Chapter 3

Managing and Caring for the Self

INTRODUCTION

Are you stressed right now? What are your stressors? Family? Boyfriend/Girlfriend?
Studies? How do you cope with stress? Life as a college student is not easy. You need to
learn how to manage your responsibilities. Learning, however, is not just about lectures
and homework. In fact, we use the term “learning” all the time in everyday life.
Before going into trying to understand the relevant science behind the learning
process, let’s consider the nature of learning that is drawn from research.
The Lawrence Hall of Science/UC Berkeley NSF-WIDER Grant, outlined five points
on the “learning” process:
1. Learning is active.
2. It builds on prior knowledge.
3. It occurs in a complex social environment.
4. Learning is situated in an authentic context.
5. It requires learners’ motivation and cognitive engagement.

Learning is an active process of engaging and manipulating objects, experiences, and

conversations to build mental models of the world (Dewey, 1938; Piaget, 1964; Vygotsky,
1986). It builds on prior knowledge and involves enriching, building on, and changing
existing understanding, where “one’s knowledge base is a scaffold that supports the
construction of all future learning” (Alexander, 1996, p. 89). You study ideas and use
them in your real-life setting so that you can build your own idea to share with others
and improve upon it. After which your improved idea can then be passed on to others.
Learning occurs in a complex social environment; thus, it should not be limited
to being examined or perceived as something that happens on an individual level. It
is necessary to think of learning as a social activity involving people, the things they
use, the words they speak, the cultural context they’re in, and the actions they take
(Bransford et al., 2006; Rogoff, 1998), and that knowledge is built by members in the
activity (Scardamalia & Bereiter, 2006).

136 A Holistic Approach In Understanding The Self

 Learning is situated in an authentic context, and this provides learners the
opportunity to engage with specific ideas and concepts on a need-to-know or want-to-
know basis (Greeno, 2006; Kolodner, 2006). It requires learners’ motivation and cognitive
engagement to be sustained when learning complex ideas because considerable mental
effort and persistence are necessary. This shows learning does not come easy. You as a
learner need to take an active part in the process.
Students grapple with so many issues in life. Many things compete for your
attention. Thus, you need to have an effective strategy in dealing with stress and fulfill
your responsibilities at the same time. But to do so, you need to know yourself first.
Understand how the human brain works during learning. Once you understand the
biological processes, work on a mental strategy that will suit you best. Learning is a
lifelong process, and your college years are just a part of this process. How you approach
learning matters because it will definitely have an impact on the quality of your life in
the future.

Chapter Overview
In this chapter, the student will identify three areas of concerns such as
learning, goal setting, and managing stress. It also provides for the more practical
application of the concepts discussed in this course and enables them to get the
hands-on experience of developing self-help plans for self-regulated learning, goal
setting, and self care.
I. Objective:
At the end of the chapter, the students will be able to demonstrate various
ways of managing and caring for themselves.
II. Learning Outcomes:
At the end of the course, the students will be able to:
1. Discuss how to be better students using different study strategies;
2. Understand how the human brain works during learning;
3. Identify short- and long-term goals;
4. Discuss various sources of stress;
5. Compare and contrast the different coping strategies; and
6. Apply positive coping strategies.

A Holistic Approach In Understanding The Self 137

 Diagnostic Exercise
List down the strategies that you personally use when
you study for your exam.

Learning to Be a Better Student

“Instead of asking what you want to be when you grow up, ask what
problems you want to solve.”
―Lauren Hurt-Ashwin

Do you cram when you take the exam? Are your strategies effective when you study
for your exam? Do you get high scores in your exam using your strategies? If yes, that is
good! But if not, then let’s find out some of the techniques that may help you get better
if not high scores in your quizzes and exams.
Do you know the parts and functions of your brain? Let’s journey together to explore
the intricacies and mysteries of our brain for a better understanding and meaningful
learning.

What Happens During Learning? Brain and Behavior Changes

The nervous system is one of the most important systems in our body because it is
the main control and coordinating system of the body. It manages the voluntary and
involuntary body processes, especially during learning. It is divided into two major
systems, the central nervous system and the peripheral nervous system. Both systems
are responsible for transmitting and receiving information throughout our body.

138 A Holistic Approach In Understanding The Self

Here’s the diagram of the major divisions and parts of the nervous system:

Nervous
System

Central Peripheral
Nervous Nervous
Systems System

Brain Spinal Cord Somatic Autonomic

Forebrain Midbrain Hindbrain Sympathetic Parasympathetic

Cerebrum Thalamus Hypothalamus Medulla Pons Cerebellum

Tectum Tegmentum

Are you right-brain or left-brain oriented? Try to follow the activity that will be
facilitated by your instructor. Listen carefully.

Left Brain/Right Brain Activity

For this activity, have students line up one behind the other in a large area, like the
cafeteria or the gym. Tell them you are going to read two statements, and they should
listen to both before moving. If they agree with the first statement, they will take a step
to the left, and if they agree with the second statement, they will take a step to the right.
As statements are read, some students will move farther and farther from that point
where they started. Others may remain close to the origin. After you have read several
pairs of statements (always read the odd first, then the even), you may choose to skip
some of them. When you stop, point out that students who have moved to their left are
left-brained. Students will show varying degrees of this. Students who are to the right
of where they started are right-brained. Read each sentence and have students decide if
they fit the description.
1. I remember names best.
2. I remember faces best.
3. I prefer to have things explained to me with words.
4. I prefer to have things explained by showing them to me.
5. I prefer classes with one assignment at a time.

A Holistic Approach In Understanding The Self 139

 6. I prefer classes where I work on many things at once.
7. I prefer multiple-choice tests.
8. I prefer essay tests.
9. I am not good at body language; I prefer to listen to what people say.
10. I am good at body language.
15. I decide what I think about things by looking at the facts.
16. I decide what I think about things based on my experience.
17. I like my classes to be planned, so I know exactly what to do.
18. I like my classes to be open with opportunities for changes as I go along.
19. I am neither imaginative nor inventive.
20. I am very imaginative and inventive.
21. I would rather not guess or play hunches.
22. I like to play hunches and guess.
23. I like to express feelings and ideas in plain language.
24. I like to express feelings and ideas in poetry, song, dance, and/or art.
25. I rarely get insights from poetry or symbols.
26. I usually get insights from poetry or symbols.
27. I prefer solving one problem at a time.
28. I prefer solving more than one problem at a time.
29. I respond more to people when they appeal to my logical side or my intellect.
30. I respond more to people when they appeal to my emotional side or my feelings.
31. I prefer to use logic in solving problems.
32. I prefer to use intuition in solving problems.
33. I prefer to analyze problems by reading and listening to experts.
34. I prefer to see and imagine things when I solve problems.
35. I am very good at explaining things with words.
36. I am very good at explaining things with hand movements and actions.
37. I learn best from teachers who explain with words.
38. I learn best from teachers who explain with movements and actions.
39. When I remember or think about things, I do best with words.
40. When I remember or think about things, I do best with pictures and images.
41. I enjoy talking and writing.
42. I enjoy drawing and manipulating things.
43. I am easily lost in finding directions.
44. I am good at finding directions.
45. I prefer to learn details and specific facts.
46. I prefer to learn from a general overview and look at the whole picture.
47. I like to read realistic stories.
48. I like to read fantasy stories.

140 A Holistic Approach In Understanding The Self

 49. It is more fun to plan realistically.
50. It is more fun to dream.
51. I prefer total quiet when reading and studying.
52. I prefer music while reading and studying.
53. I would like to write nonfiction books.
54. I would like to write fiction books.
55. I prefer individual counseling.
56. I prefer group counseling.
57. I prefer to learn by examining.
58. I prefer to learn by exploring.
59. I prefer dogs.
60. I prefer cats.

Let’s examine the major parts and functions of the human brain.

A Holistic Approach In Understanding The Self 141

Here are the characteristics and functions of the left and the right brain:

LEFT BRAIN
 Characteristics and
Rational
Functions Evaluative thinking
 Logical/critical Abstract math
thinking/analytical Computation
 Solves problems by breaking Reading/phonics
them apart Reality
Improving known
 Thinks concretely
Intellectual
 Talks to think and learn Controls feelings
 Serious ideas/logical ideas Time-oriented
 Structured/planned/sequential Follows verbal
 Prefers to write and talk instructions
 Auditory/visual learner Remembers names
Prefers objective tests

142 A Holistic Approach In Understanding The Self

 RIGHT BRAIN
Functions and Characteristics

 Prefers to draw and handle Dreaming

 Musical abilities
objects Singing
 Lets feelings go
 Imaginations Assuming
– Emotional
 More likely to act on emotions fantasy
 Holistic Affective
 Inventing
 Intuitive interaction
 Visual/spatial/kinesthetic thinking Spontaneous
 Pictures things to think and Remembers
 Abstract
learn
 Responsive faces
 Playful Takes risks
Follows written or  Humorous ideas
 Prefers
demonstrated directions  Subjective essay tests
 Creative thinking/synthesizing Processing of
Ideas

You can also take Left Brain/Right Brain Testonline athttp://Testyourself.psychtests.com

A Holistic Approach In Understanding The Self 143

 METACOGNITION AND STUDY STRATEGIES

Metacognitive Teaching Strategies (Helping Students Learn How to Learn)

Metacognition:
(meta = “about” and cognition = thinking)
Purposefully thinking about one’s own
thinking strategies – when people are able
to “learn to think” and “think to learn”
Metacognition is a learning strategy that
you use to understand and control your own
performance.

It is 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

Learners with strong metacognitive skills

• Effectively plan for their learning
• Know their limits and seek help when needed
• Frequently assess their knowledge to test their comprehension of the topic
• Monitor their own learning and use various learning strategies
• Carefully practice a skill to gain confidence and competence

There is a need to teach for metacognitive knowledge explicitly….we are

continually surprised at the number of students who come to [university] having
very little metacognitive knowledge; knowledge about different strategies, different
cognitive tasks, and particularly accurate knowledge about themselves. (Pintrich,
2002)

The following metacognitive teaching strategies come from a few sources that were
used including:
• Promoting student metacognition(K. Tanner, 2012)
• Creating self-regulated learners: Strategies to strengthen students’ self-awareness
and learning skills (L. Nilson, 2013),
• Metacognition (Putting Metacognition into Practice) by Nancy Chick
• Centre for Teaching Assistant Director (Vanderbilt University),
• Classroom Assessment Techniques (by T. Angelo and P Cross, 1993),

144 A Holistic Approach In Understanding The Self

 • Centre for Research on Learning and Instruction (University of Edinburgh)
• Peter Arthur, Director, Centre for Teaching and Learning, University of British
Columbia Okanagan.

Metacognitive Awareness Inventory

Two processes of metacognition:

1. Knowledge of cognition (declarative, procedural, and conditional)
This involves:
a. Being aware of the factors that involve learning;
b. Identifying the strategies you can use to effectively learn; and
c. Choosing the appropriate learning strategy.
2. Regulation of cognition involves:
a. Setting goals and planning;
b. Monitoring and controlling learning; and
c. Evaluating own regulation (assessing if the strategy you are using is working
or not; making adjustments and trying something new).

In 1994, Schraw and Dennison created the Metacognitive Awareness Inventory (MAI).
This was developed to bring awareness of metacognitive knowledge and metacognitive
regulation, specifically for adult learners. The MAI consists of 52 questions that cover
the two components of cognition, “knowledge of cognition factor” and “regulation
of cognition factor.”

Using the Metacognitive Awareness Inventory

1. Copy the 52-statement handout and give it to the students.
2. After they have completed checking off “true” or “false” give them the second handout
(Scoring Guide).
3. Discuss with students. Discuss how they can improve their knowledge and regulation
of cognition.
Schraw, G. & Dennison, R.S. (1994).
Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

A Holistic Approach In Understanding The Self 145

 Activity 2
“ME AS A LEARNER”

Metacognitive Awareness Inventory (MAI)

Think of yourself as a learner. Read each statement carefully. Consider if the statement
is true or false as it generally applies to you when you are in the role of a learner (student,
attending classes, university, etc.) Check () True of False as appropriate. When finished
with all statements, apply your responses to the Scoring Guide.
TRUE FALSE
1. I ask myself periodically if I am meeting my goals.
2. I consider several alternatives to a problem before I answer.
3. I try to use strategies that have worked in the past.
4. I pace myself while learning in order to have enough time.
5. I understand about what I really need to learn before I begin a task.
6. I know how well I did once I finish a test.
7. I know well I did once I finish a test.
8. I set specific goals before I begin a task.
9. I slow down when I encounter important information.
10. I know what kind of information is most important to learn.
11. I ask myself if I have considered all options when solving a problem.
12. I am good at organizing information.
13. I consciously focus my attention on important information.
14. I have a specific purpose for each strategy I use.
15. I learn best when I know something about the topic.
16. I know what the teacher expects me to learn.
17. I am good at remembering information.
18. I use different learning strategies depending on the situation.
19. I ask myself if there was an easier way to do things after I finish a
task.
20. I have control over how well I learn.
21. I periodically review to help me understand important relationships.
22. I ask myself questions about the material before I begin.
23. I think of several ways to solve a problem and choose the best one.

146 A Holistic Approach In Understanding The Self

 TRUE FALSE
24. I summarize what I’ve learned after I finish.
25. I ask others for help when I don’t understand something.
26. I can motivate myself to learn when I need to
27. I am aware of what strategies I use when I study.
28. I find myself analyzing the usefulness of strategies while I study.
29. I use my intellectual strengths to compensate for my weaknesses.
30. I focus on the meaning and significance of new information.
31. I create my own examples to make information more meaningful.
32. I am a good judge of how well I understand something.
33. I find myself using helpful learning strategies automatically.
34. I find myself pausing regularly to check my comprehension.
35. I know when each strategy I use will be most effective.
36. I ask myself how well I accomplish my goals once I’m finished.
37. I draw pictures or diagrams to help me understand while learning.
38. I ask myself if I have considered all options after I solve a problem.
39. I try to translate new information into my own words.
40. I change strategies when I fail to understand.
41. I use the organizational structure of the text to help me learn.
42. I read instructions carefully before I begin a task.
43. I ask myself if what I’m reading is related to what I already know.
44. I reevaluate my assumptions when I get confused.
45. I organize my time to best accomplish my goals.
46. I learn more when I am interested in the topic.
47. I try to break studying down into smaller steps.
48. I focus on overall meaning rather that specifics.
49. I ask myself questions about how well I am doing while I am learning
something new.
50. I ask myself if I learned as much as I could have once I finish a task.
51. I stop and go back over new information that is not clear.
52. I stop and reread when I get confused.

A Holistic Approach In Understanding The Self 147

 Metacognitive Awareness Inventory (MAI) Scoring Guide
Directions
For each True, give yourself 1 point in the Score column.
For each False, give yourself 0 point in the Score column.
Total the score of each category and place in box. Read the descriptions in relation to each section.

Knowledge about Cognition

Declarative Knowledge Declarative Knowledge Score
• The factual knowledge the learner needs before 5. I understand my intellectual
being able to process or use critical thinking strengths and weaknesses.
related to the topic
• Knowing about, what, or that 10. I know what kind of information is
• Knowledge of one’s skills, intellectual resources, most important to learn.
and abilities as a learner 12. I am good at organizing
• Students can obtain knowledge through information.
presentations, demonstrations, discussions.
16. I know what the teacher expects
me to learn.
Procedural Knowledge
• The application of knowledge for the purposes 17. I am good at remembering
of completing a procedure or process information.
• Knowledge about how to implement learning 20. I have control over how well I learn.
procedures (e.g., strategies)
32. I am good judge of how well I
• Requires students to know the process as well as
understand something.
when to apply process in various situations
• Students can obtain knowledge through 46. I learn more when I am interested in
discovery, cooperative learning, and problem the topic.
solving. Total

Conditional Knowledge 8
• The determination under what circumstances
specific process or skills should transfer
• Knowledge about when and why to use learning
procedures
• Application of declarative and procedural
knowledge with certain conditions presented
• Students can obtain knowledge through
simulation.
Procedural Knowledge Score Conditional Knowledge Score
3. I try to use strategies that have 15. I learn best when I know something 5
worked in the past. about the topic.
14. I have a specific purpose for each 18. I use different learning strategies
strategy I use. depending on the situation.
27. I am aware of what strategies I use 26. I can motivate myself to learn when
when I study. I need to.
33. I find myself using helpful learning 29. I use my intellectual strengths to
strategies automatically. compensate for my weaknesses.
35. I know when each strategy I use will
be most effective.
Total Total

4 5

148 A Holistic Approach In Understanding The Self

 PRE-ASSESSMENT (SELF-ASSESSMENT) OF CONTENT

A simple activity, such as finding out what you already know about a topic can help
you begin to think about how learning works.
Here are a few ways to conduct a pre-assessment (or a student self-assessment) of
new content.
1. Create a few key questions about the content/topic a week prior to the class.
Questions should ask students what they know already about the topic, possible
identification of any misconceptions they hold on the topic, challenges or
successes they have had with the topic, exploration into past experiences, or
applications of the content/topic.
These questions may be in the form of a homework assignment, a set of clicker
questions for in-class voting, a short reflective writing piece done in class and
handed in.
2. Have the students individually hand in their responses anonymously. Skim
through the answers after class. Possibly categorize/summarize all responses by
themes.
3. Share responses with students the next class either verbally or a summary of
themes.
4. Have a discussion with students about how asking these questions can help them
in thoughtful planning of how they might approach a new idea or topic or how
they will approach course content and associated studying/learning strategies.

SELF-ASSESSMENT OF SELF-REGULATED LEARNING SKILLS

Students are not going to learn how to be good learners unless we engage them in
activities and discussions about how they perceive themselves as learners – and to see
what approaches are working and not working for their learning.
Here are 21 statements you could pose to students to start them thinking about how
they think and think about how they learn. Ideally, we hope to have students utilizing
deep approaches to learn rather than surface approaches. Strategic approaches are
somewhere in between the two but don’t really result in longer term and meaningful
learning.

Surface Approach to Learning Questions

1. I find I have to concentrate on just memorizing a good deal of what I have to learn.
2. I am not really sure what’s important in lectures, so I try to get down all I can.
3. I tend to read very little beyond what is actually required to pass.

A Holistic Approach In Understanding The Self 149

4. I concentrate on learning just those bits of information that I have to know to pass.
5. I like to be told precisely what to do in essays or other assignments.
6. I often seem to panic if I get behind in my work.
7. Often I find myself wondering whether the work I am doing here is really worthwhile.

Strategic Approach to Learning Questions

1. I think I am quite systematic and organized when it comes to studying for exams.
2. I am pretty good at getting down to work whenever I need to.
3. I organize my study time carefully to make the best use of it.
4. Before starting work on an assignment or exam question, I think first how best to
tackle it.
5. I look carefully at my instructor’s comments on coursework to see how to get higher
marks the next time.
6. I put a lot of effort into studying because I am determined to do well.
7. When I have finished a piece of work, I check it through to see if it really meets
requirements.

Deep Approach to Learning Questions

1. When I am reading, I stop from time to time to reflect on what I am trying to learn from
it.
2. When I am working on a new topic, I try to see in my own mind how all the ideas fit
together.
3. Often I find myself questioning things I hear in lectures or read in books.
4. Some of the ideas I come across on the course I find really gripping.
5. I usually set out to understand for myself the meaning of what we have to learn.
6. I like to play around with ideas of my own even if they don’t get me far.
7. It is important for me to be able to follow the argument, or to see the reason behind
things.

All items are to be responded by choosing from “strongly agree,” “somewhat agree,”
“somewhat disagree” or “strongly disagree.”
These items come from ASSIST (Approaches and Study Skills Inventory for Students)
designed to evaluate university students’ conceptualizations of learning, approaches
to studying, and preferences for different instructional methods (Centre for Research
on Learning and Instruction, University of Edinburgh). The ASSIST tool identifies
three main approaches to studying: deep, strategic, and surface. Deep and strategic
approaches usually result in greater success where surface approach may result in poorer
performance by students.
You may put a few of these statements on a slide or on the whiteboard and ask
if anyone uses that technique, or you may have a discussion around a collection of
statements.
150 A Holistic Approach In Understanding The Self
 Or you could copy the handout (see next page) and give to students and ask them
to check off their level of agreement with each statement. Once completed, ask the
students to identify the “approach” for each collection of statements and have them fill
in the type of approach used. (Answer: Surface, Strategic, and Deep).

What Approach to Learning Do You Use?

Instructions: Read each statement and  the

Strongly Somewhat Somewhat Strongly
column descriptor you feel best represents how
you learn. Agree Agree Disagree Disagree

Approach:
I find I have to concentrate on just
memorizing a good deal of what I have
to learn.
I am not really sure what’s important in
lectures, so I try to get down all I can.
I tend to read very little beyond what is
actually required to pass.
I concentrate on learning just those bits
of information that I have to know to
pass.
I like to be told precisely what to do in
essays or other assignments.
I often seem to panic if I get behind in
my work.
Often I find myself wondering whether
the work I am doing here is really
worthwhile.
Approach:
I think I am quite systematic and
organized when it comes to studying for
exams.
I am pretty good at getting down to
work whenever I need to.
I organize my study time carefully to
make the best use of it.
Before starting work on an assignment
or exam question, I think first how best
to tackle it.

A Holistic Approach In Understanding The Self 151

 Instructions: Read each statement and  the
Strongly Somewhat Somewhat Strongly
column descriptor you feel best represents how
you learn. Agree Agree Disagree Disagree

I look carefully at my instructor’s

comments on coursework to see how to
get higher marks the next time.
I put a lot of effort into studying because
I am determined to do well.
When I have finished a piece of work, I
check it through to see if it really meets
requirements.
Approach:
When I am reading I stop from time to
time to reflect on what I am trying to
learn from it.
When I am working on a new topic, I try
to see in my own mind how all the ideas
fit together.
Often I find myself questioning things I
hear in lectures or read in books.
Some of the ideas I come across on the
course I find really gripping.
I usually set out to understand for myself
the meaning of what we have to learn.
I like to play around with ideas of my
own even if they don’t get me far.
It is important for me to be able to follow
the argument, or to see the reason
behind things.

THINK ALOUD FOR METACOGNITION

As the instructor, you are an expert in your field. It can be almost impossible to
remember a time when you did not think the way you currently do about your discipline.
At one time you were confused or unsure about studying your discipline. If you can offer
to students examples of your own self-reflective examples of your own transition into
thinking like an expert in your discipline, this can help students a lot. As researchers
and reflective practitioners we are thinking metacognitively all the time (thinking about
your own questions, how your thinking has evolved, how you incorporate new knowledge
into your practice, etc.)

152 A Holistic Approach In Understanding The Self

 Anytime you can talk out loud (“think aloud”) about how you view a document or a
picture or think about a book, or share your thinking processes with students, you are
helping them become more metacognitive in their own approaches to the subject.
Once you have modelled for them how you would solve a problem or interpret a piece
of writing, have students work in pairs to talk out loud as to how they are thinking about
an assignment piece of homework or an assignment.
1. One student talks out loud while the partner records what they are saying (the
strategy is going to be used to complete the homework or do the assignment).
The partner also guides them to think through all the steps.
2. Students switch roles and do the same for each other.
3. Now students have thought out the process for completing the assignment or
homework, received some feedback from their partner and possibly have a plan
written down as to how they are going to undertake the task. Debrief briefly with
class as to lessons learned etc.

CONCEPT MAPPING AND VISUAL STUDY TOOLS

Concept maps were originally developed to enhance meaningful learning in the

sciences. A concept map is a way of representing relationships between ideas, images, or
words. Concept maps are a way to develop logical thinking and study skills by revealing
connections to the big ideas or the key concepts you are trying to teach. Concept maps
will also help students see how individual ideas relate to the larger whole or the bigger
picture.
Learning benefits can be derived from instructor-led or student-constructed concept
maps of the connections and key ideas from a course or class. It is best that the instructor
demonstrate how to design a concept map of a class or course before students are asked
to do the same. Show students how the readings, videos, assignments, and activities are
connected to the course learning outcomes and other courses.
Design a brief or detailed concept map of the course or subcomponents of the course
and share it with students. Then later on in course students can form small groups and
build a concept map as a review activity before a midterm or as a review of a portion of
the course. Students can do for homework or they can do in class and share with each
other explaining the interrelationships between each component. Ask the students to
draw all the “cross-links” and label them as they see the components connecting fully or
partially.

A Holistic Approach In Understanding The Self 153

 HOW TO USE A CONCEPT MAP

Every concept map responds to a focus question, and a good focus question can lead
to a much richer concept map. When learning to construct concept maps, learners tend
to deviate from the focus question and build a concept map that may be related to the
domain but which does not answer the question. It is often stated that the first step to
learning about something is to ask the right questions.
Steps to create a concept map:
1. Construct a focus question.
2. Identify the key concepts.
• Some people rank the concepts by importance as it may help with the construction
of the map.
• This also helps the map makers sort the ideas, and if they see no relevant
connection they do not have to include the concept.
3. Construct a Map.
• If this is the first time you are doing one – do it as a group first

You can use a partially completed version with students to help them initially build one.
Example Concept Map:Based on Novak’s concept map of meaningful learning

154 A Holistic Approach In Understanding The Self

 CLASSROOM ASSESSMENT TOOLS

There are many short activities you can do during class time that will help promote
metacognitive thinking in your students.
Sometimes these little activities are called “Classroom Assessment Tools – CATS”
(term coined by Angelo and Cross).
Here is a sampling of a few tools to consider. They often take a few minutes to do and are
easy to implement.
CATs give students and faculty immediate feedback on learning.
ASSESSMENT
DESCRIPTION HOW TO USE
METHOD
During last few minutes of class, students Review/read all before next
Ticket-Out-The-
write response to a question or two about class and use to clarify, correct,
Door
class concepts. Hand in as exit class. or elaborate more for students.
During the last few minute of class, students Review/read all before next
One-Minute write response to “Most important thing I class and use to clarify, correct,
Paper learned today” and “What I understood the or elaborate more for students.
least today.”
Similar to One-Minute Paper – but only Same as One-Minute Paper but
ask students to describe what they didn’t if many students have same
Muddiest Point
understand during class and what they problem, reteach concept
think might help them. another way.
Divide the class into groups and assign Use as many of the questions
Student-
each group a topic on which they are to as possible on next test.
Generated Test
each write a question and answer for next
Questions
test.
Students fill in cells of a two-dimensional Tally the number of correct
diagram with instructor-provided labels and incorrect responses.
such as a comparison chart outlining Look for patterns among the
Memory Matrix
similarities and differences in two columns incorrect responses. Address
against a variety of concepts in the in class.
discipline.
Label three charts K (What I KNOW Discuss with students
Already), W (What I WANT to Know) and L perceptions of what they
K-W-L Chart (What I have LEARNED). Complete the first thought they knew, what they
two before a unit/topic and the last one at have come to know, etc.
end.
Ask students to write a layperson’s Categorize student responses
“translation” of something they have just according to characteristics
Directed
learned (geared for a non-expert audience) you feel are important.
Paraphrasing
to assess their ability to comprehend/ Address in class.
transfer concepts.

A Holistic Approach In Understanding The Self 155

 ASSESSMENT
DESCRIPTION HOW TO USE
METHOD
Students summarize knowledge of a Evaluate the quality of each
topic by constructing a single sentence to summary in brief fashion. Note
One-Sentence
cover the core concept. The purpose is to if students have identified the
Summary
require students to select only the defining core concepts of the class
features of an idea. topic. Share with students.
Give the class a question. Allow everyone Use when you want to have a
to think on own for a few minutes jotting better discussion by a greater
down some thoughts. Then ask students to number of students. By
Think-Pair-
pair up with a peer and discuss thoughts thinking alone first and with
Share
for another few minutes. Can do groups of small groups of peers, shared
4 as well. Ask to share with whole class. responses should be richer
and more varied.
After teaching a theory, principle or Quickly read through once and
procedure, ask students to write down at categorize them according to
Application
least one real-world application for what quality. Pick out a broad range
Cards
they have just learned to determine if they of examples to share with the
can see the transfer of their recent learning. class the next day.
Using “clickers,” or online polling questions, Often polling devices can
Classroom ask students a variety of questions about present immediate results
Opinion Polls a topic and seek their anonymous opinion, back to the class to provide
discussion and next steps.
Written by students each week in which Read at end of each week,
they address three questions: What did I categorize responses, and
learn this week? What questions remain share with class. Follow up on
Weekly Report
unclear? And What questions would you unclear questions with class or
ask your students if you were the instructor small group of students.
to find out if they understood the material?
Instructor presents one or more questions Often lasts a few minutes but
during class involving key concepts, along uncovers misunderstandings,
with several possible answers (multiple and great conversation
choice). Students indicate (by show of amongst students. Share
hands, or poll/clicker voting) which answer answers after second voting
Concept Tests they think is correct. If most of the class session to see how the class
has not identified correct answer, students responses changed or didn’t
are given a short time to persuade their change.
neighbor(s) that their answer is correct.
The question is asked a second time to
gauge class mastery.
Instructor meets informally with students Design specific questions
either in class or after class to answer to help guide the meeting
Instructor
questions, inquire about conceptual and address concepts and
Meetings
understanding or provide feedback on understandings you want to
student learning. know more about.

156 A Holistic Approach In Understanding The Self

 METACOGNITIVE NOTE-TAKING SKILLS

Provide students with guidance and models for how to take good notes during a
class. Here is a suggestion for a format you can replicate or draw on the board and discuss
with students.

Beginning of Class (Plan + Connect)

In this section, encourage students to prepare their notes in an organized fashion.

Stop the class and have them complete the connection questions in their notes. This will
help them start thinking about how this class fits in with what they already know or
want to know more about.
Date:   Course Name:   Class   Learning Outcomes:
Connections:
• What do I already know about this topic?
• How do I feel about this topic? (excited, anxious, curious, nervous)
• How does this topic relate to something I already know?
• What questions do I have already about this topic?

Middle of Class (Monitoring Learning)

In this section, encourage students to create 2 columns in their notes. In the left
column ask students to record insights, “ah-ha” moments, questions students have about
the content, connections they are making to other classes/topics, and also any feelings
or thoughts they have on the class. In the right column they take traditional notes on
what is being presented. Encourage students to refrain from writing everything. Write
key concepts and headings on the board and indicate to students when you are shifting
to a new section or concept.
LEARNING INSIGHTS CLASS NOTES

End of Class (Reflecting on Learning)

Near the end of class, ask students to draw a line below their notes and write a
summary of the whole class. Just a few sentences is enough to get students thinking
about the key learning that has just happened and what the whole class was about.

A Holistic Approach In Understanding The Self 157

 You can also write a few prompts on the board to help students with their summary
note (e.g., what were the most important ideas from today’s class? what did I find most
interesting in class today? how did today’s content relate to another class?

REFLECTIVE WRITING

Reflective writing helps students make connections between what they are learning
in their homework/class content and with how they are integrating the content into their
current learning structures. Writing helps students observe themselves before, during,
and after their reading, watching and listening experience. Reflective writing can also
take the form of jotting down their affective and other personal reactions to learning
the material. The most popular reflective writing activity is the “minute paper” whereby
you have students respond to prompts that ask them to think about their experiences
with the homework, class activities, or recent learning experiences in your class. Here
are some sample prompts to use for your reflective writing activities:
• The most important part of the reading, video, or class is….
• The most useful or valuable thing(s) I learned today was….
• The most surprising or unexpected idea I encountered was…
• The ideas that stand out the most in my mind are….
• This helped or hindered my understanding of the reading, video, or class ….
• Two ideas that I have found confusing are….
• “I learned a lot doing this assignment”. I agree (or disagree) because….
• The advice I’d give myself based on what I know now and if I were starting this
assignment over again would be….
• If I were to paraphrase what we have learned today for a high school student it would
look like this….
• What I have learned today, I am able to connect to other courses in this way…

Managing your Own Learning: Self-Regulated Learning

“Self-regulation will always be a challenge, but if somebody’s going to be in

charge, it might as well be me.”
―Daniel Akst

What are the factors that you consider important in your learning? Is it the educator’s
teaching style? The learning materials? The classroom?
Although it is true that the teacher, books, and classroom help facilitate learning,
it is actually not the most important consideration to learning. Your primary concern
in learning should be “you.” Yes, “your” are the most important factor in your learning

158 A Holistic Approach In Understanding The Self

process. Are you motivated to do your learning tasks? Are you confident in your ability
to learn? Are you open to learn about ideas that challenge your preconceptions?

Cartoon characters courtesy of Pixton

Self-regulated learning is how students regulate their own emotions, cognition,
behavior, and aspects of the context during a learning experience. While motivation is
your general desire or willingness to do something, self-regulation is the process wherein
you activate, take control of, and evaluate your own learning. Motivation and self-
regulation are not the same although these two qualities share some common elements.
One critical difference is “choice” (specifically referring to autonomy and control over
the situation). In motivation, choice does not have to be central to the construct. Self-
regulation, however, requires some degree of choice or intentional selection of strategies
to help you achieve a goal or behavior.

Self-Regulated Learners:

• Are aware of their own strengths and weaknesses

• Utilize metacognitive strategies (for example, you question your learning and you
monitor your own learning as well as your approach to academic tasks)
• Attribute any success or failure to factors within personal control

Self-Regulation as a Process
Self-regulation is a cyclical process. It promotes learning that will lead to a perception
of greater competence, which sustains motivation to reach a particular goal or goals.
Examples of good self-regulation skills include good time management; the ability to
rapidly select the most efficient problem-solving strategies; and the ability to actively
monitor emotional states, such as frustration.
Self-regulated learning is not a one-size-fits-all exercise. It is a process that should
be tailored to suit your individual need for a specific learning task (Zimmerman, 2002).
As a cyclic process, a student who practices self-regulated learning plans for a task,
monitors the performance, and then reflects on the outcome. The cycle then repeats as
the student uses the reflection to adjust and prepare for the next task.

A Holistic Approach In Understanding The Self 159

 The figure below illustrates the key steps of the process. You as student will performs
these steps while the instructor’s vital role is to guide and coach you through each step.

The bullet points below provide additional information. It is adapted from the SAGE
2YC project supported by the US National Science Foundation Division of Undergraduate
Education and are drawn from Zimmerman (2002) and Zumbrunn et al. (2011).
1. Plan, set goals, and lay out strategies.
Many students may overlook this first step of the cycle as they dive headlong
into a task. It is important that you plan your actions before you start working
on a task. This will help you strategize right from the start.

Guide on planning, setting goals and strategies

Analyze the learning task. Ask:

Is this a task I've done before or something new?

Does it build off a task I've done before?

How much time will it take?

How much focus will I need?

Set goals. Ask:

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?

160 A Holistic Approach In Understanding The Self

 Plan strategies. Ask:

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 Ask:
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?

Adapted from SAGE 2YC project

2. Use strategies and monitor performance.
In this phase, you carry out your outlined plan. Ideally, you should proceed
with confidence because you have already established a detailed plan of action.

Here are some key points for this phase:

a. Use self-observation to reflect on your actions and the effectiveness of
the results. For example, “When I studied in a quiet location in the library, I
completed the reading more quickly than when I read at home.”
b. Since things do not always go smoothly, make a plan on what to do when
obstacles arise (Flanagan, 2014).For example, “My teacher’s consultation
hour is every Wednesday; I will go and clarify some of the topics here that I
don’t understand.”
c. Stick with these strategies, even though it may be tempting to revert
to known (but ineffective) learning styles. Unfamiliar approaches may feel
inefficient at first, but learning the method can be as important as learning
the material.
d. Monitor your progress and the strategies you are using on the intermediate
goals. Expect and accept feedback from your teacher regarding your progress.

3. Reflect on your performance

Many students focus solely on the extrinsic outcome of their grade. While
grades are important, you should reflect on your own performance on a
particular assignment, and why you performed as such. This self-reflection can
help you understand why you earned a certain grade and how to improve your
performance.

A Holistic Approach In Understanding The Self 161

 Tips on how to reflect on your performance:
a. Compare your performance with your original goal and your result. Do not
compare yourself with others.
b. Was your strategy effective? Did you use the appropriate strategy? Did you
follow your strategy?
c. Do not blame your failure by saying you lack the ability.
d. Reflect on the effort you made and the strategy you used that may have
caused poor performance.
e. Manage your emotions. Accept help from your teacher and significant people
around you. Direct your emotions toward productive lines of thinking about
how you can improve your performance. Even if the outcome is not what you
had hoped, you can still learn from the experience.
f. A key part of this process is that students use this reflection to plan for the
next task. How will you adapt your planning, strategy, time management,
and self-monitoring?

162 A Holistic Approach In Understanding The Self