QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 3 Lesson 12. MANAGING AND CARING FOR THE SELF: Learning to be
Better Student
Competencies 1. Explain learning and how it works in humans;
2. Identify the parts of the brain involved in learning;
3. describe the importance of neuroplasticity and its implications on learning;
4. Discuss the influence of metacognition and self-regulation in learning; and
5. Choose and apply strategies to improve learning.

Discussion Introduction
“The person who is educated is the one who has learned how to learn
and change.”
- Carl Rogers

This chapter discusses theories and concepts that explain the nature
and dimensions of learning. Further, metacognition and self-regulated
learning will also be discussed with suggestions and strategies on how to
improve learning and become a better learner.
It also presents techniques that you can adapt depending on your
situation and preferences to make you a better learner. When we discuss
learning, it does not just include studying for quizzes and examinations but
mostly learning to be equipped with knowledge and skills. It can occur
outside the corners of a classroom or thickness of the book, like pursuing
one’s passion to acquire a new move of your favorite sports or learning skills
for a certain hobby.

WHAT HAPPENS IN THE BRAIN DURING LEARNING?

Humans have the capacity to learn new skills and adapt to new
environments. Development and learning are powerful agents of change
throughout one’s life that induce structural and functional plasticity in the
neural systems of the brain. Education helps a person adjust to his or her
dynamic and diverse world. It's a continuous cycle that starts in life from
birth; a cycle that can result from direct and indirect experiences. Individuals
learn from one another through observation and imitation.
The brain functions as a dense fiber pathway network consisting of about
100 billion neurons that are responsible for all interactions among the three
main parts: nucleus, cerebellum and cerebrum. Learning may be attributed to
the cerebrum, because higher order functions such as memory and thinking
occur there (Villafuerte et al., 2018). The mission is apparent in behavior, as
each performs roles in vision, voice, short-term memory, vocabulary, and
reasoning (Ford, 2011).
How Learning Happens in the Human Brain
Human beings have the potential to acquire new skills and adapt to
new conditions. Training and growth are potent drivers of transition during
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DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

one's life and promote structural and functional plasticity in the brain's
neural networks (Galvan, 2010). The neuroplasticity cycle is the brain's
capacity to alter over lifetime. This includes the addition of new neurons, new
neuronal interconnections, and the reorganization of areas for information
processing. The brain's capacity to change occurs in two ways; it may be by
an increase in the number of neuronal synapses, or a change in neuronal
function and structure.
Learning happens through a network of neurons where sensory
information is transmitted by synapses along the neural pathway and stored
temporarily in short-term memory, a volatile region of the brain that acts like
receiving center for the flood of sensory information we encounter in our daily
lives (Ford, 2011). Neuro=ns are the basic building blocks of the nervous
system which transmits impulses or messages from stimuli throughout one’s
physical body. Every single neuron is made up of a cell body (soma), dendrites
and axon. Shapes and appearance of neurons vary according to its functions
and locations. The impulses that travel along neurons are electrochemical in
nature. A neuron transmits impulses or a message to another neuron through
a junction is called synapse. Neurons are not totally connected and are
separated by a small gaps of neurons. Neurotransmitters are the
electrochemical that connect and allow transmission of impulses from one
neuron to another. Several neurotransmitters such as acetylcholine,
glutamate, dopamine and norepinephrine are associated with memory and
learning.

Figure 1. Parts of a neuron

The nucleus of the neuron is located in the soma, or cell body.

The soma has branching extensions known as dendrites. The neuron is a
small information processor, and dendrites serve as input sites where signals
are received from other neurons. These signals are transmitted electrically
across the soma and down a major extension from the soma known as
the axon, which ends at multiple terminal buttons. The terminal buttons
contain synaptic vesicles that house neurotransmitters, the chemical
messengers of the nervous system.
The neuroplasticity phase, or changes in the structure and functions of
the brain cells, typically occurs in the cerebral cortex that is the wrinkled
QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

layer of the brain. The cerebral cortex is lined with neurons and is responsible
for the complex processing of information within the brain.

Figure 2 The lobes of the brain

The cortex has four lobes: frontal, parietal, temporal, and occipital.
Each lobe is responsible for processing sensory information of the different
forms. Figure 2 illustrates of how learning happens in the brain. It will start
by getting information at the sensory cortices that is located at the parietal
lobe. Then, the information will be processed and analyzed at the temporal
lobe. After making meaning, information gathered will be formed into
abstractions, stored into memory which will be used for future planning,
complex behaviors and greatly contributes to personality development. Then,
when the need arises the learned behavior will be actively tested.

Right from the moment a person is born, learning fundamentally involves

the acquisition of new knowledge. What makes the brain search for the
unexpected is its inherent interest in the world. Stevens (2014) explained that
brain changes make for quicker, stronger signaling between neurons as the
brain learns new skills, but the best way to improve these signals is to
implement them gradually new information to the head.

Metacognition and Self-Regulated Learning

Metacognition is the awareness of one’s thinking and the strategies one
uses to learn or “thinking about thinking” (Livingston, 1997; Papaleontiou-
Louca 2003 as cited from Alata, et al., 2018). Pierre Paul Gagné et al. (2009)
discussed that metacognition activated the students’ drive for learning,
utilizing all their available resources, towards efficient learning experiences.
To do this, students must be knowledgeable on the process on how they
acquire information, solve problems and perform tasks essential for learning
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DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

(cited from Villafuerte et al., 2018).
Zimmerman 92002) defines self-regulated learning (SRL) as the process in
which students systematically direct their thoughts, feelings and actions
toward the attainment of their academic goals. It is a process of taking control
of and evaluating one’s own earning and behavior. It is a self-directed process
through which students transform their mental abilities into academic skills.

GENERAL BENEFITS OF METACOGNITION AND SELF-REGULATION IN

LEARNING

1. Increase student’s knowledge and understanding of different subject

matters;
2. Help students understand the kinds of information they need to
successfully solve a problem in school;
3. Help students choose the most appropriate and useful learning
strategies to improve their learning capabilities;
4. Help students organize daily tasks in school;
5. Help students identify strengths and weaknesses in their academic
performance;
6. Allow students to learn ideas from others such as their teachers and
fellow students;
7. Allow students to give and receive feedback in their own thinking
performance;
8. Develop students’ autonomy and control;
9. Develop students’ high sense of self-efficacy and self-esteem.
HOW TO DEVELOP METACOGNITIVE AND SELF-REGULATED LEARNING
BEHAVIORS

1. Set your short-term and long-term academic goals in your studies.

Identify the negative outcomes if you don’t achieve your goals as well
as the positive outcomes when you achieve them;
2. Make a self-help plan to achieve your academic goals. Think and select
strategies to achieve your goals such as staying focused, avoiding
distractions, and developing skills to manage your time efficiently;
3. Monitor your academic performance and progress. Use a chart to
monitor your work outcomes. When faced with difficult tasks, seek
social when you need it. Look for inspiration to keep you motivated in
achieving your academic goals. When confronted with difficulties,
always think and keep working toward your goals and the future;
4. Reflect on what you have learned and accomplished. Reflection helps
you develop your strengths and overcome your weaknesses.

References Alata, E.J.P. (2018). Understanding the Self. Quezon City: Rex Book Store
Monila, J. and Ramirez, N. (2018). Understanding the Self. Quezon City: C & E
Publishing, Inc.
https://courses.lumenlearning.com/waymaker-psychology/chapter/cells-of-the-
nervous-system/
https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-parts-
of-the-brain/
QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION