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Course Code and Title: GE 101 – Understanding the Self

Lesson Number: Lesson 14 (Week 15)
Topic: Learning to Be a Better Student
INTRODUCTION:
According to neuroscientists, learning new knowledge and skills everyday keeps the structures of
the brain changing and increases its ability to learn. This chapter discusses theories and concepts
that explain the nature and dimensions of learning. Metacognition and self-regulated learning are
also discussed along with suggestions and strategies on how to improve learning and become a
better student.
LEARNING OBJECTIVES:
At the end of this lesson, you should be able to:
 Explain learning and how it works in humans;
 Identify the parts of the brain involved in learning;
 Describe the importance of neuroplasticity and its implications on learning;
 Discuss the influence of metacognition and self-regulation in learning; and
 Choose and apply strategies to improve learning.
PRE-ASSESSMENT:
Read carefully and answer the following statements/questions.
1. The aspect of the self that is expressed or shared with others through online interactions on
the internet. _____________________

2. Process in which students systematically direct their thoughts, feelings, and actions toward
the attainment of their academic goals. _____________________
3. Allows students to learn to think and look for solutions when faced with adversities.
_____________________

4. Relatively permanent change in behavior as a result of practice or experiences.

_____________________

5. Ability of the brain to change throughout one's life. _____________________

LESSON PRESENTATION:

The only person who is educated is the one who has learned
how to learn and change.
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- Carl Rogers

LEARNING

Behaviorists define learning as a relatively permanent change in behavior as a result of practice or

experiences. Cognitive psychologists define learning as a process that leads to change as a result of
experience. In other words, learning is the acquisition of knowledge, skills, and attitudes through
experience. It is a transformational process that leads to personal growth and development.
Learning helps an individual to adapt to the constantly changing environment. It starts at birth and
continues throughout life. It is a constant process that can result from direct and indirect
experiences. Individuals learn from one another through observation and imitation. Learning is
important to the survival of human beings because it enables them to discover new knowledge,
technology, and interventions.

WHAT HAPPENS IN THE BRAIN DURING LEARNING?

Humans have the capacity to learn new skills and adapt to new environments. Development and
learning are powerful agents of change throughout one's life that induce structural and functional
plasticity in the neural systems of the brain (Galvan, 2010). The process of neuroplasticity is the
ability of the brain to change throughout one's life. It involves the addition of new neurons, new
interconnections between neurons, and the reorganization of information processing areas. The
ability of the brain to change happens in two ways; it could be through an increase in the number of
synapses between neurons or a change in the function and structure of the neurons.

Neurons are the basic building blocks of the nervous system that transmit impulses or messages.
Every neuron is made up of a cell body (soma), dendrites, and an axon. Neurons vary according to
their functions and locations. The impulses that travel along neurons are electrochemical in nature.
A neuron transmits impulses or messages to another neuron through a junction called synapse.
Neurons are not totally connected and are separated by a small gap separates neurons.
Neurotransmitters are the electrochemicals that connect and allow the transmission of impulses from
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one neuron to another. Several neurotransmitters such as acetylcholine, glutamate, dopamine, and
norepinephrine are associated with memory and learning.

The process of neuroplasticity, or changes in the structure and functions of the neurons in the brain,
usually happens in the cerebral cortex which is the wrinkled layer of the brain. The cerebral cortex is
packed with neurons and is responsible for the most sophisticated information processing in the
brain. The cortex is divided into four lobes: the frontal, parietal, temporal, and occipital. Each lobe is
responsible for processing the different types of sensory information. The cerebral cortex plays a key
role in human learning, thought, memory, and language (Rathus, 2017). Although the brain
continues to grow and develop throughout one's life the overall number of neurons and synapses
declines with age. Thus, Dr. Michael Merzenich, a leader in the field of neuroplasticity research,
suggests that learning new knowledge and skills everyday keeps the structures of the brain in
constant change which increases its ability to learn.

METACOGNITION AND SELF-REGULATED LEARNING

Metacognition is the awareness of one's thinking and the strategies one uses to learn. Metacognition
is simply defined as cognition about cognition or thinking about thinking. Psychologist John Flavell
(Lai, 2011) identifies two components of metacognition: metacognitive knowledge and metacognitive
regulation. Metacognitive knowledge includes knowledge of one's own cognitive abilities, knowledge
of cognitive tasks, and knowledge of the strategies to complete the cognitive tasks. Metacognitive
regulation refers to how an individual monitors and controls his or her cognitive processes.

Zimmerman (2002) defines self-regulated learning (SRL) as the process in which students
systematically direct their thoughts, feelings, and actions toward the attainment of their academic
goals. It is a process of taking control of and evaluating one's own learning and behavior. It is a self-
directed process through which students transform their mental abilities into academic skills. It is
also a cyclical process in which the student plans for a task, monitors his or her performance, and
reflects on the outcome. The cycle is then repeated as the student uses his or her reflections to
adjust and prepare for the next task. Thus, students practice their self-regulation learning by setting
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goals, selecting and using strategies, monitoring their performance, and reflecting on their learning
outcomes (Zimmerman, 2008), Consequently, the three essential components of self-regulated
learning are planning, problem solving, and self-evaluation. Planning increases efficiency, control,
and motivation. Problem solving allows students to learn to think and look for solutions when faced
with adversities. Self-evaluation increases self-awareness that leads to the better understanding of
one's own emotions, strengths, and weaknesses.

GENERAL BENEFITS OF METACOGNITION AND SELF-REGULATION IN LEARNING

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 Increase students' knowledge and understanding of different subject matters

 Help students understand the kinds of information they need to successfully solve a problem
in school
 Help students choose the most appropriate and useful learning strategies to improve their
learning capabilities
 Help students organize daily tasks in school
 Help students identify strengths and weaknesses in their academic performance
 Allow students to learn ideas from others such as their teachers and fellow students
 Allow students to give and receive feedback in their own thinking and performance
 Develop students' autonomy and control
 Improve students’ academic performance and help them become successful
 Develop students’ high sense of self-efficacy and self-esteem

HOW TO DEVELOP METACOGNITIVE AND SELF-REGULATED LEARNING BEHAVIORS

 Set your short-term and long-term academic goals in your studies. Identify the negative
outcomes if you don't achieve your goals as well as the positive outcomes when you achieve
them.

 Make a self-help plan to achieve your academic goals. Think and select strategies to achieve
your goals such as staying focused, avoiding distractions, and developing skills to manage
your time efficiently.

 Monitor your academic performance and progress. Use a chart to monitor your work
outcomes. When faced with difficult tasks, seek social support when you need it. Look for
inspiration to keep you motivated in achieving your academic goals. When confronted with
difficulties, always think and keep working toward your goals and the future.
 Reflect on what you have learned and accomplished. Reflection helps you develop your
strengths and overcome your weaknesses.
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SUMMARY:

Behaviorists define learning as a relatively permanent change in behavior as a result of practice and
experience.

Neuroplasticity is the ability of the brain to change throughout lie. It involves the addition of new
neurons, new interconnections between neurons, and the reorganization of information process.

Metacognition is the awareness of one’s thinking and the strategies one uses to learn.
Self-regulated learning (SRL) is the process in which students systematically direct their thoughts,
feelings, and actions toward the attainment of their academic goals.

The three essential components of self-regulated learning are planning, problem-solving, and self-
evaluation.

APPLICATION # 14:
You may browse your notes and module to aid in answering the following activity.

Identification (50 points)

Instruction: Provide what is asked for each item.

 As adolescents enhance their self-understanding, they become more aware of their own
strengths, weaknesses, emotions, and feelings and how they may affect their learning and
behavior. Your journey toward self-understanding may begin with your answers to the
following.

a. My Goals

Short-term goals Long-term Goals

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b. My strengths and weaknesses

Strengths Weaknesses

c. Special abilities and skills I have that can help me achieve my goals.

d. Barriers to achieving my academic goals and how to overcome them

Barriers How to Overcome

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e. Areas that I am unhappy/disappointed with in my school performance and ways

to improve in these areas

Things that I am Unhappy/Disappointed

Ways to Improve
With

f. The things I have achieved

g. The things that make me happy

ACTIVITY/EVALUATION # 14:
This is a closed module activity. Please observe honesty.

True or False (1 point each – 10 points)

(Instruction: Analyze each statement and choose T if it is True and F if it is False.)
Time limit: 10 minutes
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1. Cognition refers to emotions.

2. The number of neurons and synapses declines with age.
3. The structures of the brain keep changing.
4. The cortex is divided into four lobes.
5. Learning is a constant process.
6. Self-regulated learning is a cyclical process.
7. Neuroplasticity usually happens in the cortex.
8. The two components of self-regulated learning are knowledge and regulation.
9. Self-regulation is a mental ability.
10. Metacognition is thinking about how others think.
REINFORCEMENT/ASSIGNMENT # 14:
You may browse your notes and module to aid in answering the following activity.

Reflection – Essay (5 pts.)

Instruction: In not more than 8 sentences, write an essay on the three most important things you
learned from the results of each self-assessment activity (Application # 14). Overall, what are your
insights on the outcomes of the activities?

REMINDER:
 Do advance reading of module # 15 in Understanding the Self entitled Setting Goals for
Success.
REFERENCE:
 Go-Monilla, M.J. & Ramirez, N. (2018). Understanding the Self. C & E Publishing, Inc.