What Are Habits?

In the Self-Learning Revolution series of books, habits pertain to values and behaviors that support the competencies. Together, they create a shared perspective and language for learners to meet future challenges.

What Are Tools?

The self-learning tools described in this series of books consist of both macro and micro tools.

Micro tools are techniques for deeper thinking, part of the self-learning and self-coaching process, such as reflecting, evaluating, discovering and questioning in critical or creative ways.

Macro tools are self-learning techniques that are more hands-on and strategic for immediate use in a learner’s life.

Self-learning tools are ways of thinking, learning, coping, organizing, memorizing, communicating, leading and co-creating with others. Self-learners use them as needed, adapting them to their unique talents or lifestyles. They apply to all aspects of a learner’s life. However, a tool becomes a tool only if used. Once learners know how to use them efficiently, the tools become a treasure chest for the rest of their lives. Self-learners can then confidently set out to make a positive difference in the world.

Coaches need a positive attitude to explore these self-learning tools with learners. Dev Seidman, author and founder CEO of LRN, a North American company that helps businesses develop ethical corporate cultures, states: “When you have hope, you see the world as a source of meaning; you see endless possibilities for a better future that allows you to collaborate with others to bring their futures about.”

The 10 Self-Learning Competencies

Competencies, habits and tools are needed for 21st century self-directed and shared learning. Some simply help self-learners become more conscious or aware. Others have a specific purpose for their day-to-day thinking—where they spend their time and do what they do—that exposes their underlying intentions. Learners can apply most of the competencies directly to a curriculum of their choosing. Overall, the self-learning competencies are like a big umbrella. Daily habits help self-learners make the intentional changes they want, in conjunction with mastering self-learning tools.

You can either coach or teach learners the competencies. What is the difference?

Coaches can help self-learners experience the new learning on an unconscious level. Coaches first facilitate the learning process through discovery and experience. Then they help self-learners label what they are learning and therefore bring to consciousness what they learned in a subconscious way.

To Coach or Teach the Competencies—What is the difference?

Directed teaching tends to give learners the answers, providing more conscious learning right off the bat—especially to help learners pass the test. Teaching also gives self-learners the big picture first, so that they have “hooks” on which to hang their new learning.

In Book One, The Self-Learning Revolution—Create YOUR Future, chapters two and four, Awaken to Your Changing World and Capitalize on Your Talent, read abou the three levels of the mind:

• Conscious

• Preconscious

• Sub-conscious

Teaching and coaching are both important. As a coach, you may use the 10 Competencies to give your self-learners the big picture first so that they can identify what they are to be learning. Help your learners identify the habits and competencies they need to live a life of self-learning. Link them to the learning tools in this series.

Authors, Richard Guare, Peg Dawson, and Colin Guare, point out that:

“….neuroscience research tells us that the adolescent brain is primed for the acquisition of new skills. Teens are driven to seek out new experiences, more intense social and emotional relationships, and, for better or worse, new risks.”

— Richard Guare, Colin Guare & Peg Dawson: Smart but Scattered—and Stalled

Dr Frances Jensen, in her fascinating book, The Teenage Brain: A Neuroscientist’s Survival to Raising Adolescents and Young Adults, also makes an important point which is easily forgotten:

“The twenties are an age of self-absorption, of excitement and anxiety about the possibilities ahead, and especially of uncertainty—about jobs, careers, relationships, about who they are, where they’re going and when they’ll get there.”

The 10 Competencies address awareness, purpose and application. As an adaptation inspired by 20th century psychologist Abraham Maslow, they demonstrate human needs and levels of consciousness—from the most basic survival needs to the highest level of our connectivity to all life forms—do no harm to other creatures and then lead others to do the same for our planet.

Dr. Jeannette Vos developed the 10 Competencies based on the United Nations Core Competencies , and her own learning research.

 

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