Managing and Caring for the self: Learning to be a better student

Presented by:

Bautista, Kristelle Mae O.

Espinosa, Edelyn Mae S.

Fernandez, Rhea A.

LEARNING- The acquisition of knowledge or skills through experience.The ability to learn.

Psychologists define learning as a relatively permanent change in behavior as a result of
experience.

THEORIES

1. Behaviorist theory-all behaviors are 3. Affective theory-learning are more

acquired through conditioning interested in effects of learning than
its nature.
2. Cognitive theory- learning is a non-
observable process. 4. Neurophysiologic theory- nature of
learning cannot be explained unless
it is not known how circuits at the
brain works
HUMAN BRAIN - Cerebrum is the most highly developed part of the human. Most information
processing occurs in cerebral cortex.

Cerebral cortex function

1. determining intelligence and messages sensory input. And

personality producing a response motor output
2. responsible in motor 3. processing sensory information
function(sensorimotor skills-involves in 4. language processing
process of receiving sensory

CEREBRAL CORTEX LOBES

a) Frontal lobe-deals with the higher b) parietal lobe-associated with the

level cognitive functions like sensation. Involved in writig and in
reasoning and judgment.Involved in some aspects of reading
control of voluntary muscle
c) temporal lobe-associated with
movement like for the productionof
auditory processing and olfaction
speech and swallowing
d) occipital lobe- involved in vision

A new study by brain scientists at Brown University- learning engages a brain process
called long-term potentiation (LTP) which strengthens the synapses of the cerebral cortex
 Neuroscientists also theorize that higher forms of learning occur in the cerebral cortex.
The researchers found out that not only had the animals behavior changed, through the
learning of a new skill but that their brains had also changed. Associated with that
learning, the strength of the synaptic connections between neurons and motor cortex
had increased through the use of LTP.
ISSUES AFFECTS THE LEARNING PROCESS

1. Environment and Brain- Researchers 3. Food, water and brain- Brain’s

have confirmed that breathing working function are more related to
clean air both affects mental what we eat at breakfast
activities and remembering
4. Sleping and the Brain- The learnt
2. Music and Brain- Music can enhance information is digested and
one’s memory arranged during sleeping

Metacognition - the term "metacognition" was coined by John Flavell. According to him, it
consists of both metacognitive knowledge and metacognitive experiences or regulation.
"thinking about thinking" or "learning how to learn" It refers to higher order thinking which involves
active awareness and control over the cognitive processes engaged in learning.

Metacognitive Knowledge - refers to acquired knowledge about cognitive processes.

Three categories of metacognitive knowledge:

 Knowledge of Person variables - to be accomplished, gauging its

refers to knowledge about how difficulty and knowing the kind of
human beings learn and process effort it will demand from you
information, as well as individual  Knowledge of Strategy Variables -
knowledge of one's own learning involves awareness of the strategy
processes you are using to learn a topic and
 Knowledge of Task variables -it is evaluating whether this strategy is
knowing about what exactly needs effective.
Jeanne Omrod an educational psychologist includes the following in the practice of
metacogniton:

• Knowing the limits of one's own • Using effective learning strategies to,
learning and memory capacities process and learn new material

• Knowing what learning tasks one • Monitoring one's own knowledge

can realistically accomplish within a and comprehension.
certain amount of time
• Using effective strategies for retrieval
• Knowing which learning strategies of previously stored information.
are effective and which are not
• Knowledge is said to be
• Planning an approach to a learning metacognitive if it is keenly used in a
task that is likely to be successful purposeful manner to ensure that a
goal is met.
Bill Huitt a Ph.D in Edicational Psychology believes that metacognition includes the ability to ask
and answer the following types of questions:

• What do I know about this subject, • How much time will I need to learn
topic, issue? this?

• Do I know what I need to know? • What are some strategies and

tactics that I can use to learn this?
• Do I know where I can go to get
some information, knowledge? • Did I just understand what I just
hears, read or saw?

Teaching strategies to develop metacognition:

1. Have students monitor their own learning 3. Have students make predictions about
and thinking. information to be presented next based on
what they have read
2. Teach students study or learning
strategies. 4. Have students relate ideas to existing
knowledge structures
 TQLR-can be taught to younger
students. T- tune in Q-Question L- 5.Have students develop questions; ask
listen R-remember questions of themselves, about what's going
on around them
 PQ4R-usually for older students in the
intermediate levels and onwards. P- 6. Help students to know when to ask for
preview Q-Question R-Read Recite help.
Review Reflect
7. Show students how to transfer knowledge,
attitudes, values, skills to other situations or
tasks

Self-Regulation - is a process of managing thoughts, behaviors, and emotions purposefully to

acquire information or skills. It acquired forethought, and involves monitoring and reflection on
performance (Edwards,2013)

Self-regulated learning – is a cyclical process, wherein the student plan for a task, monitors their
performance, and then reflects on the outcome. The cycle repeats as the student uses the
reflection to adjust and prepare for the next task. (Zimmerman, 2002)

Cycle of self-regulation:

1. Plan and set goals and lay out strategies

 Analyze the learning task. Is this a task I've done before or something new?
Does it build off of a task I've done before? How much time will it take? How
much focus will I need?
  Set goals. How will I structure this task? What are the intermediate checkpoints
and sub-goals? Can I complete an outline with two weeks to go, and then a
rough draft one week prior to the due date? That would allow time to get
extra help as needed.
 Plan strategies. Will I need resources from the library, a color printer, help from
my lab partners, or an appointment for office hours? Given my needs, when
should I get started on this task?
 Set expectations for the outcome. Given how much time I have available, my
strengths and weaknesses, and my current standing in the course, what type
of outcome would I like? Do I need to "ace" this, or is it OK if I can just
complete it successfully?
2. Use strategies and monitor performance
 Use self-observation to reflect on the actions taken by the student and the
effectiveness of the results. Because things don't always go smoothly, have
students make a plan for what to do when obstacles arise (Flanagan, 2014).
 Prompt students to stick with the strategies, even though it may be tempting
to revert back to known (but ineffective) strategies. Unfamiliar approaches
may feel inefficient at first, but learning the method can be as important as
learning the material.
 Have the students monitor their progress on the intermediate goals, and the
strategies they are using. At the same time, you can also monitor their progress
and offer feedback
3. Reflect on performance
 Ask students to evaluate their own performance and their results. Students
should compare their performance to their original goal, rather than
comparing themselves to others.
 Reflect on the effectiveness of strategies used. Did they select an appropriate
strategy? Did they follow through with the selected strategy?
 Encourage students to attribute poor outcomes to the effort made and/or the
strategy used. Students should be coached to not attribute failure to lack of
ability.
 Help students manage their emotions, and in time, direct them toward
productive lines of thinking about how they can improve their performance.
Even if their outcome is not what they had hoped, they can still learn from the
experience.
 A key part of this process is that students use this reflection to plan for the next
task. How will they adapt their planning, strategy, time management, and self-
monitoring.