Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Learning to Learn Module Information

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Aims ‘Learning-to-learn’ comprises the disposition and ability to organize and regulate one’s own learning, both individually and in groups. It includes the ability to manage one’s time effectively, to solve problems, to acquire process, evaluate and assimilate new knowledge, and to apply new knowledge and skills in a variety of contexts — at home, at work, in education and in training.

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Aims Learning-to-learn contributes strongly to managing one’s own career path. Traditionally, learning has been aimed at the acquisition of knowledge, which has caused that social sectors with special difficulties – personal or social- had serious limitations to acquire, update, complete or improve their profile. The educator should focus on teaching to learn and teaching to transfer knowledge and skills between fields (personal, professional, educational).

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Objectives To improve the learning to learn skill in adult learners from groups at risk of exclusion. To develop learning to learn by means of a suitable methodology, that promotes the learner’s autonomy and responsibility. To formulate an approach to leaning setting learning goals (planning and monitoring achieving learning goals) To analyze the main learning styles.

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Objectives To find out how learners prefer to learn, what strategies they use, and how they can strengthen and complete them. To identify learning opportunities and to use appropriate information in order to solve defined problems. To improve ability to dedicate time to learning. To develop –self-motivation and confidence in one’s capability to succeed –Sense of initiative to learn –adaptability and flexibility

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Structure Lesson 1: Lifelong Learning 1.Lifelong Learning Importance and Definitions of Learning-to-learn competence Introduction to Adult learning theory; how adults learn Formal and informal continuous learning Main aspects of Learning-to-learn; seven (7) fundamental themes Lesson 2: Learning to learn skills, andragogy and learning styles 2. Learning to Learn skills Attention control Goal setting Cognitive restructuring Self evaluation

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Structure 3. Andragogy Self-concept Experience Readiness Orientation to learning Motivation to learn 4. Learning Styles Overview of learning styles Methodologies and strategies; analysis of learning styles and strategies Inventory of styles and learning strategies;

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module Structure Lesson 3: Time Management, Learning sources and Learning in groups –5. Time Management Scheduling and setting learning goals Planning and monitoring achieving learning goals Creating a to do list; Prioritizing tasks Avoiding postponing; developing self-discipline –6. Learning sources and Information Handling the information Techniques to analyze and organize information; transfer knowledge to a variety of situations and contexts

Learning to Learn This project has been funded with support from the European Commission. This [publication] communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. –7. Learning with others-Teamwork Promoting collaborative/ cooperative learning Developing social skills Team study; interaction; learn to self evaluate and evaluate other and processes