LEARNING TO LEARN
Today I want to share with you about Learn to Learn.
So, here we go ...
Definition:
‘Learning to learn’ is the ability to pursue and persist in learning, to organize one's own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn 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. Motivation and confidence are crucial to an individual's competence.
Essential knowledge, skills and attitudes related to this competence:
Where learning is directed towards particular work or career goals, an individual should have knowledge of the competences, knowledge, skills and qualifications required. In all cases, learning to learn requires an individual to know and understand his/her preferred learning strategies, the strengths and weaknesses of his/her skills and qualifications, and to be able to search for the education and training opportunities and guidance and/or support available.
Learning to learn skills require firstly the acquisition of the
fundamental basic skills such as literacy, numeracy and ICT skills that are
necessary for further learning. Building on these skills, an individual should
be able to access, gain, process and assimilate new knowledge and skills. This
requires effective management of one's learning, career and work patterns, and,
in particular, the ability to persevere with learning, to concentrate for
extended periods and to reflect critically on the purposes and aims of
learning. Individuals should be able to dedicate time to learning autonomously
and with self-discipline, but also to work collaboratively as part of the
learning process, draw the benefits from a heterogeneous group, and to share
what they have learnt. Individuals should be able to organize their own
learning, evaluate their own work, and to seek advice, information and support
when appropriate. A positive attitude includes the motivation and confidence to
pursue and succeed at learning throughout one's life. A problem-solving
attitude supports both the learning process itself and an individual's ability
to handle obstacles and change. The desire to apply prior learning and life
experiences and the curiosity to look for opportunities to learn and apply
learning in a variety of life contexts are essential elements of a positive
attitude.
Learning to Learn Strategies
‘Learning to learn’ strategies include any thoughts, behaviors, beliefs, or emotions that facilitate the acquisition, understanding, or later application and transfer of new knowledge and skills in different performance contexts. They range from active rehearsal to help remember word lists, to the use of elaboration and organization to encode, integrate, and later recall or apply knowledge across several content areas. Learning to learn strategies help generate meaning for the new information that is to be learned. Repeating the names of the planets in order, organizing the discoveries of the great explorers by creating timelines and mind maps, comparing and contrasting the causes of World War I and World War II, are all examples of learning strategies. They all are designed to help the learner generate meaning and store the new information in memory in a manner that will facilitate integration with related knowledge and increase the probability of later recall and use, particularly in transfer contexts.
A learning strategy is also a plan for orchestrating cognitive resources
to help reach a learning goal. ‘Learning to learn’ strategies have several
characteristics in common. First, they are goal-directed. Learning strategies
are used to help meet a standard of performance or to reach a learning goal.
Second, learning strategies are intentionally invoked, which implies at least
some level of active selection. The selection of one or more of these
strategies is determined by a number of factors, such as a student's prior
experience with the strategy, his or her prior experience with similar learning
tasks, his or her ability to deal with distractions, and the student's
commitment to his or her goals. Third, cognitive learning strategies are
effortful; they require time and often involve using multiple, highly
interactive steps. Because of the effort required, a student must be motivated to
initiate and maintain strategy use (e.g., see Motivation, Learning, and
Instruction). In addition, the student must believe that the strategy will be
effective and that he or she can be successful using the strategy. Finally,
cognitive learning strategies are not universally applicable—they are
situation-specific. The student's goals, the task requirements, the context,
and other factors all interact to help determine which strategy may be best. To
be successful in selecting and using a strategy, a student must understand
under what circumstances a given strategy is, or is not appropriate.
References
http://keyconet.eun.org/learning-to-learn
https://www.sciencedirect.com/topics/psychology/learning-to-learn
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