Syllabus
Learning Society and the emphasis on lifelong learning. Key competencies as the target category of school education.
Learning and construction of knowledge - how we learn. Cognitive and affective components of learning. Formal and informal learning. Self-organization/self-regulation in learning, metacognition. Social learning.
Learning-to-learn competence - an arising, escaping and inspiring term. Attempt to define it. Elaboration of the term (by the students). Closed concepts: development, intelligence, problem solving, learning strategies.
Teacher?s readiness to develop learning-to-learn competence - situations that support and inhibit the development of learning-to-learn competence.
Measuring and evaluation of learning-to-learn competence. Formative assessment (assessment for learning). Map of learning progress.
Making particular teaching materials (by the course participants) to develop learning-to-learn competence - piloting, reflection, student presentations.
School as a learning organization (hidden curriculum).
Annotation
The participants will reach through their co-operative critical reflection the concept of learning-to-learn competence. They will understand its importance in relation to the goals of school education and lifelong learning.
The participants will recognize the situations that support or inhibit learning-to-learn in education. The participants will also reflect how they (as teachers) can stimulate the competence in the classroom, how to develop it and evaluate.