1. Learning to Learn: A Skill for Work and Life 26 th – 30 th January 2014 Marseille Session 4 Tuesday 2:00 – 5:00

2. Learning to Learn: A Skill for Work and Life The objectives for this session:- Developing and using critical reflection and critical analysis skills in learning Enabling Learners to sustain their learning – learner motivation and confidence building Supporting learner progression – recognising and utilising transferable skills

3. Learning to Learn: A Skill for Work and Life Critical reflection and critical reflection skills in learning Tasks: 1. In pairs formulate a list of 5-6 values that are the most important to each of you. 2. Each of you must give one value away 3. You must give away the values until you have one which is the most important and which you would never give away. 4. Learners explain their choice

4. Learning to Learn: A Skill for Work and Life Learner Motivation and Confidence Building One of the major difficulties for adult learners whose previous experience of learning has been negative is to commit to their learning. Many learners require a number of chances to commit to, and progress with, their learning. Part of the difficulty in committing to their learning is that this can require learners having to plan their learning. This can be difficult for low qualified learners who, because of their lack of qualifications, low level skills, insecure or low skilled employment and the subsequent lack of access to positive social outcomes are more used to having little or no manoeuvrability as far as planning their future is concerned. Task: How can we enable learners to become more involved in planning their future? How can we make use of this planning process to help motivate the learner and enable them to sustain their learning?

5. Learning to Learn: A Skill for Work and Life Recognising and utilising transferable skills How then can we encourage adult learners to recognise and make use of these transferable skills? Task: In two groups share the strategies which you use, have used or would like to use to enable learners to recognise and value their transferable skills As a group identify three tasks, activities or other approaches which in your experience are the three most successful to achieve this objective. Training and validation of adults’ transferable skills fundamental skills people-related skills conceptualising/thinking skills personal skills and attributes skills related to the business world skill s related to the community http://www.advalue-project.eu/

6. Learning to Learn: A Skill for Work and Life Session Summary