Learning Coaches

Cymraeg

Inside ‘Study Strategies’

Publications Editor Marian Cooper joined the group in Cardiff for Module 4

In January and February I went along to the Study Strategies training days in Cardiff, led by module writer Helen Williams and co-deliverer Ann George.

The first day started with an introduction to the idea of ‘flow’, the optimal mental state for any learning experience. In this state you work at your best because motivation is strong and the level of challenge is high but not impossible. In groups we discussed when we had experienced flow for ourselves and tried to identify the common features. The discussion highlighted that as well as several similarities there were differences in what enabled people to get into a state of flow – for example, some were motivated by high expectations whereas others were not.

Helen and Ann explained that by getting a sense of how we did best, we would be able to help others to work out how they did so too. To help with this, we were given a notebook in which to make observations about our own learning and we were encouraged to do this throughout the two days.

We experienced several strategies that could be used with young people. One that I found particularly interesting was that of transferring expertise. Using this technique you work out what skills you use to do something you are confident in and use them to help in a situation where you are less confident. Other topics we covered included goal-setting, in which we were introduced to a strategy for working back from a goal to determine the early steps for action; time management; Brain Gym; and the concept of ‘dominance profiles’ – how the ear, eye, hand, foot and side of the brain we favour can affect our creativity or ability to react under pressure.

We finished Day 1 with a visualisation exercise, in which we imagined preparing for something that we had to do. At the beginning of Day 2 we revisited this; some people had begun to work towards goals because they had visualised the steps so strongly, and we discussed how this technique could be used with young people.

As Day 2 continued, we considered the importance of encouraging young people to ask questions and practised this in two different situations. We also tried out an active reading technique on some of the resource material available during the session.

We looked into mind mapping quite extensively, and tried out some memory strategies, doing practical exercises that showed how the brain filters and stores information. Ann emphasised the importance for memory of being able to make sense of what we are trying to remember: it has to be interesting or important to us, and what makes something interesting or important is very personal. Self-reflection is an important tool to help determine this.

Bringing together everything we had learned, we looked at how we could gain an insight into a young person’s learning strategies, perhaps helping them to identify something that they had not considered that was holding them back.

The day finished with free time to look at some of the many resources – paper and electronic – that are available to help with study strategies.

The learning coaches’ views
What did they like best about the Study Strategies training days?

“I enjoyed the Brain Gym exercise and doing the mind mapping.” Jen Denham, Learning Support Assistant and Higher Level Teaching Assistant

“I liked learning about transferring skills from one activity to another; it’s relevant to my role.” Jaime Evans, Youth Mentor

“I really enjoyed learning about the concept of flow and the use of metaphors to transfer skills from one situation to another.” Rhys Griffiths, Behavioural Support Assistant

“This is the best module so far because we can use what we’re learning now.” Becky Jerman, Learning Development Youth Worker

April 2007