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Managing and Caring For The Self

This lesson will present several techniques that you can adapt depending on your situation and preferences to make you a better learner.Learning should not just mean studying for your quizzes and exam in school. Learning could also occur outside the confinesofa book or classroom, like when you want to acquire a new move in your favorite sport, or the skills for a certain hobby, among others.
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100% found this document useful (1 vote)
678 views11 pages

Managing and Caring For The Self

This lesson will present several techniques that you can adapt depending on your situation and preferences to make you a better learner.Learning should not just mean studying for your quizzes and exam in school. Learning could also occur outside the confinesofa book or classroom, like when you want to acquire a new move in your favorite sport, or the skills for a certain hobby, among others.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MANAGING AND CARING FO

R THE SELF
Lesson 1: Learning To Be A Better Lea
rner

INTRODUCTION
Knowing the "self" is nit enough. Since "who you ar
e" is partly made up of your choices, you must also have t
he ability to choose especially to be better "you".
This lesson will present several techniques that you c
an adapt depending on your situation and preferences to
make you a better learner.Learning should not just mean
studying for your quizzes and exam in school. Learning co
uld also occur outside the confinesofa book or classroom,
like when you want to acquire a new move in your favorit
e sport, or the skills for a certain hobby, among others.
ABSTRACTION
We are Homo sapiens or the "wise man". We thi
nk in a more complex level than our ancestors and m
ost, if not all, of the other beings. But being called wi
se,not only do we think, but we are also capable to t
hink about thinking, like how ww think of things and
why we think in a certain way about things. It is like y
our brain thinks about itself, then thinks about how it
thinks about itself.
This idea falls under the concept of metacognition.
Metacognition is commonly defined as "thinking about
thinking". It is the awareness of the scope and limitatio
ns of your current knowledge and skills (Meichenbaum
1985 in American Institutes for Research 2010). Due to
this awareness, metacognition enables the person to ad
apt their existing knowledge and skills to approach a lea
rning task, seeking for the optimum result of the learnin
g experience (American Institutes for Research 2010).
Metacognition is also not limited to the thinking proces
sof the individual. It also includes keeping one's emotio
ns and motivation while learning in check (Papaleontio
u-Louca 2003) .
The emotional state and the motivation of a person the
n should be in the preferred ideal state for that person
order to further facilitate his or her learning.
TWO ASPECTS OF METACOGNITION
Self-appraisal - is your personal reflection on your knowled
ge and capabilities.
Self-management - is the mental process you employ using
what you have in planning and adapting to successfully lear
n or accomplish a certain task.

ELEMENTS OF METACOGNITION
Metacognitive knowledge or what you know about how yo
u think.
Metacognition regulation or how you adjust your thinking p
rocesses to help you learn better.
There are several variables that affect how you know
or assess yourself as a thinker.
• First is the personal variable, which is your evaluati
on of your strengths and weaknesses in learning.
• Second is the task variable, which is what you know
or what you think about the nature of the task, as
well as what strategies the task requires.
• Lastly, strategy variable refers to what strategies or
skills you already have in dealing with certain tasks.
The following are other skills that can help you in exe
rcising metacognition:

1. Knowing your limits. Knowing your limits also look


s at the scope and limitations of your resources so th
at you can work with what you have at the moment a
nd look for ways to cope with other necessities.
2. Modifying your approach. It begins with the recog
nition that your strategy is not appropriate with the t
ask and/or that you do not comprehend the learning
experience successfully. (Ex. You may want to make a
summary or code for yourself instead of using keywo
rds or highlighting sections of what you are reading.
3. Skimming. This is basically browsing over a material a
nd keeping an eye on keywords, phrases, or sentences. I
t is also about knowing where to search for such key ter
ms.
This technique works best when you want to get an idea
about the contents of a reading material, when you are
trying to read through several materials in a limited tim
e frame, or when you want to focus on a certain datails,
among others.

4. Rehearsing. This is not just about repeatedly talking,


writing, and or doing what you have learned, but also tr
ying to make a personal interpretation or summary of th
e learning experience.
5. Self-Test. As the name implies, this is trying to test
your comprehension of your learning expwor yhe skil
ls you have acquired during learning.
You can make essay questions or definition of terms t
est while you are reading or watching a material. You
can challenge yourself in completing a task successful
ly, maybe in a given period of time -for example doin
g 50 free throws with at least 90% success rate.
Self-test does not only focus on what you have learne
d but also on how you learned it.
Other strategies that you need to develop include aski
ng questions about your methods, self-refection, findin
g a mentor or support group if necessary, thinking out l
oud and welcoming errors.
For clarification "welcoming errors" does not mean see
king them or consciously making them as much as poss
ible. It means that when you commit a mistake, you d
o not dismiss it as insignificant or you do not try to avoi
d responsibility of the results. You must process them t
o learn every lesson that you can take about yourself, a
bout the topic, and other people or things. By having a
more positive attitude towards mistakes, you will also
have the courage to venture into new and unknown le
arning experiences that may one day interest you.
Four Types of Metacognitive Learn
ers
 Tacit learners are unaware of their metacognitive proce
sses although they know the extent of their knowledge.
 Aware learners know some of their metacognitive strat
egies but they do not plan on how to use these techniq
ues.
 Strategic learners strategize and plan their course of ac
tion toward a learning experience.
 Reflective learners reflect on their thinking while they a
re using the strategies and adapt metacognitive skills de
pending on their situation.

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