The document discusses the role of learning coaches in supporting students ages 14-19 in developing learning skills and individual learning pathways through regular coaching sessions, helping with transitions, and addressing any barriers to learning. It outlines the key functions of learning coaches in areas like developing learning styles, motivation, and goal-setting. Guidelines are provided for how learning coaching should be delivered and structured within an organization to best support students.

1. Learning Coach Training
1
Delivering Learning Coaching
Functions in an Organisation

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
 Behavioral 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
Learning Gardner, ‘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.

21. 21
21
Dominance

22. 22
22
Dominance
Profiles

23. 23
The
eye

24. 24
The
ear

25. 25
The
hand

26. 26
The
foot

27. 27
What is
your
profile?

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

40. 40
Good luck!