Lesson 1: Learning to be a Better Learner

ACTIVITY
How Do You Think About Thinking?
Answer the Meta-cognitive Awareness inventory (MAI) and evaluate yourself as a learner. A copy
of the MAI can also be downloaded from the following link:
https://www2.viu./studentsuccessservices/learningstrategist/documents/MetacognitiveAwarenessI
nventory.pdf (accessed October 1, 2017)

ANALYSIS
Answer the following questions, then write your answers in the space provided.
1. Do you agree with the results of your MAI? Why or why not?
Yes, because those are what true about me.
2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal
experiences/preferences. Share your answer in class.
a. I learn best or more when I know something or I am interested in the topic.
b. I ask others for help when I don’t understand something.
c. I stop and go back over new information that is not clear.
d. I stop and reread when I get confused.
e. I ask myself if I have considered all options when solving a problem and after I
solve a problem.
3. Does your MAI result consistent with your personal Top 5 Tips/Secrets for
Studying?
Yes, because those tips or secrets are what I am really doing or applying to my
study.

APPLICATION AND ASSESSMENT

Scenario: You are about to study for your final examinations and it is as if the universe
conspired for a heavy finals week, all your subjects provided at least three new reading
materials and topics one week (7 days) before the examination period. Create a diagram or
schedule using at least five of the meta-cognitive strategies, skills, and studying techniques
mentioned in this lesson on how you would prepare for the next seven days before your
final examinations.

Lesson 2: Do Not Just Dream, Make it Happen

ANALYSIS
Envisioned Self Plan

Answer the following questions.

1. Who are you or what would you become:
A. In five years I already have a job and have built my own business.
B. In ten years I am already a licensed teacher and a successful entrepreneur.
C. In twenty years I am already a successful person, already have and can give my
own family a good life.
2. What are your motivations for your envisioned self:
A. In five years my motivation is to study hard and graduate.
B. In ten years my motivation is to pursue the gift and passion that I have in
teaching the children that I used to dream of, the ability and experience that I have in
 teaching. And another of the motivations I hold on to is the belief of my friends and loved
ones in my life that I can do that, that I have the ability to teach.
C. In twenty years my motivation will be my dream for my own family to give them a
good life.
3. Outline your plans on how you will make your envisioned self into reality:
A. In five years, what I will do or my plan is, if I can still shift a course, I will take
education so that I can teach, but if I can still teach though it is entrepreneurship is the
course that I finished, I will not shift or change my course anymore. But if what is really
needed to be able to teach is to have completed a 4 years degree courses of education,
then I will just continue my current course and look for a job and then I will study again to
take this teachers education course, so that I can say that I am already a full-fledged
teacher.
B. In ten years what I will do is, to become a licensed teacher, I will study hard so
that I can graduate and pass the board exam. At the same time, I will make my business
grow even more so that I can have a support in passing my requirements that I need to
apply.
C. In twenty years what I will do is I will improve my teaching and working so that I
can support the needs of my family.
4. How do you feel after doing this exercise?
What I feel after doing this exercise is actually, I’m still undecided because honestly
even until now, I don’t see or haven’t seen myself yet to who or what I will be in the future,
that is why I had a bit of a hard time figuring out what to answer or put here. But these are
still really included in my plans and in the things I am thinking to do.
5. What is your perception on goal setting?
My perception about goal setting is that, except from it is important, this should
already be practice and must pay an attention or focus with because it would be very
helpful in preparing for the future or for the things that are about to happen. Goal setting is
something that everyone should be done, prepared and applied for every plans or
decisions that we made for all of us to know what are the steps that we must do, the
objectives that we should implement and follow, the direction that we should take, and the
goal that we should reached.

APPLICATION AND ASSESSMENT

1. Jack Canfield Quote Hunt. Using Canfield’s quote on success at the beginning of this lesson,
identify the elements of Bandura, Dweck, and Locke’s Theories. Give explanation to your answer.
Conditions of observational learning (major component of Bandura’s social
learning theory)

Attention

If an organism is going to learn anything from a model, he or she must be paying attention
to it and the behavior it exhibits. Many conditions can affect the observer’s attention. For instance,
if the observer is sleepy, ill, or distracted, he or she will be less likely to learn the modeled
behavior and imitate it at a later date. In addition, the characteristics of the model have an
influence on the observer’s attention. Bandura and others have shown that humans pay more
attention to models that are attractive, similar to them, or prestigious and are rewarded for their
behaviors. This explains the appeal that athletes have on the behavior of young children and that
successful adults have on college students. Unfortunately, this aspect of modeling can also be
used in detrimental ways. For example, if young children witness gang members gaining status or
money, they may imitate those behaviors in an effort to gain similar rewards.
Retention
 The second requirement of observational learning is being able to remember the behavior
that was witnessed. If the human or animal does not remember the behavior, there is a less than
probable chance that they will imitate it.

Reproduction

This requisite of behavior concerns the physical and mental ability of the individual to copy
the behavior he or she observed. For instance, a young child may observe a college basketball
player dunk a ball. Later, when the child has a basketball, he or she may attempt to dunk a ball
just like the college player. However, the young child is not nearly as physically developed as the
older college player and, no matter how many times he or she tries, will not be able to reach the
basket to dunk the ball. An older child or an adult might be able to dunk the ball but likely only after
quite a bit of practice. Similarly, a young colt observes another horse in the herd jump over the
creek while running in the pasture. After observing the model’s jumping behavior, the colt attempts
to do the same only to land in the middle of the creek. He simply was not big enough or did not
have long enough legs to clear the water. He could, however, after physical growth and some
practice, eventually be able to replicate the other horse’s jump.

Motivation

Perhaps the most important aspect of observational learning involves motivation. If the
human or animal does not have a reason for imitating the behavior, then no amount of attention,
retention, or reproduction will overcome the lack of motivation. Bandura identified several
motivating factors for imitation. These include knowing that the model was previously reinforced
for the behavior, being offered an incentive to perform, or observing the model receiving
reinforcement for the behavior. These factors can also be negative motivations. For instance, if the
observer knew that the model was punished for the behavior, was threatened for exhibiting the
behavior, or observed the model being punished for the behavior, then the probability of mimicking
the behavior is less.

Elements of Dweck Theory

The “elements of success” – effort, persistence, determination, hard work, enthusiasm,
and discipline, to name a few – are hallmarks of growth mindsets, and will be invaluable as a
student progresses through her education and the world of work.

1. Clarity.

1. Setting Clear Goals

When your goals are clear, you know what you're trying to achieve. You can also measure results
accurately, and you know which behaviors to reward. This is why SMART is such a useful
mnemonic. However, when a goal is vague – or when you express it as a general instruction like
"take initiative" – it isn't easy to measure, and it isn't motivating. You may not even know you've
achieved it!

How to Set Clear Goals

Personal Goal Setting Team Goal Setting

 Write your goal down and be as  Set clear goals that use specific and
 Personal Goal Setting Team Goal Setting

detailed as possible. Use SMART, and measurable standards. For example,

consider putting your goal into the form "reduce job turnover by 15 percent."
of a personal mission statement  for  Write down the metrics  that you'll
added clarity. use to measure your team members'
 Think about how you'll measure success. Be as specific as possible, and
your success toward this goal. What make sure that everyone on your team
specific metrics will you use? understands how you'll measure
 Once you've set your goal, examine success.
how it makes you feel. Are you excited?
Does the challenge motivate you? If you
don't feel strongly about the goal, you
might need to clarify it or change it
entirely.

2. Challenge.

2. Setting Challenging Goals

People are often motivated by challenging goals, however it's important not to set a goal that is so
challenging it can't be achieved.

How to Set Challenging Goals

Personal Goal Setting Team Goal Setting

 Look at your goal. Is it challenging  Use the Inverted-U model  to find

enough to spark your interest? the best balance between pressure and
 Develop self-discipline , so that performance when you set goals.
you have the persistence to work  Think about how you'll reward  team
through problems. members when they achieve challenging
 Identify ways that you can reward goals.
yourself when you make progress.  If possible, create some friendly
Incremental rewards for reaching competition between team members or
specific milestones will motivate you to departments. Competition can
work through challenging tasks. encourage people to work harder.
 Before taking on a major goal,
research it thoroughly. This will help you
be realistic.

3. Commitment.

3. Securing Team Commitment

To be effective, your team must understand and agree to the goals – team members are more
likely to "buy into" a goal if they have been involved in setting it.
This doesn't mean that you have to negotiate every goal with your team members and secure their
approval. They're likely to commit to it as long as they believe that the goal is achievable, it is
consistent with the company's ambitions, and the person assigning it is credible.

How to Secure Commitment to Goals

Personal Goal Setting Team Goal Setting

 Stay committed by  Allow team members to set their

using visualization  techniques to own goals. This will increase their sense
imagine how your life will look once of commitment and empowerment.
you've achieved your goal.  Use Management by
 Create a treasure map  to remind Objectives  to ensure that your team's
yourself why you should work hard. goals align with the organization's goals.
Visual representations of your goal can  Use Amabile and Kramer's
help you stay committed, even when the Progress Theory  to enhance your
going gets tough. team's motivation and commitment with
small wins.

4. Feedback.

4. Gaining Feedback

In addition to selecting the right goals, you should also listen to feedback, so that you can gauge
how well you and your team are progressing.

Feedback gives you the opportunity to clarify people's expectations and adjust the difficulty of their
goals.

Keep in mind that feedback doesn't have to come from other people. You can check how well
you're doing by simply measuring your own progress.

How to Give Feedback on Goals

Personal Goal Setting Team Goal Setting

 Schedule time once a week to  Learn how to give your team

analyze your progress and members feedback  that's objective,
accomplishments. Look at what has and useful and positive.
hasn't worked, and make adjustments  Create a timetable to schedule
along the way. regular feedback for your team.
 Learn how to ask for feedback  on  Use the Stop – Keep Doing –
your progress from others. Start   mod
 Use technology to track and
measure your progress. Apps
like Lift  are a good place to start.
 Measure progress by breaking
difficult or large goals down into smaller
chunks, and seek feedback when you
 Personal Goal Setting Team Goal Setting

reach each milestone.

5. Task complexity.

5. Considering Task Complexity

Take special care to ensure that work doesn't become too overwhelming when goals or
assignments are highly complex.

People who work in complicated and demanding roles can often push themselves too hard, if they
don't take account of the complexity of the task.

How to Set Complex and Challenging Goals

Personal Goal Setting Team Goal Setting

 Give yourself plenty of time to  Your team members might need

accomplish complex goals. Set additional training before they work
deadlines that apply an appropriate toward their goal. Give everyone
amount of pressure, while still being a training needs assessment  to
achievable. identify any knowledge or skills gaps.
 If you start to feel stressed  about  If you notice that any team members
meeting your goals, they might be too are overwhelmed, consider putting them
complex or unrealistic. Reassess both of into
these areas and modify your goals if a coaching  or mentoring  relationship
necessary. with a more experienced colleague.
 Break large, complex goals down
into smaller sub-goals. This will stop you
feeling overwhelmed, and it will make it
easier to stay motivated.

2. Self-efficacy Collage. Make a collage of your own perceived self-efficacy using Dr.
Albert Bandura’s four sources of influence for the development and maintenance of self-
efficacy.

INSPIRATION
ABILITIES
BELIEFS
DEVELOPMENT
nhbcs
SELF-EFFICACY
PERFORMANCE
MOTIVATION
INFLUENCERS BELIEFS
CAPABILITIES
SUCCESS

3. Graphic Organizer. Make an artistic graphic organizer to differentiate fixed mindset from
growth mindset of Dr. Carol Dweck. Highlight the definition, description, characteristics,
examples of situations where each mindset are developed, and their advantages and
disadvantages.
 FIXED MINDSET GROWTH MINDSET

DEFINITION DESCRIPTION DEFINITION DESCRIPTION

 People who  In a fixed mindset,  People who  In the growth
believe that students believe their believe that mindset, student
success is basic abilities, their success is understand that their
based on intelligence, their based on hard talents and abilities
their innate talents are just fixed work, learning, can be developed
abilities have traits. They have a training, and through effort, good
a “fixed” certain amount and perseverance teaching and
theory of that’s that, and their have growth persistence. They
intelligence goal becomes to look theory of don’t necessarily
and goes smart all the time and intelligence, think everyone’s the
under fixed never look dumb. which goes same or anyone can
mindset. under growth be Einstein, but they
 Individuals with fixed
mindset. believe everyone can
mindset can be
get smarter if they
affected by subtle
work for it.
environmental cues.
 Individuals in growth
mindset are more
likely to continue
working hard despite
setbacks.

CHARACTERISTICS CHARACTERISTICS
 Fixed-mindset  Growth mindset individuals do
individuals dread not mind or fear failures as
failure because it is much because they realize
a negative statement their performance can be
on their basic improved and learning comes
abilities. from failure.
 Allows a person to live a less
stressful and more successful
life.

EXAMPLE EXAMPLE

 Children given praise  If given compliments

such as “good job, like “good job, you
you are smart” are worked very hard” are
more likely to more likely to
developed fa fixed developed a growth
mindset. mindset.
 4.

Goal Setting Plan.

Make a goal setting plan (short term for one semester only) based on what you learned

from Locke’s goal setting theory.

5. Dream Board. Make your dream board, five years after college graduation.

Lesson 3: Less Stress, More Care

ACTIVITY
Self Stress Assessment
To handle life stress is to identify sources of life stress. Arizona State University
adopted “The Social Readjustment Scale” of T.H. Holmes and R.H. Rahe to come up with
the “College Student’s Stressful Event Checklist.” Use the Event Checklist to assess your
stress level as college student. Follow these instructions for your guidance:
1. Get a copy of the “College Student’s Stressful Event Checklist” from the Arizona State
University available through Research Gate. Use the link provided:
(https://www.researchgate.net/file.PostFileLoader.researchgate.net/html?id-
5736100517b67ee8fb041dc28assetKey=AS%3A361336895754242%401463160837813 )
2. Answer the questionnaire honestly. To put the checklist in out context, change the third
item about “Divorce between parents,” to “Separation between parents.”

Rank: Value: Happened: Score: Life Event:

1 100 X 100 Death of a close family
member
2 73 Death of a close friend
3 65 Separation between parents
4 63 Serious legal problems
5 63 Major personal injury or illness
6 58 X 58 Responsibilities for others,
such as children/spouse
7 50 X 50 Threat to major source of
income
8 47 Difficulty with roommate(s)
9 45 X 45 Change in health of a family
member
10 45 X 45 Pregnancy
11 44 Sexual problems
12 40 Serious disagreements with
parents
13 39 X 39 Change in lifestyle for
financial reasons
14 39 X 39 Difficulty in identifying a
major
15 39 Serious argument with close
family member
16 39 X 39 Problems with a girlfriend or
boyfriend
17 37 Having to repeat a course
18 37 X 37 Increased workload at
school
19 36 X 36 Outstanding personal
achievement
20 35 X 35 First semester in college
21 31 X 31 Change in living conditions
22 30 Serious disagreements with
an instructor
23 29 X 29 Lower grades than expected
24 29 X 29 Change in sleeping habits
25 29 X 29 Change in social habits
26 28 Change in eating habits
27 26 Chronic car problems
28 26 X 26 Change in number of family
get together
29 25 X 25 Too many missed classes
30 24 X 24 Change in plans for a major
31 23 X 23 Dropped more than one
class
32 20 Minor traffic violations
Total Score : 739
Mild Stress : < 150
Moderate Stress : 150 to 300
Severe Stress : > 300

3. Write your score and its interpretation inside the box.

4. Circle all events you identified
5. During class session, pair with a classmate and share two to three life events you circled.
Observe confidentiality after sharing.

ANALYSIS
 Have a discussion in the class with the following questions:
1. How do you feel while you were doing the checklist?
While I’m doing the checklist, I felt agreed and seemed to have hit by the truth by
those on the checklist.

2. Is the result near to your present perceived stress level? How do you feel with the
result?
It is quite or somehow near to my present perceived stress level and I feel shocked
or surprised by the result because I don’t know or I am not aware that the level of those life
events or stresses that also happened and I am quite expecting to happen in my life soon
would be that high or would be in a severe stress level. Napaisip tuloy ako na ganoon [na]
pala ako ka-stress sa buhay sa mga bagay na ito.[?]
3. How do these identified life events affect your life now?
These life events affects my life now in a way of these leads me to observe and
assess myself and to think on what I should I do to lessen that stress level that I have for
these things or life events especially in being a student because actually for me, these is
one of the sources or causes of my being stress.

4. What is your reflection after sharing your answers with a classmate?

My reflection is that, in the things that are happening or in the things that are just
about to happen in our lives that we already think about, we are not aware that we are
already becoming stressed or stressful in those events.

5. What is your perception about stress and self-care?

My perception about stress and self-care is that, we become stressful in life because
of the things that we make too complicated, the things that we immediately worry about.
And because of these, there’s a tendency that we neglect ourselves. That is why, self-care
is very important, it should be one of our first priority.
.

References:
https://www.britannica.com/science/observational-learning
https://www.mindtools.com/pages/article/newHTE_87.htm