Nina’s Notes

Nina’s Notes is also my other website (NinasNotes.fi), designed for faculty and discussing ways to support adult students. You may be interested in Learning Strategies page. 🙂

Nina’s Notes for “12 more active steps to a Coaching Classroom”  by Martin Richards, 2024

1 – Positive Language: The strategies discussed in the 12 steps are very closely related to SEL (Social-Emotional Learning ) and TIP (Trauma-Informed Practices). To decrease the impact of Adverse Childhood Experiences (ACEs) we need Trauma-Informed Schools where all adults are aware of how to build  positive experiences and increase HOPE (Healthy Outcomes from Positive Experiences). Positive Language is an important part of learner-centered education, using the Power of Positive Regard to see students as they are instead of how we wanted them to be, and strategies that support students’ self-regulation

2- Humour: We as adults, educators and coaches need to hone our SEL competency of Relationship skills Curious, capable, creative and complete is also the underlying belief in Unconditional Positive Regard we
use to help people choose their actions.

3 – Asking not telling: This chapter is very much about learner agency. I love the shift of educators becoming guides. Here is an article about Sage on the Stage from 2013

Here is a page about Learning strategies  and here more information about engagement levels

4 – Asking open questions: This chapter discusses the essential foundations of higher order learning (or critical thinking) and making learning meaningful for students achieved by asking those important open-ended questions! The lightbulb–moments when students have those a-ha experiences are when deeper learning is happening. Learning theories for deeper learning and Deep Learning posts are important reads for learner agency.

5 – Asking for feedback: References: Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. And Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), 135-147.  Available at researchgate.  Here is the original student-centered from APA: Student-centered learning and teaching

6 – Learning from Mistakes: We can build these emotionally safe learning environments by focusing on learning as a process! Is Learning a Product or a Process?

7 – Agreements Some strategic learners choose to use shallow learning to pass the test to get good grades – think of using flashcards to cram for an exam, instead of increasing personal understanding or learning for life. Learning Theories for Deeper Learning

8 – Agendas  American Psychological Association (2020). The APA Guide to College Teaching: Essential Tools and Techniques Based on Psychological Science. https://www.apa.org/ed/precollege/undergrad

American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning.  http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf

American Psychological Association, Coalition for Psychology in Schools and Education. (2019). Top 20 principles from psychology for early childhood teaching and learning. https://www.apa.org/ed/schools/ teaching-learning/top-twenty-early-childhood.pdf

9 – Setting Goals  Making a PACT with oneself Nesslabs about the paradox of goals

10 – Learning Experiences Transformative Learning Experiences on Notes from Nina

11 – Role Models  Here is a take of Robert Kegan’s older version of his theory, kind of building on top of Kohlberg’s moral development theory. And this is the cute one-pager: “How do You Know?”  with the Drago-Severson expansion on it: Pillars for Adult Learning

12 – Values and Beliefs The devastating Impact of ACEs on learning and development, AND a reminder that we ALL can provide HOPE by building those positive experiences for our students.

🙂

3L learning

Learning in and out of school in diverse environments: Life-long, life-wide, life-deep. LIFE Center, University of Washington, Stanford University, and SRI International, 2007. Retrieved from: LIFE center

The 3C Framework for IDEAL Learning

This framework is built on understanding how learning and instruction are two separate processes.  Learning doesn’t always require instruction. Instruction doesn’t always lead to learning. In IDEAL situations these two processes balance each other.

IDEAL learning experiences

Intrinsic interest and dispositions for deeper learning are the foundations for IDEAL learning experiences in higher education. Learner-centered environment supports students’ engagement well beyond mere participation in learning activities. Learner agency can be supported by providing choices for learners, building the foundations for lifelong learning, that is ubiquitous and unbound.

Learning and instruction are not the two sides of the same coin, but two separate processes. Everyone learns without teaching. Most people learn better when taught. Yet, learning is so individual that we shouldn’t assume that what was taught was also learned. Learning is the essence of everyday living experiences [1].

I would love to help you create better learning experiences for your students.

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Merriam, S. B. (2018). Adult learning theory. In K.Illeris (Ed.) Contemporary Theories of Learning: Learning Theorists… In Their Own Words. (pp.83-96). Routledge.

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