| A Lifelong Learning Plan is a conscious, | | | | process, store, andcreate all the facts and ideas it |
| continuousengagement in acquiring, assimilating and | | | | encounters. By practicingdifferent types and ways |
| applying knowledgeand skills in the context of | | | | of thinking, you keep your mindstrong and flexible. |
| authentic, self-directed growthand challenge. It is | | | | Consider it "going to the gym" foryour mind! |
| rare for individuals to take thisinitiative. Most | | | | (Talking about how the mind works is the |
| people operate on a "what they need now"plan | | | | subjectof a huge tome, not a Top 10!) |
| and typically attend educational institutions for | | | | 6. Harness the power of words and ideas. Words, |
| theirtraining. | | | | whenjoined, form ideas, and are tools with |
| Lifelong Learning is a philosophy of approaching | | | | enormous energy.Whether writing a memo, letter, |
| learning asan integral, inseparable part of our life's | | | | e-mail, article, or journalentry, make each an |
| activities. Hereare ten guidelines to help you | | | | opportunity to fulfill a learning goal.Each is a chance |
| formulate your ownpersonalized Lifelong Learning | | | | to work toward improving and using words |
| Process. | | | | toconstruct understandable ideas. Learn to |
| 1. Commit to approach learning as a lifelong | | | | express ideas inwriting. This will evolve into clearer |
| journey.Choose to keep it alive throughout your | | | | thinking. Keep anidea journal by theme or topic. |
| lifetime. You don'tneed to attend formal | | | | 7. Absorb, retain, and demonstrate knowledge. |
| educational institutions for thisprocess. In fact, you | | | | What do youdo with the facts, opinions, and |
| can learn more in small, consistentspurts than you | | | | stories that you accumulatedaily? Listening helps |
| can in a classroom, if you set up your | | | | absorption and memory skills, whichenables |
| plancorrectly. | | | | retention. Listen to a teleclass or book on |
| 2. Maximize your resources. With lifelong learning, | | | | tape,then write your own version and master |
| thereisn't a structure like you had in school, so it's | | | | what you learned bymoving it into the long-term |
| easy toignore and procrastinate. If you allow this, | | | | memory. Listening can be comparedto using a |
| eventually the"you snooze, you lose" theory will | | | | camera. First, you view the image and |
| catch up with you. Aprime example is how | | | | focus(listening). Next, you snap the picture |
| changes in the national economy havehit the IT | | | | (remembering).Finally, you print the image |
| industry these last few years. The companiesthat | | | | (demonstrate knowledge).Mastering knowledge |
| priorize learning are still in the game, whereas | | | | means being able to apply it in othersituations. |
| theircompetitors who focused on "what we need | | | | 8. Value diversity. The greater part of our day |
| now" are out ofbusiness. Create a system and | | | | involvesinteracting with others. Experiencing other |
| plan that works and can last alifetime. Keep | | | | people'scommunication styles, learning methods, |
| learning journals for each topic. | | | | and the roles playedin groups and teams help us |
| 3. Maximize your environments. Identify and | | | | to grow, prosper, open ourminds and develop |
| createsettings that support and inspire you both | | | | new perceptions. Dealing with conflict,criticism, and |
| inside andoutside your home. How does the library | | | | any points of vulnerability strengthens ourability to |
| spark yourlearning? How about the mall, the park, | | | | use any situation as an opportunity to learn. |
| or even McDonalds!Explore different environments | | | | 9. Take exceptionally good care of yourself. |
| and label each one (e.g.,"inspiring," "relaxing," "great | | | | Physical andmental health affects learning. Examine |
| for concentration.") Whatsupplies help you keeping | | | | these aspects andset up contingencies within your |
| your energy up? Do you need quietfor some | | | | plan to identify and workthrough all health |
| learning and busy environments for others? | | | | challenges as soon as they appear. |
| 4. Know how you learn. To learn effectively, | | | | 10. Map your course. Maximize time, energy and |
| know how youlearn. How do you take in | | | | focus bydefining a yearly learning theme. |
| information, process, and retainit? There isn't one | | | | Subdivide into monthlytopics with time |
| best way. Tie everything into alearning purpose | | | | commitments. (Example: Ten years ago, Idefined |
| and vision. When and how often does yourmind | | | | a learning goal of three new computer steps in |
| need a break? Do you have reading spurts? How | | | | nomore than 15-minutes per day. It has |
| do youretain the information -- by reading aloud, | | | | compounded and savedtime and money ever |
| notes,summarizing in memory, or sharing with | | | | since.) Minimize distractions bylearning to "table the |
| others? | | | | other topics." Create a "next year"folder to |
| 5. Tap into the power of your mind. Your mind's | | | | contain those great ideas and set up a |
| power isevident in everything you do. Analytical, | | | | reviewmonth of tabled topics to decide how to |
| critical andcreative thinking enables the mind to | | | | use them in thefollowing year. |