Theme
Learning reflection, Self-Directed Learner
Activity Duration
1.5 hours
Group Size
Adaptable — ideally one educator or mentor per 5–10 youngsters
Objectives
- Support learners in planning their learning journey and taking ownership of their own learning
- Evaluate current skill levels and abilities
- Help learners identify concrete action steps towards developing specific skills
Description
This is an opening activity for youngsters who are embarking on a structured learning journey — for example, working towards developing Green and Personal Skills from the Sustainable Learning toolkit. With the support of educators and mentors, learners evaluate where they currently stand, envision where they want to get to, identify learning opportunities in their everyday life or project, and set concrete next steps. The session combines individual reflection with small-group discussion and closes with a shared circle, making the planning process both personal and communal.
Materials/Tools
- Printed learning plan templates
- Pens and markers in different colours
Space (indoor, outdoor, settings…)
Indoor space with tables and chairs — must allow for both a full-group circle and division into smaller groups.
Structures/steps (timing)
1. Introduction & opening circle (15 minutes)
Overview of the session, followed by an opening question answered in a circle — for example: “What is something new you discovered this week?”
2. Introducing the template (5–10 minutes)
Walk learners through the learning plan template and its different steps before they begin filling it in.
3. Filling in the learning plans in small groups (40 minutes)
Divide youngsters into groups based on the skill they have chosen to work on, ensuring each group has a mentor or educator present. Move through each step of the template together — learners first discuss the questions, then write down their thoughts. Mentors support where needed.
4. Sharing current plans (circle)
Come back together as a full group. Each learner shares 3 concrete action steps they will take towards developing their chosen skill over the coming weeks or months.
5. Agreements for next steps
Clarify the structure of the learning journey going forward: when is the next reflection meeting? How regular will they be? When does the journey end? Agree on how learners will track their own progress — a digital version of the template can be shared for ongoing documentation.
Note: depending on the length of the project, a weekly reflection meeting is recommended so learners can capture moments of progress as they go.
6. Ending & evaluation
Close by asking youngsters to position themselves on a physical scale in the room in response to the question: “How easy or challenging was it for me to plan out my own learning?” (from very easy to extremely challenging). A few participants share their experience.
Note: validate and normalise different responses — positioning on the scale varies greatly depending on individual learning styles and previous experiences.
Evaluation System/Tools
Oral evaluation with the group at the end of the activity.
