This is how the competence Learning to Learn has been developed in the Project SKILLS

The result of a Grundtvig Learning Partnership developed by four European organizations of Adult Education during the period 2006-2007.

LINK
(IT)

works in the lifelong learning field offering services to enterprises and professional requalifications to adults.
Target groups: Employed and unemployed adults

AF-80
(IT)

Basic education, Italian as a second language for immigrants and job placement in Italian companies for European youngsters.
Target groups:  minorities, adults, young adults.

FENIX
(PL)

Basic and vocational training for young adults in social inclusion process.
Target groups: young adults at risk of social exclusion.

FAEA
(ES)

Training for trainers of adult basic education, Spanish as a second language, vocational training...
Target groups : adult educators.

1º
A

Reading and analysing the Learning to Learn Competence

Analyzing the definition of the competence in the European Reference Framework of Key Competences for Lifelong Learning.

Identifying the elements it is made up of:

1. To know how to organize learning,
2. To manage time and information individually and in a team,
3. To use experience to apply knowledge in new contexts
4. And to be motivated.

1º
B

Identifying and describing its
sub competences

1. Time management
2. Organization of the information
3. Motivation and self-esteem
4. Team work

2º

Choosing a model to specify the competence: Descriptors

It is a simple and univocal sentence or statement, which presents an only aspect of a content, area, field…

They are positive, clear, short, contextualized with examples, adapted to the profiles…

They are used for self evaluating and evaluating,
for training, for planning training and new learning...

They have didactic potential : they are related to activities, to evidences...

3º

Choice of a model for evaluation and development: Porfolio

Formative Portfolio, as strategy for evaluation and development of competences.

It provides:

1. The learner with a tool to: find out what s/he can and is able to do and prove it with evidences, reflect about how s/he likes to learn, plan new learnings, be the centre of his/her own learning process.

1. The educator with a work guide to plan, educate and evaluate, and a strategy to promote motivation and autonomy.

Introduction and table of descriptors

 selected evidences with comments

 Plans for
the future

Self evaluation activities

Training activities

4º

Surveys for participants

Once identified what the competence is about, what it involves, how it will be used :

Surveys for participants
About Learning to learn to find out their starting point, knowledge, skills, attitudes...

5º

Design of activities

1. Associated to one or several descriptors.

1.  Related to the participants’ interests and to real and varied contexts of use.

1. Methodology: Task-based approach: aimed at the person’s development of competence, action- centred, based on the ability to do things