MANAGING AND

CARING FOR THE

SELF
LEARNING TO
BE A BETTER
STUDENT
Chapter 4.1
Learning Outcomes
✓ Understand the theoretical
underpinnings for how to manage and
care for different aspects of the self

✓ Acquire and hone new skills and

learnings for better managing of one's
self and behaviors

✓ Apply these new skills to one's self

and functioning for a better quality of
life
 Are you
stressed right
now?
LEARNING
❑ an adaptive function wherein the
nervous system is changed by
stimuli in the environment, creating
behavioral responses that permits
people to function in the
environment or society

❑ Learning is a change in
knowledge or behavior
that arises out of our
experiences.
Five Points of the Learning
Process
1. It is active.

2. It builds on prior knowledge.

3. It occurs in a complex social

environment.

4. It is situated in an authentic context.

5. It requires learners' motivation and

cognitive engagement.
What Happens During Learning?
❑ Brain and behavior changes.
➢ The Nervous System manages the voluntary and
involuntary body processes, especially during
learning.

❑ Metacognition
➢ “thinking about thinking”
➢ a learning strategy that you use to understand
and control your own performance
➢ A system wherein you:
✓ are totally involved and aware of how you learn and
what learning techniques or strategies meet your
needs.
✓ evaluate how effective these strategies are for you.
✓ implement the best plan of action for optimal
learning
 METACOGNITION
❑ Aspects
1. Self-Appraisal – personal reflection on
your knowledge and capabilities

2. Self-Management – mental process

you employ using what have in
planning and adapting to successfully
learn or accomplish a certain task
 METACOGNITION
❑ Processes
1. Metacognitive Knowledge
▪ “What you know about how you think”.
▪ Variables that affect how you know as a
thinker
1. Personal variables – evaluation of your
strength and weaknesses in learning.
2. Task variables – what you know and what
you think about the nature of the task and
the task requires.
3. Strategies Variables – what strategies or
skills do you already have in dealing with
certain tasks.
 METACOGNITION
❑ Processes
2. Metacognitive Regulation
▪ “How you adjust your thinking
process to help you learn better”.
 METACOGNITION
❑ Metacognitive Skills:
1. KNOWING YOUR LIMITS – be honest; have an
accurate evaluation of what you know and what you
do not know.
2. MODIFYING YOUR APPROACH – recognition that
your strategy is not appropriate with the task.
3. SKIMMING – browsing over the material and
keeping an eye on keyword, phrase or sentence.
4. REHEARSING – trying to make a personal
interpretation or summary of your learning
experience.
5. SELF-TEST – testing the comprehension of your
learning experience or skill you have acquired
during learning.
 METACOGNITION
❑ Other Study Strategies:
1. PRACTICE OVER TIME
a. Practice testing – any form of testing for
learning which a student is able to do on his or
her own.

b. Distributed practice – distributing the learning

over time, not cramming.
❖ Cramming will not help in retaining all
information in memory.
❖ Highlight and underline important facts
 METACOGNITION
❑ Other Study Strategies:
2. QUESTIONING AND EXPLANATION
a. Elaborative interrogation – asking one’s self
why something is the way it is or a particular
concept or fact is true and providing the
answer.

b. Self-Explanation - the explanation might take

the form of answering “why”, but also other
questions, as well as relating new information
to information that is already known.
 METACOGNITION
❑ Other Study Strategies:
3. PRODUCING SUMMARIES OF TEXT

▪ Involves:

✓ the reading and comprehension of text

✓ the ability to identify the most

important information within it and to
encapsulate it briefly in one’s own
words.
 METACOGNITION
❑ Metacognitive Learners
1. TACIT LEARNERS – unaware of their metacognitive
processes although they know the extent of their
knowledge.

2. AWARE LEARNERS – know some of their

metacognitive strategies but do not plan on how to
use these techniques.

3. STRATEGIC LEARNERS – strategize and plan their

course of action toward a learning experience.

4. REFLECTIVE” LEARNERS – reflect on their thinking

while they are using their strategies and adapt
metacognitive skills depending on their situation.