Learning to learn can start very young and belongs inside lessons, not as an extra: self-knowledge, metacognitive, cognitive and socio-affective strategies, and attitudes like perseverance.
Moves (from 12 suggestions)
- Strategy training: model → explain → practise → transfer.
- End-of-lesson and end-of-unit reviews; learner diaries; self-assessment.
- Class discussion and “conferencing” about learning.
- Negotiated class contract.
- Mind maps for vocabulary and planning.
- Pre-evaluation (what I know, will learn, how) and post-evaluation.
- Dictionary and reference skills.
- “Equipping them to become competent and confident life-long learners is one of the most important things.”
Limits (from comments)
Gets squeezed out in upper primary by syllabus pressure. Reviewing in L2 is hard, so allow L1 for reflection.
Apply in my context (Claude)
- Allow Uzbek/Russian for the 3-minute reflection stage. The metacognitive work, not the L2 practice, is the point there.
- O’Malley & Chamot’s strategy taxonomy is the source of the metacognitive/cognitive/socio-affective categories. Know it for DELTA M1.