Study and Communication

Skills

Unit 1
Learning to Learn
 Multiple Self study Time
Learners Style Goal Setting

Contents
Intelligent methodology Management

Metacognition
 Learners styles and multiple
intelligences
Self Analysis
 Self study methodology
 Time Management
Goal Setting
Critical
Reflection 

 Self analysis and critical reflection

Motivation
 Keeping a learner diary
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Learners Style Goal Setting
Intelligent methodology Management

What are learning styles?

Metacognition
 Learning styles are simply different
approaches or ways of learning
Self Analysis

Critical
Reflection

Motivation

Learner Diary
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What are the types of learning styles?

Fleming's VARK model

Metacognition
 Visual Learners:
learn through seeing……...
- need to see the teacher's body language and facial
Self Analysis
expression to fully understand the content of a
lesson
Critical
Reflection - tend to prefer sitting at the front of the classroom
to avoid visual obstructions (e.g. people's heads)
Motivation

Learner Diary
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Metacognition - think in pictures and learn best from visual displays

including: diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs
Self Analysis - During a lecture or classroom discussion, visual
learners often prefer to take detailed notes to absorb
Critical the information
Reflection

Motivation

Learner Diary
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Metacognition
 Auditory Learners:
learn through listening...
- learn best through verbal lectures, discussions,
Self Analysis
talking things through and listening to what others
have to say
Critical
Reflection - interpret the underlying meanings of speech
through listening to tone of voice, pitch, speed and
other nuances
Motivation

Learner Diary
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Metacognition - Written information may have little meaning until it

is heard
- benefit from reading text aloud and using a tape
Self Analysis
recorder

Critical
Reflection

Motivation

Learner Diary
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Metacognition
 reading/writing-preference
learners
Self Analysis - learn through Reading and writing...
* learn best through reading approach, actively
Critical
Reflection
exploring the information
* learn best through writing approach, actively
Motivation
exploring the idea

Learner Diary
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Metacognition
 Tactile/Kinesthetic Learners:
learn through , moving, doing and
Self Analysis
touching...
- learn best through a hands-on approach, actively
Critical exploring the physical world around them
Reflection
- They may find it hard to sit still for long periods and
may become distracted by their need for activity and
Motivation exploration

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Learners Style Goal Setting
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Intelligent methodology Management

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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What is Studying?

Metacognition
 a skill to turn information into learned
knowledge
Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition
 the GIGO principle
“Garbage In, Garbage Out!”
Self Analysis

 if you do not have the right information

to begin with then you are guaranteed
Critical
Reflection

that the information you finish up with

Motivation
will also be wrong
Learner Diary
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Definition
Metacognition
 Study skills is ability and approach
applied to learning
Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition
 generally critical to success in school
 essential for acquiring good grades
Self Analysis  useful for learning throughout one's life,
in support of career and personal
Critical
Reflection interests

Motivation

Learner Diary
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Basic skills
Metacognition
 Listening Skill;
 to learn to focus not only on the person speaking to
you, but also on what they actually say
Self Analysis  an important clue, a verbal hint that you must listen

to what is said
Critical • For example… • The facts are…
Reflection
• Pay attention… • However…
• As you will remember… • To sum up…
Motivation
• So we can see… • In conclusion…
• Keep in mind… • The main points are…
Learner Diary
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Metacognition
 Reading Skill;

to improve effective ways of reading
Self Analysis
 two techniques: scanning and skimming

Critical
Reflection

Motivation

Learner Diary
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Metacognition
Scanning; looking for words and phrases that you
need read the sentences around it
Self Analysis
• Capital letters at the beginning of sentences.
• Names.
Critical
Reflection • Bullet points and/or numbers
• Numbers are also about statistics, and statistics are a
good way of remembering key points of information.
Motivation
• Remember: you are searching for relevant
information – information you need!
Learner Diary
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Metacognition
 Skimming; selecting the parts of the page that
you will actually read
• Always read the first paragraph, usually tell you
where to look to find the information you need.
Self Analysis
• Read the first sentence of each paragraph, which will
mention what the paragraph is about.
Critical • Read the last paragraph, for this will usually
Reflection summarise the contents of the page or chapter.
• If it does not tell you what you want to know, move
on to the next sentence, paragraph or chapter.
Motivation
• Choose what you read wisely

Learner Diary
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Metacognition
 Writing/Note Taking; the practice of
recording information captured from a transient
source, such as an oral discussion at a meeting, or a
Self Analysis
lecture
Effective note-taking requires:
• recognising the main ideas
Critical
Reflection • identifying what information is relevant to your task
• having a system of note taking that works for you
Motivation
• reducing the information to note and diagram format
• putting the information in your own words
• recording the source of the information
Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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from "Mainstream Science on
Intelligent methodology Management

Intelligence" (1994)

Metacognition

A very general mental capability

Self Analysis
that, among other things, involves
the ability to reason, plan, solve
Critical
Reflection problems, think abstractly,
comprehend complex ideas, learn
Motivation
quickly and learn from experience.
Learner Diary
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What is Multiple Intelligence?

Metacognition
 Conceived by Howard Gardner in 1983
 Multiple Intelligences are seven
different ways to demonstrate
Self Analysis
intellectual ability
Critical
Reflection

Motivation

Learner Diary
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What are the types of Multiple

Intelligence?

Metacognition
 Visual/Spatial Intelligence
- ability to perceive the visual
Self Analysis * tend to think in pictures and need to create vivid
mental images to retain information
Critical * enjoy looking at maps, charts, pictures, videos, and
Reflection
movies

Motivation Example

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition
 Verbal/Linguistic Intelligence
- ability to use words and language
Self Analysis * highly developed auditory skills and are generally
elegant speakers
Critical
Reflection
* think in words rather than pictures

Motivation Example

Learner Diary
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Metacognition
 Logical/Mathematical Intelligence
- ability to use reason, logic and
Self Analysis numbers
* think conceptually in logical and numerical patterns
Critical
Reflection
making connections between pieces of information
* Always curious about the world around them, these
learner ask lots of questions and like to do
Motivation
experiments
Example
Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition
 Bodily/Kinesthetic Intelligence
- ability to control body movements and
handle objects skillfully
Self Analysis
* express themselves through movement
* a good sense of balance and eye-hand co-
Critical
Reflection ordination
* Through interacting with the space around them,
Motivation
they are able to remember and process information

Example
Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 Musical/Rhythmic Intelligence
- ability to produce and appreciate music
* These musically inclined learners think in sounds,
Self Analysis
rhythms and patterns
* immediately respond to music either appreciating
Critical
Reflection or criticizing what they hear
* extremely sensitive to environmental sounds (e.g.
Motivation
crickets, bells, dripping taps)

Example
Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 Interpersonal Intelligence
- ability to relate and understand others
Self Analysis * try to see things from other people's point of view
in order to understand how they think and feel
Critical * have an uncanny ability to sense feelings,
Reflection
intentions and motivations
* great organizers, although they sometimes resort
Motivation
to manipulation

Learner Diary
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Metacognition * Generally try to maintain peace in group settings

and encourage co-operation
* use both verbal (e.g. speaking) and non-verbal
Self Analysis language (e.g. eye contact, body language)  to open
communication channels with others
Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 Intrapersonal Intelligence
- ability to self-reflect and be aware of
Self Analysis one's inner state of being
* try to understand their inner feelings, dreams,
Critical
Reflection
relationships with others, and strengths and
weaknesses

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 Natural Intelligence

Self Analysis This area has to do with nurturing and

relating information to one’s natural
Critical
Reflection surroundings.

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Evaluation of the 1 & the 2 meeting
Intelligent st
methodology nd
Management

Metacognition 1. Who proposed learning style? Explain

Briefly
Self Analysis 2. What does GIGO stand for? And what
does it mean?
Critical
Reflection 3. A person who like to analyse problem
based on procedures and its analogy is
Motivation determined as ……………
4. What’s your dominant intelligence?
Learner Diary
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Metacognition
Metacognition
 Concept
 Application
Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Definition

Metacognition
 In general, metacognition is thinking
about thinking
Thinking about knowing ...
Learning about thinking ...
Self Analysis
Control of learning ....
Knowing about knowing ...
Thinking about thinking ...
Critical
Reflection

Motivation

Learner Diary
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Metacognition
 The term metacognition was introduced
by Flavell in 1976 to refer to 'the
Self Analysis
individual's own awareness and
consideration of his or her cognitive
Critical processes and strategies' (Flavell 1979).
Reflection

Motivation

Learner Diary
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More specifically, as
Metacognition
 an appreciation of what one already knows,
 together with a correct apprehension of the

Self Analysis
learning task and what knowledge and skills it
requires,
 combined with the agility to make correct
Critical
Reflection inferences about how to apply one’s strategic
knowledge to a particular situation,
 and to do so efficiently and reliably.”
Motivation
(Taylor,1999)

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition METACOGNITION consists of three

basic elements:
 Developing a plan of action
Self Analysis

 Maintaining/monitoring the plan

 Evaluating the plan

Critical
Reflection

Motivation

Learner Diary
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Before - When you are developing the plan of

Metacognition
action, ask yourself:
 What in my prior knowledge will help me with

Self Analysis
this particular task?
 In what direction do I want my thinking to
take me?
Critical
Reflection
 What should I do first?
 Why am I reading this selection?
 How much time do I have to complete the
Motivation
task?
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During - When you are maintaining/monitoring

Metacognition
the plan of action, ask yourself:
 How am I doing?
 Am I on the right track?
Self Analysis
 How should I proceed?
 What information is important to remember?
Critical
Reflection  Should I move in a different direction?
 Should I adjust the pace depending on the

Motivation difficulty?
 What do I need to do if I do not understand?

Learner Diary
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After - When you are evaluating the plan of

Metacognition
action ask yourself:
 How well did I do?
 Did my particular course of thinking produce
Self Analysis
more or less than I had expected?
 What could I have done differently?
Critical
Reflection  How might I apply this line of thinking to
other problems?
 Do I need to go back through the task to fill
Motivation
in any "blanks" in my understanding?
Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 Metacognitive awareness includes
knowledge of ourselves (how we
Self Analysis
usually do or do not perform in such a
situation), and knowledge about the
Critical strategies we use to tackle tasks (how
Reflection
we do things).
Motivation

Learner Diary
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Levels of awareness
Metacognition
 Tacit use : ones make decisions without
really thinking about them
Self Analysis
 Aware use: ones become consciously
aware of a strategy or decision-making
Critical
Reflection
process

Motivation

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Metacognition
 Strategic use: ones organise their
thinking by selecting strategies for
Self Analysis
decision-making
 Reflective use: ones reflect on thinking,
Critical
Reflection
before, during and after the process,
pondering on progress and how to
Motivation improve

Learner Diary
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Problem Solution(s)
You find out the night before that
you are going to be late to a
committee meeting. It begins at 8
Metacognition am and you’re suffering from a
terrible toothache and need to see
your dentist first thing in the
morning.
Self Analysis
You’re presenting at a teachers’
conference and when you arrive you
find that the airline has lost your
Critical
Reflection luggage, which contained your
handouts for your presentation.

Motivation You’ve left your wallet on a train.

You have gotten off in a town
where you are visiting a school.
Learner Diary How do you get a ticket home?
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Self Study Methodology

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Concept

Metacognition
 study by oneself, as through correspondence
courses, without classroom instruction
 the study of something by oneself, as through
Self Analysis
books, records, etc., without direct
supervision or attendance in a class
Critical
Reflection  Study or examination of oneself.
 A form of study in which one is to a large
Motivation
extent responsible for one's own instruction.

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 self-study as “a methodology for studying

Metacognition
professional practice settings”
the characteristics:
 it is self-initiated and focused;
Self Analysis
 it is improvement-aimed;
 it is interactive;
Critical
Reflection  it includes multiple, mainly qualitative,
methods; and,
 it defines validity as a validation process
Motivation
based in trustworthiness
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Preparing Self-Study
Metacognition

 have time to review the notes that you have

taken during the class as well as try and read
Self Analysis
more about the subject on your own.
Critical
 Be it reference books, or e-books, try and
Reflection hunt for more information about your subject
so that you have a comprehensive view of the
Motivation topics taught under your syllabus.

Learner Diary
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 Often while reading and self-studying, it
happens that you come across doubts
Self Analysis
or questions
 Try and answer these questions
Critical
Reflection
yourself with the help of books or the
Internet
Motivation

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Motivation
Metacognition

Self Analysis

Critical
Reflection

Motivation

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Motivating yourself
Metacognition

How can you motivate yourself?

 As young children, we have a great ability to
Self Analysis
learn and to see past setbacks.
 As we begin to meet expectations created by
Critical
Reflection
our families, schools, and environment, the
motivation of our early years shifts from our
goals to pleasing others, and often our desire
Motivation
to learn suffers.
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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Metacognition
 define your learning project for
self-motivation:
 Be brief and specific
Self Analysis
 Don't be too ambitious.
Remember: this is a trial project in
Critical
Reflection
developing self motivation
 Keep to a very reasonable and
Motivation
manageable timeframe,
perhaps a two month period at most
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Intrinsic values
Metacognition
 Studies have found that if you are
intrinsically* motivated you will
 put in more effortfont
Self Analysis  try different ways to succeed
 be more persistent
Critical
Reflection
 learn more deeply
 Intrinsic motivation is your motivation,
Motivation and includes your goals, your values, and
your interests
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Metacognition Examples:
 I want to learn to type or text faster to

Self Analysis communicate with my friends. 

 I want to learn about Africa to learn
Critical
Reflection about my family's history.

Motivation

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Metacognition
Write three reasons you want to
learn in this project:
focus on your needs, benefits, curiosity,
Self Analysis
pleasure
Be honest with yourself--
 1.
Critical
Reflection

 2.
Motivation
 3.

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Extrinsic values

Metacognition
 Extrinsic motivation comes from
outside yourself and is not as effective
as intrinsic motivation.
It includes the goals, values, and
Self Analysis


Critical
interests of others as they affect you.
Reflection  You learn in order to avoid punishment,
or to get a reward, or to please
Motivation
someone.
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Metacognition
 Extrinsic motivation is not bad, it just
isn't as effective as intrinsic motivation. 
Self Analysis

 Keep intrinsic reasons first whenever

Critical
Reflection
possible. 

Motivation

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Metacognition Examples:
 I learn this computer program as a job

Self Analysis requirement.

 I learn how to kick to please my coach.
Critical
Reflection

Motivation

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Metacognition Write out three reasons someone

else wants you to learn this
 1
Self Analysis

 2

 3
Critical
Reflection

Motivation

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Metacognition
 It is important first to recognize
that if you have not succeeded
Self Analysis
in learning what you first wanted, that
you have not failed
Critical
Reflection

Motivation

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Metacognition
 Success in learning is also
determined by an evaluation
Self Analysis
of your process, and what you have
learned from this process
Critical
Reflection

Motivation

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TIME MANAGEMENT

Metacognition
 Developing time management
skills is a journey that may begin
Self Analysis
with this Guide, but needs practice and
other guidance along the way.
Critical
Reflection

Motivation

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Definition
Metacognition
 a range of skills, tools, and techniques
used to manage time when
Self Analysis
accomplishing specific tasks, projects
and goals
Critical
Reflection

Motivation

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Metacognition
 First: try our exercise in
time management:
Self Analysis
How do you spend your time each day?

Critical
Reflection

Motivation

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Metacognition
 24 hours;
8 hours asleep
Self Analysis 16 hours how we organise ourselves??

Critical
Reflection

Motivation

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Metacognition

Self Analysis

Critical
Reflection

Motivation

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Time (24 hours) Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
0:00

1:00

2:00

3:00

4:00

5:00
Metacognition 6:00

7:00

8:00

9:00

10:00
Self Analysis
11:00

12:00

13:00

Critical 14:00

Reflection 15:00

16:00

17:00

18:00

Motivation 19:00

20:00

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Learner Diary 23:00
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Strategies on using time

Metacognition
 Blocks of study time
As your school term begins and your course
schedule is set, develop and plan for, blocks
Self Analysis
of study time in a typical week.
Critical
 Dedicate study spaces
Reflection
Determine a place free from distraction
 Weekly reviews
Motivation
Schedule weekly reviews and updates
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

 Prioritize assignments
Metacognition
When studying, get in the habit of beginning
with the most difficult subject or task.
Self Analysis
 Achieve “stage one”—get something
done
First, you launch the project! Second, by
Critical
Reflection starting, you may realize that there are some
things you have not planned for in your
process
Motivation
"perfection is the enemy of good"

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

 Postpone unnecessary activities until the work

Metacognition
is done!
Postpone tasks or routines that can be put off until
school work is finished
Self Analysis
 Identify resources to help you
Are there tutors? An expert friend? Have you tried a
Critical keyword search on the Internet to get better
Reflection
explanations?
 Use your “free” time wisely
Motivation Think of times when you can study "bits" as when
walking, riding the bus, etc
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Review notes and readings just before
class
This may prompt a question or two about
Self Analysis
something you don't quite understand
Critical
 Review lecture material immediately
Reflection after class
This may prompt a question or two about
Motivation
something you don't quite understand

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Goal Setting

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 a powerful way of motivating yourself
or a group of people you are working
Self Analysis
with
 one of the best motivational
Critical
Reflection
theories in self help, personal
development, and personal growth
Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

S.M.A.R.T. method
Metacognition assumes that if you set a goal that is:
 Specific

Self Analysis  Measurable

 Attainable
Critical
Reflection  Relevant

 Time bound
Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Benefits of Goal Setting

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Personal Growth
 Responsibility
 Achievement Orientation
Self Analysis
 Better Decision Making
Critical
 Prioritization of Activities
Reflection
 Control of the Changes in Your Life
Motivation
 Development of Skills and Talents
 Sense of Purpose and Direction
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Fundamental Rules of SMART Goal Setting

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Positively Written
 Having Personal Benefit
Self Analysis  Preserves Current Life Benefits
 Desirable
Critical
Reflection  Challenging
 In Everyone’s Best Interests
Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Essential Steps for Goal Setting

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

 Identify Past Successes & Achievements

Metacognition
 Identify Consistent Accomplishments &
Skills
Self Analysis
 Identify Current Life Circumstances
 Gain Leverage to Accelerate Your
Motivation
Critical
Reflection  Identify Your Life’s Purpose
 Identify & Set Passionate Goals
Motivation
 Gain Clarity About Your Future
 Create Your Action Plan
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Finding Motivation to Achieve Your Goals

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Write Your Goals Daily
 Create Goal Reminders
Self Analysis
 Study People, Topics, Skills
Related to Your Goals
Critical
 Find Support from Others
Reflection
 Take Small, Consistent & Flexible
Motivation
Actions
 Measure Your Progress
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Self-Sabotaging Goal Setting Forces

Metacognition

Self Analysis

Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Seeing the Process of Achievement
as a Burden
 Afraid of Awakening Past Regrets
Self Analysis
 Holding No Responsibility for the
Critical
Future
Having No Need, Patience or Time
Reflection


Motivation
 Limiting Beliefs
 Final Thoughts
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition Nothing can stop the man with the right

mental attitude from achieving his goal;
Self Analysis nothing on earth can help the man with
the wrong mental attitude.
Critical
Reflection

- Thomas Jefferson
Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition For SMART goals to be motivating they

need to be:
Self Analysis
 Engaging
 Error Correcting
Forgiving
Critical
Reflection 

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Self-Analysis
Metacognition Definition
 The process of identifying one's areas

Self Analysis of strengths and weaknesses in relation

to others through an objective analysis
Critical
Reflection
of one's skills, knowledge and
capabilities
Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Analysis of one's own personality
without the help of another;
Self Analysis
 An independent methodical attempt to
study and comprehend one's own
Critical
Reflection
personality, emotions, and behaviours.

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 provides an occasion for you to
synthesize and contextualize the other
Self Analysis
information you present.
 provides the opportunity to turn
Critical
Reflection
potential failures into triumphs, through
appropriate interpretation or effort at
Motivation revision.

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 One element of self-analysis is to
document the regular process or habit
Self Analysis
by which you review evidence of your
learning and use it to revise your
Critical behavior.
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Critical Reflection
Metacognition
Definition:
 The process of questioning one's own

assumptions, presuppositions, and meaning

Self Analysis
perspectives.
 "critical reflection can be defined as thinking
Critical
Reflection about what we are thinking .... acting upon
rather than reacting to a stimulus" and being
Motivation inter-related with social constructivist practice
and the openness to change.
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Metacognition
 Reflection is thinking for an extended
period by linking recent experiences to
Self Analysis
earlier ones in order to promote a more
complex and interrelated mental
Critical schema.
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

Four central activities to critical reflection

Metacognition
 Assumption analysis
 Contextual awareness
Self Analysis  Imaginative speculation
 Reflective scepticism
Critical
Reflection

Motivation

Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

LEARNER DIARY
Metacognition
 somewhere where a language learner
can write down his/her thoughts on
Self Analysis
what he/she has learned during the
week.
Critical
Reflection
 Its main aim is to help language learner
reflect on the learning process and in
Motivation particular on which strategies seem to
work best for him/her
Learner Diary
 Multiple Self study Time
Learners Style Goal Setting
Intelligent methodology Management

REVIEW
1. Describe briefly the types of learning styles Fleming's VARK
Metacognition model.
2. What is Studying?
3. What does GIGO stand for?
4. Describe briefly basic skill in studying.
Self Analysis
5. What are three simultaneous tasks in note taking?
6. Who conceived multiple intelligent?
7. Mention and briefly describe multiple intelligent.
Critical
Reflection 8. When you set your goal, you keep a SMART method. Explain
it!
9. What is critical reflection?
10. What is the functional of learner diary?
Motivation

Learner Diary