Part 3:

Learning
- the acquisition of knowledge, skills, and attitudes through
experience
- transformational process that leads to personal growth and
development
- it is a constant process that can result from direct and indirect
experiences
- it is important to the survival of human beings because it
enables them to discover new knowledge, technology and
interventions
 What happens to the brain during learning
- 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
Neuroplasticity- ability of the brain to change
throughout one’s life.
- addition of new neurons, new interconnections
between neurons, and the reorganization of
information processing areas
Neurons- building blocks of the nervous system
that transmit impulses or messages
- every neuron is made up of a cell body
(soma), dendrites, and an axon
- a neuron transmits impulses or messages
to another neuron through a junction called
synapse
Neurotransmitters are the electrochemicals that
connect and allow the transmission of impulses
from one neuron to another such as
acetylcholine, glutamate, dopamine and
norepinephrine are associated with memory and
learning
Parts of a Neuron
The process of
2
neuroplasticity, or changes
1
in the structure and
functions of the neurons in
the brain, usually happens 4
in the cerebral cortex
which is the wrinkled layer 3
of the brain.
The process of
neuroplasticity, or changes
in the structure and
functions of the neurons in
the brain, usually happens
in the cerebral cortex
which is the wrinkled layer
of the brain.
Learning new knowledge and skills everyday keeps the
structures of the brain in constant change which
increases its ability to learn.

- Dr. Michael Merzenich

 Metacognition and Self-regulated Learning
Metacognition- awareness of one’s thinking and the strategies
one uses to learn
2 Components of Metacognition
Metacognitive knowledge- includes knowledge of one’s own
cognitive abilities, knowledge of cognitive tasks, and knowledge
of the strategies to complete the cognitive tasks
Metacognitive regulation- how individual monitors and
controls his or her cognitive processes
Self-regulated Learning (SRL)
- process in which students systematically direct their
thoughts, feelings and actions toward the attainment of
their academic goals
- it is a cyclical process in which the student plans for a
task, monitors his or her performance, and reflects on
the outcome
- students practice their self-regulation learning by
setting goals, selecting and using strategies, monitoring
their performance and reflecting on their learning
outcomes
 3 Components of Self-regulated Learning

Planning- increases efficiency, control and motivation

Problem solving- allow students to learn to think and to look
for solutions when faced with adversities
Self-evaluation- increases self-awareness that leads to the
better understanding of one’s own emotions, strengths and
weakness
 General Benefits of Metacognition and Self-regulation
in Learning
• Increase students’ knowledge and understanding of different
subject matters
• Help students understand the kinds of information they need
to successfully solve a problem in school
• Help students choose the most appropriate and useful
learning strategies to improve their learning capabilities
• Help students identify strengths and weaknesses in their
academic performance
 How to develop Metacognitive and Self-regulated
learning behaviors
• 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.
• Monitor your academic performance and progress. Use a chart to
monitor your work outcomes. When faced with difficult tasks, seek
social support 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.
 Gardner’s Theory of Multiple Intelligences
1. Verbal-linguistic Intelligence- ability to think in words and use
language to express meaning

2. Logical-mathematical Intelligence- ability to carry out mathematical

operations; ability to handle long chains of reasoning; and the sensitivity
and capacity to discern logical or numerical patterns

3. Spatial-visual Intelligence- ability to think in images, pictures, or three-

dimensional figures as well as the capacity to perceive the visual-spatial
world accurately and perform transformations on one’s initial perceptions
4. Bodily-kinesthetic Intelligence- ability to be physically adept at
manipulating objects, controlling one’s bodily movements, and handling
objects skillfully

5. Musical-rhythmic Intelligence- refers to the sensitivity to pitch, melody,

rhythm, and tone and appreciation of the forms of musical expressiveness

6. Interpersonal Intelligence- refers to the ability to understand and

interact effectively with others, as well as the capacity to discern and
respond appropriately to the moods, temperaments, motivations and
desires of others
7. Intrapersonal Intelligence- ability to understand oneself; the
knowledge of one’s strengths, weaknesses, desires, and
intelligences; as well as the understanding of one’s feelings and
the ability to discriminate among them and draw upon them to
guide behavior

8. Naturalist Intelligence- ability to observe patterns in nature and

understand natural and human-made systems; sensitivity to the
differences among diverse species; ability to interact subtly with
living creatures
 Contributors to Intelligence

Heredity- refers to the genes one inherits from his/her parents, which
provide the upper and lower limits of his/her intelligence quotient

Environment- experiences and the psychological and physical exposure of

the individual to the various influence around him/her

It has been resolved that heredity and environment both

interact to contribute to intelligence and personality.
 Activity
Marilyn inherited her intelligence from her parents.
However, she does not study her lessons well.
Moreover, she does not do her assignments because
she would rather play games on her computer during
her free time.
Do you think she will perform well in school?
Justify you answer.
Motivation- force that moves people to behave, think, and
feel the way they do; motivated behavior is energized,
directed, and sustained

It may be said that aside from heredity and environment,

motivation is also significant influence in personality
development.
Theories that explains the levels of motivations of
individuals

1. Evolutionary Theory- motivation for sex, aggression, and

other behaviors is rooted in the organisms’
evolutionary past
- if a species is highly competitive, it is because such
competitiveness has improved its chances of survival,
and it is then passed down through genes from
generation to generation
2. Drive reduction theory- organisms are driven by
physiological needs; the idea that as drive becomes
stronger, the individual becomes more motivated to
reduce it

3. Optimum arousal theory- performance is at its

highest under condition of moderate arousal rather
than high or low arousal
4. Cognitive approach- contemporary view of
motivation emphasizes that cognitive factors
determine motivation level

2 aspects:
- Intrinsic motivation: self-determination, curiosity,
challenge, and effort
- Extrinsic motivation: rewards and punishments
Emotional Intelligence
- measured by emotional quotient (EQ)
- refers to the abilities to perceive, appraise, understand,
and express emotions accurately and appropriately; the use
of emotions and emotional knowledge to facilitate thinking;
and the regulation of one’s emotions to promote both
emotional and intellectual growth
Reasoning
- cognitive or intellectual skill, is one way to determine if a
choice is the “best” from among several options
- mental process that involves using and applying
knowledge to solve problems, make plans or decisions, and
achieve one’s goals
2 Types of Reasoning
Deductive reasoning- making a general assumption that is
known or believed to be true, and then drawing specific
conclusions based on this assumption

Inductive reasoning- process in which a conclusion is

determined based on number of true facts or premises
Biased reasoning- the act of jumping to conclusion before
even knowing all the facts

Confirmation bias- tendency to look for information that

supports one’s decisions and beliefs while ignoring
disconfirming information