UNIT III.

MANAGING AND CARING FOR THE SELF

Overview

This unit focuses on three areas of concern for young students – learning, goal
setting and stress management. It also provides a more practical application of the
notions discussed in the subject and enables them to experience hands-on
development of self-help plans for self-regulated learning, goal setting, and self-care.

Learning Objectives

At the end of the unit I am able to:

1. Recognize the theoretical foundations of managing and caring for
the self; 2. Obtain and practice new skills for better management and
caring for the self;
3. Use the new skills to better one’s quality of life.

Lesson Proper

Learning to be a Better Student

How Learning Occurs

What happens in the brain while

learning?

Learning happens at synapses, the junctions between neurons. We can

sum it up into four steps: 1) How neurons react to new information 2) How we make new
information easy to learn 3) How the brain stores new information 4) How we learn new
information.

The first one is how neurons react to new information. When we learn something new, the
performance of newly associated synapses change. For example “Jin starts
attending dance classes. He takes it twice a week.” When Jin starts attending dance classes, the
synapses working on this new information or skill changes their performance. Next, how we
make new information easy to learn; an element comes along the new information obtained.
An element is like an image, an emotion or a sound to which we relate the new information. In
the first example, Jin started attending dance classes; so now he associates dance with exercise
and stress release. So he uses dance as a stress reliever and as a form of exercise, because of
 this it is easier for him to learn about dancing. After that we have how the brain stores new
information. The brain sets apart space where this new information is stored. The more
synapses fire when the new information is used, the more its allocated brain space grows.
Since Jin enjoys dancing, he now takes it five times a week. Because of the time and effort on
learning how to dance grow, the brain creates more space for it. Lastly, how we learn new
information effectively. The more synapses on the new information fire, the more we learn it.
According to his dance teacher, Jin’s regular practice pays off so he gets better and better.

The Information Processing Model

Image credits to LearnUpon

The Information Processing Model is a type of learning model that treats the brain as if
it is a computer. Under this we have the following:

1. Sensory Memory – we gather information from our environment. It is the temporary first
interaction with any information. Sensory memory includes Iconic memory (what we
initially see) and Echoic memory (what we initially hear). Since we cannot process all
sensory memory, we concentrate on working memory instead.
2. Working Memory – our current thoughts. We process information from our
environment. Through working memory, we get to focus more on visual and spatial
information and verbal information one at a time or at the same time with the help of our
central executive. Working memory is responsible for temporarily storing and
manipulating information. The episodic buffer bridges us to long-term memory.
3. Long-term Memory – we decide based on our environment. Long-term memories are
prior knowledge and memories. There are three types of memories under this: a) Explicit
memories are facts or events that we can describe clearly and definitely; b) Episodic
memories are event-related memories, and c) Implicit memories which are influenced by
interpretation.

Metacognition
 According to John Flavell, “Metacognition” is
“cognition about the cognitive phenomenon”, or basically
“thinking about thinking.” Metacognition imports deep
thinking in which cognitive processes involved in learning
are actively controlled. It has two aspects:

Image credits to KQED

1. Self-appraisal – people’s personal reflections about their knowledge states
and abilities and their affective states concerning their knowledge, abilities, motivation and
characteristics as learners. Such reflections answer questions about “what you know, how you
think, and when and why to apply knowledge or strategies”.

2. Self-management of cognition – this refers to “Metacognition in action”,

meaning mental processes that help to “compose aspects of problem-solving”. It is the mental
process of planning on how one can succeed at a task.

Learning to be a better Student

Different learning techniques

1. Elaborative interrogation – it focuses on enhancing memory by generating an

explanation of why a specifically stated fact or concept is true.
2. Self-explanation – explaining how new information is related to known information, or
explaining steps taken during problem-solving. It generates inferences about causal
connections and conceptual relationships that enhance understanding.
3. Summarization – writing down summaries of texts to be learned.
4. Highlighting/underlining – marking important phrases from the materials to be learned
while reading in a single study session.
5. Keyword mnemonic – using keywords and mental imagery to associate verbal materials.

How Habits Are Formed

Every habit starts with a psychological pattern called a “habit loop” which is a three-
part process. First is the cue or trigger that orders your brain to go into automatic mode and
let a behavior unfold. Then the action or routine is the behavior itself. And lastly, the reward
which is something that your brain likes that aids in remembering the “habit loop” in the
future.
 Image credits to Help Scout

“How Habits are Formed – The Power of Habit” open the link and watch the video
presentation https://www.youtube.com/watch?v=Wg1VAhv6KHg

Self-Regulated Learning

Self-regulation is the process of controlling thoughts, behaviors, and emotions for the
purpose of acquiring information or skills. By engaging in self-regulated learning, one can
independently track down his own progress and manage his own development. Self-regulated
learners take full ownership of their learning where they are commonly described as more
engaged in learning, more confident to learn and perform better on tests.