1. 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 (L2L) Lesson 1: Lifelong learning

2. 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. “One of the basic skills for success in the knowledge society is the ability to learn” (European Commission, 2004) Learning to learn

3. 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. With increasingly rapid changes in the work place, in part due to changing technology and as a result of changing societal needs in the context of globalization, citizens must learn to learn in order that they can maintain their full and continued participation in employment and civil society or avoid risk of social exclusion. L2L: Importance & Definitions (1)

4. 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” as a process of discovery about learning involves a set of principles and skills which, if understood and used, help learners learn more effectively and so become LEARNERS FOR LIFE. –At its heart is the belief that learning is learnable. L2L: Importance & Definitions (2)

5. 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 can be defined formally as the act, process, or experience of gaining knowledge or skills. –Learning to learn definitions are drawing on ideas of metacognition, thinking skills, self-regulation, self-efficacy and self-esteem. L2L is sometimes equated with lifelong learning or at least the foundational elements in lifelong learning skills (Cornford, 2002) and requires the development of metacognitive skills and techniques (Sternberg, 1998), as well as the development of self-regulation more broadly. Learning to learn is not a single entity or skill, but a family of learning practices that enhance one’s capacity to learn.” L2L: Importance & Definitions (3)

6. 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 (L2L) is the ability to pursue and persist in learning, to organize one’s own learning, through effective management of time and information, both individually and in groups. – L2L competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. –L2L engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training. (Paragraph 5, annex, Education Council, 2006) L2L: Importance & Definitions (4)

7. 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. “I guess I could call myself smart. I can usually get good grades. Sometimes I worry, though, that I’m just a tape recorder… I worry that once I’m out of school and people don’t keep handing me information with questions, I’ll be lost!” (student, aged 15) L2L: Why? (1)

8. 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. to improve the ability to organize and regulate one’s own learning, both individually and in groups, to improve the ability to manage one’s time effectively, to solve problems, to acquire and to process, to evaluate and assimilate new knowledge, and to apply new knowledge and skills in a variety of contexts. L2L: Why? (2)

9. 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. Seven fundamental themes –Learning to Learn competence is a multi dynamic context whose effectiveness is based on understanding the interrelationship between fundamental – and so far perceived as incompatible – themes. Themes: –metacognition, –enquiry, –Community –pedagogy, –tools, –learner action –and professional learning L2L: Main aspects of L2L (1)

10. 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. Metacognition: –A privileging of reflective and strategic thinking about learning that supports content knowledge and skills development. Enquiry: –A standpoint which looks outwards and inwards, questioning and contextualizing perceived understandings of learning and teaching. Community: – A focus on the role of a democratic network where the learning from enquiry can be made public; knowledge and processes are criticized, validated or extended by all participants. L2L: Main aspects of L2L (2)

11. 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. Pedagogy: –The process of importing, customizing and evaluating new approaches in training. Emphasizing democracy and privileging authentic learning conversations, facilitating motivation and engagement and improving the quality of experience and outcomes for all learners. Tools: –Approaches and techniques that change the way in which learning is experienced and understood by trainees and trainers. L2L: Main aspects of L2L (3)

12. 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. Learner action: –Developing learners’ capacity to be self-aware, to understand their own learning process and then encouraging them to use this understanding by being both proactive and reactive in different situations. Professional learning: –Giving importance to trainer’s knowledge of what works in learning, weaving together formal and informal ways of knowing, making use of collaborative and individual experience to change classroom cultures. L2L: Main aspects of L2L (4)

13. 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. You have successfully completed this section. Thank you for participating in this learning session and remember never stop engaging in learning situations Thank YOU