Learning coaching

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Learning coaching supports and accompanies learners of all ages, especially schoolchildren, students, trainees, employees and managers, on an agreed basis in specific learning and counseling settings through methods of inductive counseling and intervention in developing personal learning competence, i.e. the ability to develop new information and to save it to be able to access and use.

Emergence

The term learning coaching was already used in the 1990s by tutoring institutes, which combined various coaching techniques known from the fields of sport or the world of work with learning situations. In the scientific field, Professors Hameyer and Pallasch, University of Kiel, developed a humanistic learning coaching model, known as the Kiel model, as part of Advanced Studies (AS). Since the beginning of the 2010s, this model has been further developed by various exponents, particularly from Swiss universities such as the Thurgau University of Education.

In the meantime, however, the term learning coaching is also used by other actors in education and training with very different conceptual backgrounds. Here z. B. Elements taken from the following directions: NLP, systemic coaching, solution-oriented therapy approaches, counseling and communication theories as well as learning diagnostics. At some schools, learning coaching is also known as school or student coaching.

Demarcation

Learning coaching is differentiated from “ tutoring ”, “ learning to learn ” and “ learning therapy ”. In contrast to private tuition, learning coaching is not, or not primarily, about help in developing specialist content or closing material gaps. Learning coaching has a lot of overlap with learning, since in both cases it is about the promotion of general learning skills. While learning learning in pedagogical practice is primarily about imparting and training learning strategies and learning competencies in the school environment, learning coaching focuses on individualized, resource-oriented support and support for the learner as a holistic person. In contrast to learning therapy, learning coaching understood in this way should not primarily deal with specific learning disorders, but lay the general foundations for a meaningful and constructive approach to one's own weaknesses and deficits. In practice, however, overlaps are frequent and the boundaries, also with regard to psychotherapy or family therapy, are fluid.

Possible applications

Learning coaching is a central instrument for promoting self-regulated learning , which in turn is central to lifelong learning . So it has its place in everyday school life as well as in supplementary individual offers. A distinction must be made between whether learning coaching is carried out in specially set up sessions or as part of regular (class) lessons. Since this integrated setting often takes place (or has to take place) in much shorter time frames than a classic learning coaching session, the term "micro-coaching" has become established for this form of learning coaching in recent years. This is normally carried out by a suitably trained teacher within the framework of their class, while classic learning coaching sessions are often led by external specialists.

In principle, learning coaching is not tied to specific learning content, as it is about the individualized development of interdisciplinary, generalizable learning strategies and learning techniques. What is special about learning coaching is that the learning coach not only develops learning strategies with the learners entrusted to him, but also focuses on topics such as motivation and self-management , e.g. B. in exam situations, works. The learning coaching pursues a holistic approach that focuses on the personality and personal feeling of the learner. The learning coach also deals with subject-specific tasks such as vocabulary learning in that the newly learned strategies are applied and practiced on them. With the help of specific learning strategies, partial performance weaknesses such as dyslexia , dyscalculia or concentration deficits, such as those found in attention deficit / hyperactivity disorder (ADHD), can be compensated. A learning coach should not be confused with a therapist (see definition above).

methodology

Basically, based on the knowledge of education and neurobiology, the greatest learning success can be achieved when learning takes place in a positive-emotional, motivated / motivating and concentrated state. Regardless of whether the learning coaching takes place in classic sessions or in the form of micro-coaching in the classroom, the learning coach promotes the self-controlled activation of this state through the use of resource and goal-oriented methods and techniques, through client-oriented target work, through the development of efficient learning strategies and by dissolving inner blockages, for which he can also use creative mental or body-oriented change techniques.

A central component of every learning coaching based on the Kiel and Thurgau models is the pedagogical conversation. This is characterized by the following core elements: resource orientation, solution orientation, non-directive solution selection and circularity. In contrast to classic coaching, as we know it from football, for example, the learning coach does not tell the learner what to do after having analyzed the situation as an expert. Rather, in such an approach, the learning coach tries to leave the content-related lead with the learner for as long as possible and to limit himself to controlling the process. Active listening is therefore one of the most important methods of such learning coaching. The learning coach only actively contributes his learning expertise when the learner has decided on a goal and formulated his own solution ideas. The learning coach takes these up and supplements them in the form of content extensions or alternatives with his expert knowledge. In the end it is up to the learner to choose the solution variant that suits him best. This approach ensures that the learner actually supports and implements the solution that has been developed, much sooner than with a directive, prescriptive coaching.

The LALEM model (solution-oriented, agogic learning coaching model) developed by Martin & Lügstenmann as part of the Thurgau model is currently the most elaborate instrument for designing such learning coaching discussions.

In contrast to " tutoring " or " learning therapy ", work with the coach in a classic learning coaching setting is limited to a few sessions. Learning coaching in the form of short micro-coaching, on the other hand, can be continuously integrated into the school learning process. Basically, such micro-coaching is based on the same core elements and principles, even if the individual steps naturally have to be tightened up in micro-coaching.

process

A learning coaching conversation, which is based on the principles described above, always moves along the stations of capturing the situation (including the learner's emotional state) and formulating goals towards the solution work and back. Accordingly, a classic learning coaching process usually starts with a conversation in which the learning and emotional state of the learner is determined. True to the premise of solution orientation, this first step is kept as short as possible, but as long as necessary. In addition, simple educational test procedures can also be used. The focus is always on the learner's personal perception. With the help of the learning coach, he or she then decides which coaching focal points (e.g. resources, learning process design, concentration, motivation or emotion management in specific situations) make sense to him or her and which goals are aimed at in the learning coaching.

literature

  • Michele Eschelmüller: learning coaching; from knowledge mediator to learning companion. Basics and practical help. Verlag an der Ruhr, Mülheim an der Ruhr 2008, ISBN 978-3-8346-0393-7
  • Hanna Hardeland: Learning coaching and learning advice. Accompany and support learners effectively in their learning process. A book for the (further) development of theoretical and practical (learning) coaching skills. Schneider Verlag Hohengehren, Baltmannsweiler 2013, ISBN 978-3834011985 .
  • Pierre-Yves Martin: Successful handling of micro-coaching situations in the classroom. In: Pierre-Yves Martin, Torsten Nicolaisen (Ed.): Promoting learning strategies - models and practical scenarios. Beltz Juventa, Weinheim, 2015, pp. 172-184, ISBN 978-3-7799-3253-6 .
  • Torsten Nicolaisen: Learning coaching practice: coaching in pedagogical fields. Beltz Juventa, Weinheim, 2013, ISBN 978-3-7799-3253-6 .
  • Waldemar Pallasch, Uwe Hameyer: Learning coaching. Theoretical basics and practical examples for a didactic challenge. Juventa-Verlag, Munich 2008, ISBN 978-3-7799-2136-3
  • Waldemar Pallasch, Detlef Kölln: Pedagogical conversation training Learning and training program to impart pedagogical-therapeutic conversation and counseling skills (9th edition). Beltz Juventa, Weinheim 2014, ISBN 978-3-7799-3201-7

Web links

  1. ↑ a b Waldemar Pallasch, Uwe Hameyer: Learning coaching. Theoretical basics and practical examples for a didactic challenge . Juventa-Verlag, Munich 2008, ISBN 978-3-7799-2136-3 .
  2. ↑ LALEM
  3. ↑ a b c d Pierre-Yves Martin, Gaudenz Lügstenmann: LALEM- solution-oriented agogic learning coaching model. In: Lernexperte.ch. Retrieved June 5, 2020 .
  4. ↑ a b c Torsten Nicolaisen: Lerncoaching-Praxis: Coaching in pedagogical fields of work. Beltz Juventa, Weinheim 2013, ISBN 978-3-7799-3253-6 .
  5. ↑ Torsten Nicolaisen: Introduction to systemic learning coaching . Carl-Auer, Heidelberg 2017, ISBN 978-3-8497-0196-3 .
  6. ↑ Michele Eschelmüller: Learning coaching; from knowledge mediator to learning companion. Basics and practical help . Publishing an der Ruhr, Mülheim an der Ruhr 2008, ISBN 978-3-8346-0393-7 .
  7. ↑ Hanna Hardeland: Accompany and support learners effectively in their learning process . Schneider Verlag Hohengehren, Baltmannsweiler 2013, ISBN 978-3-8340-1198-5 .
  8. ↑ Pierre-Yves Martin: Learning strategies and their promotion. Sustainable promotion of interdisciplinary learning skills . No. 9 . School magazine 5-10, 2017, p. 51-54 .
  9. ↑ Pierre-Yves Martin: Successful handling of micro-coaching situations in the classroom. In: Pierre-Yves Martin, Torsten Nicolaisen (Ed.): Promoting learning strategies - models and practical scenarios . Beltz Juventa, Weinheim 2015, ISBN 978-3-7799-3253-6 , pp. 172–184 ( lernexperte.ch [accessed June 5, 2020]).
  10. ↑ Maja Storch: Do what you want !: How a vortex worm shows the way to satisfaction and freedom . 2nd Edition. Hogrefe, Bern 2016, ISBN 978-3-456-85659-9 .
  11. ↑ Gerald Hüter: Learning with joy - for a lifetime: Why we need a new understanding of learning. Seven theses on an expanded concept of learning and a selection of contributions to support it . Vandenhoeck & Ruprecht, Göttingen 2016, ISBN 978-3-525-70182-9 .
  12. ↑ Waldemar Pallasch, Detlef Kölln: Pedagogical conversation training Learning and training program to impart pedagogical-therapeutic conversation and counseling skills . Ed .: Beltz Juventa. 9th edition. Beltz Juventa, Weinheim 2014, ISBN 978-3-7799-3201-7 .