaching to guide, coach and mentor young people to plan theirMeasure individual learning pathway, make2009 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. 11 Learning coaching should be available toLearning support young people to: • develop their learning skills, motivationCoaching and engagement;Functions • make best use of and develop their(taken from the learning styles;Learning and Skills • cope with transition at key points ofWales guidancedocument 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. 12 What structures are in place here for the delivery of learning coaching?GroupTask How effectively is learning coaching communicated? Consider:Discussion • Learners • Colleagues • Parents/guardians
  13. 13. 13 Getting young people ‘on-board’Developinglearning  Creating and maintaining rapportskills,  Body languagemotivation  Use of voiceand  Use of languageengagement  Pacing and leading  Active listening  Congruence
  14. 14. 14 Creating and maintaining rapport  Ice-breakers – a starting point forDeveloping disclosurelearning  Finding a point of interest – use theirskills, enthusiasm about something as an anchor for subjects about which they feelmotivation less positiveand  Trust – making sure they know that youengagement 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. 15 Body Language  Matching an aspect of bodyDeveloping language – posture or gestureslearning  Matching breathing patternsskills,motivation Use of voiceand  Speed }engagement  Intonation } matching  Volume }  Pitch }
  16. 16. 16 Choice of Language  To suit their learning preference –Developing VAKlearning  Take notice of their choice ofskills, words – and use them backmotivation (within reason!)and  Avoid weasel wordsengagement 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. 17 Active Listening  Relaxed open posture & eye contactDeveloping  Noticing body language as well aslearning dialogueskills,  Undivided attention – not watching themotivation clockand  Interested – nodding head, etc. Congruenceengagement  Having all parts of yourself working in harmony without conflict  Your body language and intonation reflect what you are saying
  18. 18. 18 According to Howard Gardner,Learning ‘understandings involve a mix of mental representations, entailing differentStyles intelligences’. Gardner identifies at least seven intelligences, and it is now thought that there are at least eight.VAKQuestionnaire Try assessing your own balance ofMultiple intelligences byIntelligences completing thewheel questionnaire
  19. 19. Turning to the left or the right? 19Turning 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. 20. Left side Right side 20Logical, details are Use feelings; need toimportant; facts rule; know the whole picture;words and language imagination rules;are important; present symbols and images areand past; mathematics important; present andand science; need future; understand spaceorder; practical; prefer and shape; believe;safety. consider possibilities; prepared to take risks.
  21. 21. 21 21 Dominance
  22. 22. 22 22DominanceProfiles
  23. 23. 23Theeye
  24. 24. 24Theear
  25. 25. 25Thehand
  26. 26. 26Thefoot
  27. 27. 27What isyourprofile?
  28. 28. 28  We are all different  We have different learning preferencesConsideration  Teachers tend to have a preference forof Learning deliveryStyles  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. 29 Coping with transition at key points of change during the 14-19 phase  Choices of courses for KS4 andManaging KS5Change  Changing school or form class  Changes at home  Changes in peer group  Physical changes  The change from directed to self-directed learning
  30. 30. 30  Help the learner to identify goals and develop a learning pathway to meet themPlanning  Put learners learning needs first Help the learner to develop the skill of how toan  learnIndividual   Understand all aspects of Learning Pathways Value formal, non-formal and informal learningLearning  Aware of options available in local options menuPathway   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. 31 Select one Learning Coaching functionGroup Using the flip chart paperTask supplied, note the skills, knowledge and understanding that is required to deliver that function. Learning Coach Functions
  32. 32. 32 ‘Reflection is a process in which individuals exploreReflection experiences in order to lead to new understanding and appreciation’ (Boud, Keogh and Walker, 1985)
  33. 33. 33 Learning for real comprehension comes from a sequence of experience, reflection, abstraction, and active testingReflection– the DESCRIPTION What happened?Learning ACTION PLAN FEELINGS If it arose again what What were youCycle would you do? thinking and feeling? EVALUATION CONCLUSION What was good andDeveloped by What else could you bad about the have done?Kolb, Dewey, experience? ANALYSISPiaget & Lewin What sense can you make of the Situation?
  34. 34. 34  It will always be available to you for study and revisiting  It can be private to you and of aKeeping a style personal to you  It can allow you to challengereflective yourselfjournals -  It can provide you with evidence of your development over timebenefits  It can provide you with clarity through the act of writing
  35. 35. 35  An action plan is an integral part of the reflective journal  Look at the areas that have been identified for improvementAction  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. 36 LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can:DeliveringLearning 1. Understand learning 1.1 Describe learning coaching in relation to Learning PathwaysCoach coaching and 14-19Functions in its functions 1.2 Explain learning coachingan functionsOrganisation 2. Know key 2.1 Select one learning coachingThe Qualification aspects of a function and explain the skills, learning knowledge and understanding coaching that is required to deliver the function function
  37. 37. 37 LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can:DeliveringLearning 3. Understand 3.1 Describe the delivery structures how learning for learning coaching in her/hisCoach coaching organisationFunctions in relates to her/his 3.2 Explain how she/he contributesan working to the delivery of learningOrganisation environment coaching within her/his organisationThe Qualification 3.3 Analyse how effectively learning coaching is communicated within the organisation to: Learners Colleagues Parents/guardians
  38. 38. 38 LEARNING OUTCOMES ASSESSMENT CRITERIADeliveringLearning The learner will: The learner can:CoachFunctions in 4. Be able to 4.1 Reflect on the impact of her/hisan reflect on and develop delivery of learning coaching functions to include:Organisation her/his Good practice delivery of Areas of improvementThe Qualification learning Learner outcomes coaching functions 4.2 Develop an action plan for improving her/his practice
  39. 39. 39 The assessment criteriaDelivering above need to be satisfiedLearning using aCoachFunctions in Reflective JournalanOrganisation Remember:  it can of a style personal to youThe Qualification  it can allow you to challenge yourself  it will provide evidence for assessment
  40. 40. 40Good luck!