USELFModule 3. Unfolding The Mental Self
USELFModule 3. Unfolding The Mental Self
USELFModule 3. Unfolding The Mental Self
1. Explain and elaborate concepts and processes on cognition, memory, and intelligence
2. Analyze and demonstrate how cognition, memory, and intelligence are manifested in various
aspects of his life.
3. Apply principles of cognition, memory, and intelligence to his own life.
Memory Game
• https://www.memozor.com/memory-games/for-adults/emoji
01/08/21
Diagnostics
Learning Checkpoint
Do you AGREE or DISAGREE?
Intelligence Description
Verbal-linguistic Ability to analyse information and produce output that involves oral and written language.
Logical-mathematical Ability to understand and answer mathematical equations
Visual-spatial Ability to analyse graphical information
Musical Ability to produce and make meaning of different types of sound.
Naturalistic Ability to identify and distinguish aspects of the natural world.
Bodily-kinesthetic Ability to use one’s body to create products or solve problems.
Interpersonal Ability to be sensitive of other people’s thoughts and emotions.
Intrapersonal Ability for self-introspection
Aside from the Multiple Intelligence theory, another framework proposed is that of Sternberg’s Triarchic Theory
of intelligence. According to Sternberg (1985), intelligence is defined as “a mental activity directed toward
purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life.”
Sternberg proposed three aspects of intelligence: componential, experiential, and contextual intelligence.
According to the theory, intelligence is a function of how these three aspects are interchangeably used by the
individual and up to what levels they are used.
Both theories of multiple intelligence and triarchic theory explain the nature of intelligence, and the personal
and environmental factors that shape it.
Tasks
• Answer the Multiple Intelligence Test on this link:
https://mypersonality.info/test-mi
Individual Guide questions:
• What are your top 3 results?
• Do you agree with the results of the online test? Why or why not?
• How can you harness these intelligences in everyday life?
Group discussion:
• Form a group who share the same criteria of intelligence. Enumerate at least
three ways on how your intelligence helps you in your everyday life. Prepare
a ppt presentation of your experiences.
Assignment
• Reading
https://human-memory.net/
Jigsaw Classroom: Read the following by group:
Introduction – The Human Memory
Types of memory
Memory Processes
Memory Disorders
Memory and the Bain
The members of the group will discuss the assigned topic in their respective group
then each will be assigned to other groups thus each member from the original group
shares what they have discussed in their original group.
01/08/21
UNIT 2. The Mechanism of Human Learning
This unit provides an overview of learning, the
factors that contribute to the learning process,
and how it shapes our individual self.
Learning is a choice.
Unit 2. The Mechanism of Human
Learning
Learning
If cognition, memory, and intelligence are underlying
mechanisms that allow us to perceive, process, and apply
information for daily adaptation, then learning is a
natural consequence of these mechanisms. Learning is
defined as “a relatively permanent change in a person’s
knowledge or behavior as a result of experience”. This
definition connotes three things: one, that the change is
long-term; two, that the source of change comes from
within the memory or knowledge structure of the
individual; and lastly, that the change is attributed to
personal experience of the learner in his environment,
and not due to some temporary state. When we transfer
knowledge or information to long-term memory and that
is elaborated, rehearsed, and practiced, then learning
happens.
However, the notion of learning is underlined by notions of self-efficacy and human agency. Self-efficacy is defined
as “the extent to which we believe we can confidently learn and master a particular skill.” When an individual has
high self-efficacy, they are likely to engage in challenging tasks and recover from disappointments quickly. On the
other hand, people with low self-efficacy are likely to avoid difficult tasks because of lack of confidence and result
to having low self-esteem. Thus, self-efficacy is a crucial factor behind learning and performance.
Mastery Experience Accomplishment of simple tasks that lead to more complex tasks.
Social modelling Observing an identifiable model who accomplishes the task.
Improving physical and emotional Being relaxed and calm before pursuing a challenging task.
states
Verbal persuasion Providing encouragement and feedback during the accomplishment of a
challenging task.
Apart from self-efficacy, human agency is another underlying principle in learning. People are not merely products
of inner forces or environments; they are self-regulating and proactive. We influence our own environments by our
characteristics and behavior; we influence other people; and we influence social groups in achieving large-scale
benefits.
Thus, in the learning process, students are equally accountable for their performance as much as their teachers.
While teachers are considered agents of change in the learning process, students have the responsibility to be
equally involved as well. When teachers give tasks, it is a responsibility of the student to be engaged toward its
accomplishment; students are accountable for the level and quality of engagement in the task; students anticipate
outcomes commensurate to the quantity and quality of efforts exerted; and most of all, students should gain
valuable lessons and learning as they evaluate the entire learning process. It is in this perspective that students are
agents of their own learning, and they are expected to invest in their own learning cycle.
Differences between deep learning and surface learning have been consistently studied in various research.
Surface learning leads to mere absorption of facts, rote memorization, extrinsic motivation, focus on structured
curricula and assessment that does not allow for autonomous learning to happen, and pays attention to teacher
performance rather than student learning. On the other hand, deep learning strategies result to knowledge
construction, making meaningful connections, use of higher cognitive skills, enhanced intrinsic motivation, better
metacognition, and fosters discovery learning.
In adopting deep learning strategies, students can engage in the following habits:
• Take down notes. By taking down notes, students reinforce absorption of ideas and can relate them to
past information they have already stored.
• Ask questions during class sessions. Asking questions during class resolves two things: fosters
discussion and individual & group discovery and allows opportunity for immediate feedback of the learning
process.
In adopting deep learning strategies, students can engage in the following habits:
• Creating cognitive maps. The essence of deep learning is making meaningful connections among
information relayed to the learner. By creating cognitive maps, students can link concepts together,
resulting to personal construction of meaning shared by these information and enabling transfer to long-
term memory.
• Engage in collaborative learning activities with mentors and peers. There is a saying that “two heads
are better than one.” In joining study groups, learners can converse, exchange ideas, engage in debate,
and immerse in peer evaluation that can be used for personal feedback. Thus, teachers present
collaborative learning opportunities for this purpose.
• Go beyond the mandatory course requirements. Reading additional reference materials, watching
films that exhibit concepts discussed in class, going on trips for authentic learning experience, and other
learning opportunities not signified in the course syllabus can greatly enhance the learning process.
Lesson Assessment