Today's best curriculum developers cannot accurately predict everything students will need to know in a fast-changing world.

No matter what high school students have learned by the time they graduate, they will certainly need to learn more.

In order to empower students for their future, the overriding goal of Public Education should be to help students Learn-To-Learn!

Learning-To-Learn is defined as the willingness¹ and the competence² to adapt to novel tasks³.

1. Willingness refers to an expectation of success, composed of several levels of motivation and attitude − both internal and external.
    
   • The key internal motivating factors are learning motivation, task acceptance, commitment to task, school subject-related beliefs, and self-evaluation.
      
   • The key external motivating factor is the experienced support of significant others (parents, teachers and peers) in learning-related activities.
    
2. Competence refers to the ability to apply critical thinking, reasoning, and relevant facts to new situations and tasks.

   Cognitive competencies include such areas as knowledge acquisition (learning), logical reasoning, reading comprehension, and cultural knowledge. All students do not have the same cognitive abilities. But ALL students' cognitive abilities CAN be improved by supportive teaching.   more....

3. A task should activate a complex system of inter-related competencies and beliefs, leading to a learning action.

   The voluntary mastery of this learning action, through affective and cognitive self-regulation, forms the core of Learning-To-Learn.

   Students cannot be forced to want to learn. However supportive teachers, who develop interesting tasks and facilitate student success, CAN raise their motivation.