UNDERSTANDING THE

SELF (FINALS)
TOPIC: LEARNING TO BE A
BETTER STUDENT
REPORTERS:
RENALD PAR
MARIA ADELFA SOLARION
JAZEL ANN RECUERDO
LEARNING OUTCOMES

At the end of this lesson, the learners are

able to:

1. Explain how learning occurs;

2. Enumerate various metacognition and
studying techniques; and
3. Identify the metacognitive techniques
that you find most appropriate for yourself.
LESSON 1: LEARNING TO BE A BETTER
STUDENT

It is only when a student looks back as he reaches

college that he realizes just how much time he had
already spent in school. Having an
education is an essential part of life and even if
schooldays are over, people still continue to learn. Thus,
one should take advantage of every
opportunity to learn a better person.
What is
learning?
What is
learning?
In the field of human behavior, learning
may be
defined as relatively permanent changes in
behavior brought about by practice and
experience (Coon, 2001). As implied by the
definition, learning involves acquisition of
information or mastery of skills that
brought
about changes not only in how the person
thinks and feels but more importantly in
how he
Learning does not always happen
automatically
for there are many factors that affect the
process of learning. Some of these factors
are:

1.The characteristics of the learner

2.The information/material to be learned

3.The situation in which learning should
take place.
THE PSYSIOLOGICAL BASIS OF THE
BRAIN
THE PSYSIOLOGICAL BASIS OF
LEARNING
 The human brain is simply
amazing. For a long time, scientsts
have tried to unravel and are stll
unraveling the powers of the human
brain. Human beings have reached
this stage of evoluton because of
 LIMBIC SYSTEM
1. The Cerebrum, which is the
biggest part of the brain
(approximately 75%) is the most
highly developed part of the human
brain. Its functions involve mental
processes like thinking, perceiving,
producing, and understanding
language. Most information
processing happens in the higher
brain center, the cerebral cortex.
2. The cerebral cortex, which
covers the cerebrum, is
involved in several functions
associated with learning
including:

Determining intelligence

Planning and organization

Processing sensory information
3. The
hippocampus
which is a part if
the
limbic system is
responsible for
processing and
storing short-term
memory.
4. The amygdala
also of the limbic
system,
is responsible for
emotions, survival
instincts, and
memory
The Sensory Apparatus (eyes, ears, nose, tongue, skin,
and kinesthetic senses) serve as gateways for the brain
to take notice, understand and retain significant
sensory data.
TYPES OF LEARNING
Psychologist have discovered through
experiments conducted on animals and its
applicability to human beings, that learning may
occur in two ways:
a. By association or associative learning
b. Cognition or cognitive learning
(Feldman, 2010)
TYPES OF
LEARNING
1. Associative learning is a type of learning that
takes place by associating or connecting a stimulus
or a response to a
reinforcement. The processes involved in such a
learning technically are known as a Classical
Conditioning by Ivan
Pavlov and Operant Conditioning by B.F. Skinner
respectively. Conditioned
Examples of learning responses/behavior can
through
occur unconsciously
 Classical within the individual.
Conditioning:
The aroma of your mother’s cooking
makes you happy. (The aroma reminds
you of your loving mother.)
 Operant Conditioning
Studying hard for the quiz because you
expect good grades
 Operant Conditioning
Studying hard for the quiz because you
expect good grades
2. Cognitive learning is defined as learning through
conscious mental activities like thinking,
understanding and remembering. In the cognitive
approach, learning may occur into two ways:
a.) Latent learning by Edward Tolman is the acquisition
of data that is the stored in memory for later use. An
important aspect of this learning is the memory
process and the formation of cognitive maps (e.g.
Tolman’s maze). The ability to screen and encode data
in the brain, analyze and assimilate new and stored
data and retrieve it for use in a specific situation is a
cognitive process.
b.) Observational learning was proposed by Albert Bandura
According to Bandura, people can also learn by observing a
imitating a model. Four factors should be present for learn
through modeling take place. These are:

Attention. The learner should focus on the behavior of the
model.
Retention. The learner should store what he observed in
memory for recall.
Motor Reproduction. The learner should be able to
perform the model’s
behavior from behavior.
Motivation/ reinforcement. The learner’s behavior
should be reinforced
for the imitated behavior to be repeated.
METACOGNITI
ON
WHAT IS METACOGNITION?
WHAT IS METACOGNITION?

Metacognition was a concept that was

introduced by John Flavell (1979).

John Flavell
WHAT IS METACOGNITION?

Metacognition was a concept that was

introduced by John Flavell (1979).

Metacognition according to Flavell is the process by

which a
person is thinking about, monitoring or observing
his own thinking process. This involves mental
strategies like planning, organizing and adapting.
ELEMENTS OF METACOGNITION

1. Metacognitive Knowledge- what you know about what

you think.

a. Personal Variable- evaluation of strengths and

weaknesses in learning.
b. Task Variable- what you know or what you think about
the nature of the task, as well as the strategies the task
requires.
c. Strategy Variable- skills you already have in dealing
with certain tasks.

2. Metacognition Regulation- how you adjust your

thinking processes to help you to learn better.
The metacognitive process is important for learning
to be a success. Typically it involves self-regulation,
the awareness of one’s strengths and weaknesses
and the strategies a person
would use to overcome and handle life difficulties.
There are three components of metacognition:
The metacognitive process is important for learning
to be a success. Typically it involves self-regulation,
the awareness of one’s strengths and weaknesses
and the strategies a person
would use to overcome and handle life difficulties.
There
1. are three components
Metacognitive knowledge. of metacognition:
This component is
about knowing how the person learns and his
beliefs about learning in him and others.
The metacognitive process is important for learning
to be a success. Typically it involves self-regulation,
the awareness of one’s strengths and weaknesses
and the strategies a person
would use to overcome and handle life difficulties.
There
1. are three components
Metacognitive knowledge. of metacognition:
This component is
about knowing how the person learns and his
beliefs about learning in him and others.
2. Metacognitive skills. This component refers to
the affective aspect of the learning process.
The metacognitive process is important for learning
to be a success. Typically it involves self-regulation,
the awareness of one’s strengths and weaknesses
and the strategies a person
would use to overcome and handle life difficulties.
There
1. are three components
Metacognitive knowledge. of metacognition:
This component is
about knowing how the person learns and his
beliefs about learning in him and others.
2. Metacognitive skills. This component refers to
the affective aspect of the learning process.
3. Metacognitive strategies. These are the
techniques used by the person to monitor his
learning progress.
Two Aspects of Metacognition (Paris and Winnogard
1990)

1. Self appraisal- your personal reflection on your

knowledge and capabilities.

2. Self Management- the mental process you employ

using what you have in planning and adapting to
successfully learn or accomplish a task.
SKILLS TO IMPROVE METACOGNITIVE
SKILLS
Skills to Improve Metacognitive Skills (Waterloo
Student Success Office)

1. Knowing your limits. Evaluate what you know and what

you do not know. Knowing the scope and limitations of your
resources allows you to work with what you have at the
moment and look for ways to cope with other necessities.
Skills to Improve Metacognitive Skills (Waterloo
Student Success Office)

1. Knowing your limits. Evaluate what you know and what

you do not know. Knowing the scope and limitations of your
resources allows you to work with what you have at the
moment and look for ways to cope with other necessities.

2. Modifying your approach. Recognize which strategies are

inappropriate with the task, you might want
Skills to Improve Metacognitive Skills (Waterloo
Student Success Office)

1. Knowing your limits. Evaluate what you know and what

you do not know. Knowing the scope and limitations of your
resources allows you to work with what you have at the
moment and look for ways to cope with other necessities.
2. Modifying your approach. Recognize which strategies are
inappropriate with the task, you might want to change or modify it.
3. Skimming. Browse over a material and keep an eye on
keywords, phrases, or sentences. It is also about knowing where
to search for such key terms.
4. Rehearsing. This is not just about repeatedly talking, writing,
and doing what you have learned, but also trying to make
personal interpretation or summary of the learning experience.
4. Rehearsing. This is not just about repeatedly talking, writing,
and doing what you have learned, but also trying to make
personal interpretation or summary of the learning experience.

5. Self-Test. This does not only focus on what you have

learned but also on how you learned it. "What strategies did I
use?" "How successful were my learning strategies?" "How can I
further improve my learning skills?"
FOUR TYPES OF METACOGNITIVE
LEARNERS
Four Types of Metacognitive Learners

1. tacit-unaware of their metacognitive processes

although they know the extent of their knowledge

2. aware - know some of their metacognitive strategies

but do not plan on how to use these techniques

3. strategic - strategize and plan their course of action

toward a learning experience

4. reflective - reflect on their thinking while using the

strategies and adapt metacognitive skills depending on
their situation
STUDY STRATEGIES
Study Strategies also known as study skills are
approaches or techniques used to maximize learning to
get high grades, be successful in school and are useful
in every aspect of life.
The following is a brief description of each learning
style:
1. Visual involves ease in learning that is presented with
pictures and images.
2. Physical involves motor movements like drawing,
building, and role playing.
3. Aural involves listening, uses sound like music, and
recordings.
4. Verbal creates ease in learning through the use of
spoken or written words
5. Logical involves reasoning, arguments to explain and
understand concepts and ideas.
6. Social involves ease in learning with people and
preference for study and group.
7. Solitary is preference to learning by himself apart
from any form of social distraction.
Students can choose which ones
complement their unique learning style/s:

1. Have a plan as to when is the best time to

study and stick to this plan.
2. Start reviewing the most difficult subject first.
3. Have a specific place for studying.
4. Outline and write notes.
5. Use mnemonics (memory aids)
6. Take notes during lectures and review notes
during weekends or if possible, read through
them every day,
 ANAGING YOUR LEARNING: SELF-REGULATED
EARNING
Self-regulated learning is a form of
selfempowered learning wherein the learner is
active and self-guided in monitoring his own
study.
1. Have a specific learning goal in mind.
2. Have a learning strategy.
3. Be your own teacher.
4. Monitor progress.
5. Reinforce yourself.
6. Evaluate your progress and goals.
7. Take corrective action.
8. Boost motivation.
"Learning never exhausts the
mind"
- Leonardo Da Vinci
ARE YOU
READY
ACTIVITY. Create an acrostic about the word
LEARNING. Make sure that your acrostic is related to
the word but don't worry you may have this criteria.
CRITERIA L-
E-
Meaningfulness- A-
4pts. R-
Relationship - 3pts. N-
I -
Grammar - 3pts. N-
Total - G-
10pts.