PRESENTED BY

GROUP 3
✔ SELOTERIO , BEA
✔ BATOLINA, JEREME
✔ DIEGO, HANNAH
✔ ESPADA, IVY ROSE
✔ GOBUYAN, HANNA ALLYSA
✔ LEABAN, JAMAICA
✔ MONTEHERMOSO, RZ
✔ PEDRAJAS TR
 UNDERSTANDING THE SELF
Chapter III : Lesson 1

LEARNING TO
BE A BETTER
LEARNER
OBJ
INTRO ABSTRACT
OBJ

Lesson Objectives:

▪ Explain how learning occurs

▪ Enumerate various metacognition and
studying techniques; and
▪ Identify the metacognitive techniques that you
find most appropriate for yourself

INTRO ABSTRACT
 INTRO
INTRODUCTION
• Knowing the “self” is not enough .
Since “who you are” is partly made up
of your choices, you must also have the
ability to choose especially to be the
better “you”. In the school setting, your
knowledge of yourself should at least
enable you to become a better student.
ABSTRACT
 INTRO
INTRODUCTION
• Learning should not just mean studying for your
quizzes and exams in school. Learning could also
occur outside the confines of a book or classroom.
Furthermore, the techniques here are not the only
techniques available and months or years from now,
new ways on how to study better will be discovered
or rediscovered. What is important at this moment is
that you learn these things.

ABSTRACT
 ABSTRACT

ABSTRACTI
ON
❖ We are Homo sapiens or the “wise man”. We think in
a more complex level than our ancestors and most, if
not all, of the other beings. But being called wise, not
only do we think, but we are also capable to think
about thinking, like how we think of things and why
we think in a certain way about things. It is like your
brain thinks about itself, then thinks about how it
thinks about itself
 ABSTRACT

ABSTRACTI
ON
❖ Studies show that when you are able to think
ABSTRACT
about how you think, how you process
information, and how you utilize techniques
while you are studying, you have a higher chance
of improving your learning process than those
who do not reflect on their methods. This idea
falls under the concept of metacognition.
 ABSTRACT

ABSTRACTI
ON
ABSTRACT
❖ Metacognition- commonly defined as “thinking
about thinking”. It is the awareness of the scope and
limitations of your current knowledge and skills .
Due to this awareness, metacognition enables the
person to adapt their existing knowledge and skills
to approach a learning task, seeking for the
optimum result of the learning experience.
 ABSTRACT

ABSTRACTI
ON
ABSTRACT
❖ Metacognition also includes keeping one’s
emotions and motivations while learning in
check. Some people learn better when they like
the subject, some when they are challenged by
the topic, and others if they have a reward
system each time they finish a task..
 ABSTRACT

ABSTRACTI
ON
❖ Metacognition has two aspects:
ABSTRACT (1) self – appraisal
and (2) self – management of cognition.
❖ Self – appraisal is your personal reflection on your
knowledge and capabilities
❖ Self – management is the mental process you
employ using what you have in planning and
adapting to successfully learn or accomplish a
certain task
 ABSTRACT

ABSTRACTI
ON
ABSTRACT
Similar Concepts, usually called elements of
metacognition are:
❖ Metacognitive knowledge – what you know
about what you think.
❖ Metacognition regulation - how you adjust
your thinking processes to help you learn
better.
 ABSTRACT

ABSTRACTI
ON
❖Under metacognitive knowledge, there
ABSTRACT
are several variables that affect how
you know or assess yourself as a
thinker.
 ABSTRACT

ABSTRACT
1. Personal variable - your evaluation of your
strengths and weaknesses in learning
2. Task Variable - what you know or what you think
about the nature of the task as well as what
strategies the task requires.
3. Strategy variable - refers to what strategies or
skills you already have in dealing with certain
tasks.
 ABSTRACT

ABSTRACTI
ON
❖ However, it must be noted
ABSTRACT
that in order to
make self–appraisal and self–management
work, you must have an accurate self–
assessment – you must be honest about what
you know and capable of in order to find ways
to utilize your strengths and improve on your
weaknesses
SKILLS THAN CAN HELP
YOU IN EXERCISING
METACOGNITION
 ABSTRACT

ABSTRACT

1.Knowing your limits – as mentioned earlier, one cannot

really make any significance advancement in using
metacognitive skills without having an honest and
accurate evaluation of what you know and what you do
not know. Knowing your limits also looks at the scope
and limitations of your resources so that you can work
with what you have at the moment and look for ways to
cope with other necessities
 ABSTRACT

ABSTRACT

2. Modifying your approach – it begins with the recognition

that your strategy is not appropriate with the task and/
or that you do not comprehend and learning experience
successfully.
3. Skimming – this is basically browsing over a material
and keeping an eye on keywords, phrases, or sentences. It
is also about knowing where to search for such key terms.
 ABSTRACT

ABSTRACT

4. Rehearsing – This is not just about repeatedly

talking, writing, and/or doing what you have
learned, but also trying to make a personal
interpretation or summary of the learning
experience. One of the fun ways to do this is by
imagining yourself being interviewed about your
task.
 ABSTRACT

ABSTRACT

5. Self-test – This is trying to test your comprehension of

your learning experience or the skills you have acquired
during learning. Self-test does not only focus on what you
have learned but also on how you learned it. After the
experience, you should also ask questions like, “ What
strategies did I use? ”, “ How successful were my learning
strategies? ” , “How can I further improve my learning
skills? ”
 ABSTRACT

Other strategies that you need to develop include

asking questions about your methods, self-reflection,
finding a mentor or support group if necessary,
thinking out loud, and welcoming errors as learning
experiences.
 ABSTRACT

For clarification, “welcoming errors” does not mean

seeking them or consciously making them as much as
possible. It means that when you commit a mistake,
you do not dismiss it as insignificant or you do not
try to avoid responsibility of the results. You must
process them to learn every lesson that you can take
about yourself, about the topic, and other people or
things.
 ABSTRACT
❑ Using these strategies, you can at least identify four types
of metacognitive learners. First, the “tacit” learners are
unaware of their metacognitive processes although they
know the extent of their knowledge. Second, the “aware”
learners know some of their metacognitive strategies but
they do not plan on how to use these techniques. Third,
“strategic” learners, as the name implies, strategize and
plan their course of action toward a learning experience.
Lastly, the “reflective” learners reflect on their thinking
while they are using the strategies and adapt
metacognitive skills depending on their situation.
 ABSTRACT

❑ The goal of metacognition is for the student to be a self-

regulated learner. Education should not be limited by the
capabilities of the teacher, the content of school textbooks,
the four corners of the classroom, and the duration of the
academic year. You should have the capability to study
things on your own as well as accurately evaluate your
progress.
❑ Another benefit is the compensation and development of
cognitive limitations of the learner because the student is
now aware of his/her capabilities.
TIPS THAT YOU CAN USE
IN STUDYING
 ABSTRACT

1. Make an outline of the things you want to learn, the things

you are reading or doing, and/or the things you remember
2. Break down the task in smaller and more manageable details
3. Integrate variation in your schedule and learning experience.
Change reading material every hour and do not put similar
topics together
4. Try to incubate your ideas. First, write your draft without
doing much editing then leave your draft at least overnight or
around 24 hours. After a given period, go back to your draft
or prototype and you might find a fresh perspective about it.
 ABSTRACT

5. Revise, summarize, and take down notes, then read

them to help you minimize cramming in the last
minute, especially when you have a weakness in
memorizing facts and data.
6. Engage on what you have learned. Do something
about it. On a reading material for example, highlight
keywords and phrases, write your opinions about the
matter on a separate notebook, or create a diagram
or concept map.
THE
END