Lesson 1:
• Lifelong learning
This project has been funded with support from the European
Commission.
Learning to Learn
Learning to Learn
(L2L)
Learning to learn
basic skills for success in the
knowledge society is the ability to learn”
“One of the
This project has been funded with support from the European
Commission.
Learning to Learn
(European Commission, 2004)
L2L: Importance & Definitions (1)
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,
in order that they can maintain their full and continued
participation in employment and civil society or avoid
risk of social exclusion.
This project has been funded with support from the European
Commission.
Learning to Learn
citizens must learn to learn
L2L: Importance & Definitions (2)
• “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.
This project has been funded with support from the European
Commission.
Learning to Learn
– At its heart is the belief that learning is learnable.
L2L: Importance & Definitions (3)
• Learning can be defined formally as the act, process, or
experience of gaining knowledge or skills.
• Learning to learn is not a single entity or skill, but a
family of learning practices that enhance one’s capacity
to learn.”
This project has been funded with support from the European
Commission.
Learning to Learn
– 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.
L2L: Importance & Definitions (4)
• 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)
This project has been funded with support from the European
Commission.
Learning to Learn
–
“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)
This project has been funded with support from the European
Commission.
Learning to Learn
L2L: Why? (1)
L2L: Why? (2)
This project has been funded with support from the European
Commission.
Learning to Learn
• 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: Main aspects of L2L (1)
• 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.
–
–
–
–
–
–
–
metacognition,
enquiry,
Community
pedagogy,
tools,
learner action
and professional learning
This project has been funded with support from the European
Commission.
Learning to Learn
• Themes:
L2L: Main aspects of L2L (2)
• Metacognition:
– A privileging of reflective and strategic thinking about learning that
supports content knowledge and skills development.
• Enquiry:
• 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.
This project has been funded with support from the European
Commission.
Learning to Learn
– A standpoint which looks outwards and inwards, questioning and
contextualizing perceived understandings of learning and teaching.
L2L: Main aspects of L2L (3)
• 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.
– Approaches and techniques that change the way in which learning is
experienced and understood by trainees and trainers.
This project has been funded with support from the European
Commission.
Learning to Learn
• Tools:
L2L: Main aspects of L2L (4)
• 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.
– 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.
This project has been funded with support from the European
Commission.
Learning to Learn
• Professional learning:
Thank YOU
You have successfully completed this
section.
This project has been funded with support from the European
Commission.
Learning to Learn
Thank you for participating in this
learning session and remember never
stop engaging in learning situations