The US Department of Education funded a panel of research and program design experts to evaluate the effectiveness of educational programs at all levels. The panel meets monthly to evaluate promising programs; program assessment is very rigorous. In over 20 years, LTL is the only post-secondary program that this panel has approved, based on studies showing both significant increases in students' grade point averages in all content areas and retention in college. LTL's 'Exemplary Program' status may be verified by contacting the National Diffusion Network in Washington: 202-219-2134; the LTL approval document number is JDRP #83-25. Uniquely, both the American Association of Community Colleges (AACC) and the National Alliance of Business have endorsed LTL.

Click here for information about the US Department of Education's recognition of LTL.

LTL is a system of learning and reasoning strategies with an impressive history of research and development. The system is based on research conducted at the University of Michigan on the thinking skills of successful learners. A pattern of skills common to successful learners - in college and on-the-job - was discovered. It was found that successful learners:

• Ask themselves questions about new information
• Break tasks into small, manageable parts to help get things done
• Focus on goals to stay on track towards results
• Get feedback on learning progress to find out what they know - and what they need to know

Of these skills, the most important one is the process of asking questions. Without it, very little learning occurs.

These learning strategies are used in all successful learning - in and out of the classroom. For example, crossing a street in traffic involves using these skills. When you cross a busy street, you look for feedback and carry on an internal dialogue, asking yourself questions such as, "How far away are the cars and how quickly are they traveling? Will I make it safely across the street if I cross now, or should I walk to the corner and cross at the light?" In making this analysis, you've separated out and identified the critical elements of this situation. Finally, you're goal-directed. You want to get across the street.

Most individuals don't bring these natural learning skills onto the job or into the classroom. In school, students' ongoing questioning is often discouraged, and memorization is emphasized. With LTL, people learn to use their natural learning skills to master new information. They learn to "translate" the four major learning strategies and apply them directly to what they are learning. They move beyond memorization towards natural learning and critical thinking.

Why LTL's unprecedented recognition?

Perhaps, Workplace Basics: The Skills Employers Want, a joint publication of the American Society for Training and Development and the US Department of Labor, said it best:

"Learning to learn --knowing how to learn is the most basic of all skills because it is the key that unlocks future success. Equipped with this skill, an individual can achieve competency in all other basic workplace [and academic] skills."

Different LTL context for different learners

There are two Learning to Learn® (LTL), teacher- or trainer-led programs:

1. Learning to Learn®: Thinking Skills for the 21st Century is designed for community college and university learners. Please let us know if you would like to preview a copy of the text.

2. Learning to Learn® on the Job (LTLOTJ) is designed for incumbent and dislocated workers. The program is effective with individuals whose reading skills are as low as 6th-grade. Click here to preview the table of contents

   Click here to review Sample Modules of the program.

   Click on Using LTL with Future and Incumbent Workers for a copy of Motorola's experience using this program).

For additional information, please contact: