12. Great things are not done by impulse,
but by a series of small things brought together. Vincent Van Gogh
Life consists not in holding good cards
but in playing those you hold well. Josh Billings
This time, like all times, is a very good one,
if we but know what to do with it. Ralph Waldo Emerson
Our problems are many,
but our capacity to solve them is limitless. Ronald Reagan
13. If I have seen
farther, it is by standing on the
shoulders of giants.
Once you’re in low Earth orbit (LEO), you’re
halfway to anywhere.
Science Fiction Writer
This is due to the
mechanics of space launch,
where accelerating into
LEO is a large portion of
Storing mass in LEO is a
way to make trips beyond
18. What do we mean by self-
It combines the two words management Skills
Management Skills deals with motivation, planning,
goal-setting, calculating resources, controlling,
regulation etc. according to a task.
Self has a double meaning: the self as autonomous
actor or manager (not somebody else outside) and
as the target of the management.
19. Self-management skills
What do we mean by self-management?:
Currently there’s no homogenous definition of self-management and self-
management skills. Some foci can be worked out:
strategic technique for efficient and successful
planning and self-regulation
gaining autonomy (link to empowerment)
integrated self-actualization (link to identity)
We propose the following working definition:
Self-management skills are skills on which we decide ourselves to facilitate the
awareness, realization and maintaining of our goals, that are important for our
20. Self-management skills
Self-management, personal and social skills
Self-management skills use the other skills (personal, social) as
resources and combines them in a strategic way in the action process
for the own needs and goals.
time-management etc. can be seen as
integrative components of
Self-control vs. self-regulation
21. Self-management skills
Self-management skills and Lifelong Learning
In the special context of learning the current scientific strategies for
learning overlap with the general self-management skills focusing
on learning goals and technical aspects.
For Lifelong Learning, the additional aspects of autonomous self-
regulated learning in combination with self-actualization in the
sense of our working definition has a great importance.
The awareness of the own skills for realizing a learning project and for
reaching a learning goal are leading to the perceived self-efficacy,
which is essential for the motivation and volition to start an own
Lifelong Learning project.
22. Self-management skills
Important steps of self management
Self-management skills are crucial for successfully planning and
implementing activities. Each activity – wittingly or unwittingly –
is based on a sequence of cognitive and active steps
keeping motivational balance
realisation step by step
effective planing of workprocess
calculating ressources & barriers
24. The Self-Advocacy Strategy: I-
I - Inventory completed by students listing their
strengths, weaknesses, learning needs, goals, and
P - Provide your inventory involves identifying
appropriate time for individual to share information
during the conference, speaking clearly and completely.
L - Listen & Respond addresses being an active listener
and responding to statements made by others in a
A - Ask questions focuses on asking appropriate
questions to gather needed information.
N - Name your goals to communicate goals and ideas
on actions to be taken.
25. GO 4 IT…NOW!
4 (4 objectives)
Name your Problem
Order your steps
Wrap it up and
26. Self Regulated Strategy Development(SRSD)
Six stages of SRSD:
1. Develop background
2. Discussing the
3. Model the strategy
5. Collaborative support
Mnemonics with SRSD:
Pick an idea
Organize your Data
Write and say more
Reasons/Root Cause Analysis
28. What Are Life Skills?
•Life skills are tools
for building a
•Like learning to
build a house,
learning to use life
skills takes practice.
29. Problem Solving
“If I were given one
hour to save the world,
I would spend 59
minutes defining the
one minute solving it.”
- Albert Einstein
30. Problem Solving
Defining the “wrong” problem wastes
looking in the wrong direction for solution.
You see it,
about it; it is
Root Cause: The
one to address. It
is often hidden.
You need to find it!
A vision is an image
about your future.
You can picture where you
will work, get more
education, and live after
graduation from high
You can picture your life in
the next year, the next
five years, or more.
34. Transition Goals
Goals describe what you
are working toward.
They are what you,
your family, and your
teachers hope you will
achieve in the long run,
and what you will do to
Image is the copyrighted property of JupiterImage and is used with permission under license
35. Transition is about
change and how to
prepare for that
The more prepared
you are for change
the more likely the
change will be what
36. “life-skills based education is
-behavior change or behavior
-designed to address a balance of three
knowledge, attitude, and skills.
37. 1 COGNITIVE SKILLS – including search, selection, analysis
of information; critical thinking; problem-solving;
understanding consequences; decision-making;
2 EMOTIONAL COPING SKILLS – including motivation; sense
of responsibility; commitment; managing stress; managing
feelings; self-management, self-monitoring and self-
3 SOCIAL OR INTERPERSONAL SKILLS – including
communication; assertiveness; negotiation/refusal skills;
cooperation; empathy; teamwork
38. Life skills have been defined as “the abilities for
adaptive and positive behaviour that
enable individuals to deal effectively with
the demands and challenges of everyday
‘Adaptive’ means that a person is flexible in
approach and is able to adjust in different
‘Positive behaviour’ implies that a person is
forward looking and even in difficult situations,
can find a ray of hope and opportunities to find
39. Life skills include psychosocial
competencies and interpersonal
skills that help people make
informed decisions, solve problems,
think critically and creatively,
effectively, build healthy
relationships, empathize with others,
and cope with managing their lives in
a healthy and productive manner
43. Sometimes we can
describe the ups and
downs of life as being
like a river.
The river of life takes
everyone on a different
journey, each one full of
The River of Life
44. When the river is
calm, it is easy to
enjoy the journey.
When this happens
in life, we feel like
everything in our
lives is going
Sometimes we will find
ourselves in calm waters
45. When the river hits rocks,
rapids and obstacles, it
becomes much more
difficult to keep going.
When this happens in life,
we can find it much more
difficult to cope with the
ups and downs of life.
Sometimes we will find
ourselves in difficult waters
46. We can’t control what life throws at us
Sometimes we will all find ourselves
in difficult waters
Everyone will enjoy times in the calm
Do you know?
This is a
normal part of
47. We are learning how to
navigate the river of life
Skipper is the captain of his boat sailing
along the river of life.
Just like you, Skipper experiences a
range of ups and downs everyday.
He is learning how to navigate his boat
around the obstacles and has even got
better at coping when his boat gets
49. We can all learn ways to cope better
with the river of life
Together we are going to
learn about the things that
Skipper uses to help him to
navigate the river of life
Do you know?
These things will help you
the next time you hit a
difficult patch of water
53. Meaning Intervention/ABCDE
Accept and confront the negative reality -- the Reality
Believe that life is worth living and affirm what is good–
the Faith principle
Commit to worthy goals and responsible actions – the
Discover the meaning and happiness of living – the
Enjoy the success -- the Reinforcement principle or
Evaluate the above – the self-Regulation principle
54. Self Care: Resilience is Linked to
Life isn’t about finding yourself. It is about
-George Bernard Shaw
56. Challenge Your Mindset
“You will not learn if you think you
have learned enough.
And you will not grow if you are not willing
to change yourself. ”
57. National Council on Family
Once upon a time…
There was a village built upon the edge of
a river where the water churned
roughly over the rocks.
58. National Council on Family Relations
There were signs at the river’s edge
warning of the danger, but people often
ignored the signs & fell into the river.
They either drowned or flowed downstream
to a waterfall & were never seen again.
59. National Council on Family
The villagers came up with a plan.
A net was put downstream to catch
those who had fallen in the river.
A full-time crew was hired to watch for
villagers floating downstream, pull
them from the river, dry them off, &
get them to ambulances.
60. National Council on Family Relations
A new hospital was built closer to the
All these efforts increased the survival rate
of the people who fell into the river, but
many were still injured or drowned.
61. A couple who moved to the village watched
what was happening & asked if something
more could be done to save them.
The villagers explained that they had
developed a good system, & while they
weren’t able to save everyone, things had
62. The couple decided to take
matters into their own hands by…
● Helping to build a large fence along
the rough part of the river
Offering swimming lessons
63. National Council on Family Relations
Speaking to villagers about the dangers of
going into the river without a
life jacket (Prevention & Education)
Conducting classes to teach people how
to maneuver their boats around the rocks
(Prevention & Education)
Fewer & fewer people were falling into the
river & those who did were better able to
help themselves out.
LIFE Skills EDUCATION is about
teaching the skills & knowledge
needed to avoid falling into the river
& about knowing how to help
yourself if you do.
For the lack of a nail, the shoe was lost.
For the lack of a shoe, the horse was lost.
For the lack of the horse, the message was
For the lack of the message, the battle was
For the lack of the battle, the war was lost.
For the lack of the war, the kingdom was
All for the lack of a horseshoe nail.
Something your grandmother may have taught you
Academic skills: e.g. critical analysis;
making sense; decision-making; synthesis;
problem-solving; memory; reflection;
People Skills: e.g. with tutors & staff;
briefs for employers; participants in
projects; in face-to- face and online
sessions; peer activity
Task Management: e.g. complete start to
finish; organise; prepare; plan; be
systematic for assignments, exams,
projects, client briefs
Self-Management Skills: e.g.managing
time; life skills; emotional intelligence; self-
motivation; self-reliance & coping skills
Academic People Task Self
Stella Cottrell (2013) Study Skills Handbook, (3rd edn) Palgrave McMillan
Start with reflection on SHAPE
• Skills – academic, people, task,
• Habits – for study
• Attitudes - motivation and self-
• Preferences – learning ‘styles’,
• Experience – of recent and
SHAPES – add strategy
81. SHAPES: develop over time
Noleen: week 1 Noleen: week 8
82. SHAPES: over time
Khan : week 1 Khan: week 8
Khan’s awareness of his learning preferences as well as
more experience of study has improved his attitudes to
study and his study habits
85. LIFE SKILLS
• L I F E S K I L L S A R E P R O B L E M S O LV I N G
B E H AV I O R S
• W H E N U S E D A P P R O P R I AT E LY A N D
R E S P O N S I B LY T H E S K I L L S H E L P P E O P L E T O
M A N A G E P E R S O N A L A F FA I R S
• D E A L E F F E C T I V E LY W I T H T H E D E M A N D S A N D
C H A L L E N G E S O F E V E R Y D AY L I F E
• H U M A N S K I L L S A C Q U I R E D V I A T E A C H I N G O R
D I R E C T E X P E R I E N C E
• U S E D T O A N S W E R C O M M O N Q U E S T I O N S
E N C O U N T E R E D I N D A I LY H U M A N L I F E .
• S U B J E C T S VA R Y G R E AT LY D E P E N D I N G O N
S O C I A L N O R M S A N D C O M M U N I T Y
E X P E C TAT I O N S
86. What is ‘Life Skills’?
« WHO (1997)
The abilities for adaptive and positive behavior
that enables individuals to deal effectively with
the demands and challenges of everyday life”
«“life-skills based education is
-behavior change or behavior development
-designed to address a balance of three areas:
knowledge, attitude, and skills.
87. Why Life-Skills ?
Early identification of problems, early
intervention and support at key moments in lives
of young people is vital
Development needs & aspirations of the
Development of psychosocial abilities
To enhance capabilities and enlarge choices
To build different dimensions of well-being, by
building self-image & self-worth, which in turn
help individuals to be less vulnerable to the
variations within a given context
96. 1 COGNITIVE SKILLS /Domain– including search,
selection, analysis of information; critical thinking;
problem-solving; understanding consequences;
decision-making; adaptability; creativity
2 EMOTIONAL COPING SKILLS/Affective Domain –
including motivation; sense of responsibility;
commitment; managing stress; managing feelings;
self-management, self-monitoring and self-
3 SOCIAL OR INTERPERSONAL SKILLS/Psycho Motor
Domain – including communication; assertiveness;
negotiation/refusal skills; cooperation; empathy;
97. THE 4 PILLARS OF A
•Learning to Do your Best
•Learning to Know Thyself
•Learning to Be Yourself
•Learning to Live like a Lion/
Together /Team work
Source: Report presented to UNESCO by the
International Commission on Education for the
21st Century “Learning: the treasure within”,
Solve daily problems
Respect for and ability
to work with others.
98. What “Skills” are 21st Century?
According to 21st Century Partnership Learning Framework:
Critical-thinking and problem-solving skills
Communication and collaboration skills
Creativity and innovation skills
Information and communications technology
Information & media
100. Life and Career Skills
101. Characteristics of a 21st Century Learner
DEPARTMENT OF EDUCATION
by Palfrey and Gasser
Knowledge Network for Innovations in
Learning and Teaching (KNILT)
103. Who contributed?
How did we collect the information?
What did we do with the information?
Results? The MILE Guide
The MILE Guide
104. The MILE guide can help you:
what is the MILE guide?
Set benchmarks and goals
Apply for grants
Determine funding priorities
Create assessment tools
105. FRIENDS for Life
The word ‘FRIENDS’ is an acronym that helps children
remember coping steps, as follows:
F - Feelings
R - Remember to Relax. Have quiet time
I - I can do it! I can try my best!
E - Explore Solutions and Coping Step Plans
N - Now reward yourself! You’ve done your
D - Don’t forget to practice
S - Smile! Stay calm and talk to your support
107. The Ten core Life Skills as laid down
by WHO are:
3. Critical thinking
4. Creative thinking
5. Decision making
6. Problem Solving
7. Effective communication
8. Interpersonal relationship
9. Coping with stress
112. Kaizen (Kai+Zen/Change for Good)
Continuous and never
The ability to notice even
very small improvements
in ourselves and also in
114. Continuous Improvement
Philosophy that seeks to make never-
ending improvements to the process of
converting inputs into outputs.
word for continuous