MANAGING

AND CARING BY
JOHN MATTHEW

FOR THE
FULGENCIO
ARC-1101

SELF
 WHAT HAPPENS IN
THE HUMAN BRAIN?
Brain is an enormous network of neurons.
Each neuron connects with many other
A. LEARNING TO neurons. It “listens” for electrical and chemical
BE A BETTER signals from other neurons and fires its own

STUDENT signal, an action potential, when it receives

enough input from the neurons that connect to
it. The action potential gets “heard” by other
neurons and influences their firing as well.
 HOW DOES THE
BRAIN LEARN?
The brain acts as a dense network of fiber
pathways consisting of approximately 100
A. LEARNING TO billion (1010) neurons. The brain consists of
BE A BETTER three principle parts – stem, cerebellum and

STUDENT cerebrum.
Of the three, the cerebrum is most important
in learning, since this is where higher-ordered
functions like memory and reasoning occur.
 So how does
learning happen?
Through a network of neurons,
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 a
receiving center for the flood of
sensory information we encounter in
our daily lives.
 So how does
learning happen?
Once processed in short-term
memory, our brain’s neural pathways
carry these memories to the
structural core, where they are
compared with existing memories
and stored in our long-term memory,
the vast repository of everything
we have ever experienced in our
lives.
 So how does
learning happen?
Neuroscientists have long believed that learning and
memory formation are made by the strengthening
and weakening of connections among brain cells.
Martinos Center for Biomedical Imaging,
Department of Radiology, Massachusetts General
Hospital and Harvard Medical School found that the
structural core of the brain receives sensory
information from different regions and then
assembles bits of data into a complete picture
 So how does
learning happen?
A third recent discovery at the
University of Michigan’s
Biopsychology Program confirmed
that the brain behaves selectively
about how it processes
experiences that enter through our
five senses.
Learning Implications
of Brain Science
of Brain Science
Learning Implications
METACOGNITION
AND STUDY
STRATEGIES
 METACOGNITION
Metacognition is often defined as “thinking
about your own thinking.” In 1979, it was
METACOGNITION termed by American developmental
AND STUDY psychologist John H. Flavell. Cognition means

STRATEGIES thinking while Meta means beyond so the

phrase means beyond thinking. It is a person’s
awareness of ones thoughts and one’s ability
to control it.
 METACOGNITION
Metacognition consists of two components: (Lai,
2011; Flavell, 1979). The learner’s awareness of
METACOGNITION one’s ability to understand and learn concepts,

AND STUDY and knowledge about one’s learning strategies is

called metacognitive knowledge the learner’s
STRATEGIES ability to observe one’s method of thinking,
planning, evaluate the effectiveness of the own
learning strategies and identifying the outcomes
is called metacognitive regulation.
 METACOGNITION
Metacognitive knowledge has three types:
Declarative knowledge (person knowledge) is the understanding of ones
capacities. It is one’s subjective assessment.
Procedural knowledge (task knowledge) it is the person’s awareness of
one’s knowledge and assessment whether a task is easy or difficult.
Strategy knowledge (conditional knowledge) is the person’s ability to use
strategies to acquire information, learn new skills or understand concepts.
 METACOGNITION
Metacognitive regulation on the other hand is a person’s ability to
monitor and assess their knowledge. Monitoring involves observing
one’s knowledge and assess whether one did well or not.

Metacognition has an important role in acquiring knowledge or skill

therefore it is important to teach learners metacognitive control.
 METACOGNITION
Here are some metacognitive study skills and strategies:
1. Listening to your own thoughts by speaking clearly.
2. Self-monitoring.
3. Reflection.
4. Awareness of rubrics.
5. Self-tests
6. Observing overt teacher demonstration and modeling.
7. Comprehension.
8. Rehearsing.
9. Knowing one’s limits.
MANAGING SELF-REGULATED LEARNING

YOUR OWN
LEARNING:
 In the first phase, (forethought) the self-
regulated student expects and prepares for
the approaching learning task.

SELF The performance control phase is the

REGULATED
student organizes and performs the
procedures while learning.
LEARNING In the last phase, (self reflection)
MODEL the self-regulated student reflects at
the end of the learning task.
 METACOGNITION
Zimmerman (2001) and colleagues claimed that when students become engaged, they take
greater responsibility for their learning and their academic performance improves. The self-
regulated learning (SRL) model uses a continuing sequence of planning, practice and evaluation.
 THE IMPORTANCE OF
GOALS
A goal is the desired outcome anticipated by a person or
organization. It may be a long term vision or a short term

B. SETTING outcome which can be achieved through careful planning,

execution and evaluation.

GOALS FOR Goal setting establishes a standard or objective to serve as

target of one’s actions.
SUCCESS It is involved in all the self-regulation metacognitive process.
Whereas forefront is to goal setting; as performance control
is to goal directed action; as self-reflection is to evaluation of
goal progress.
 THE IMPORTANCE OF
GOALS
Goals help us to concentrate our energy, arrange strategies, consciously having a purpose-
centered life, and provide us a sense of accomplishment.
Locke (1969) said that working toward a goal is also a major source of motivation and
improves performance and that clear goals and appropriate feedback motivates a
person.
Burton (1983) claimed that people who use goal setting effectively suffer less from
stress and anxiety, concentrate better, perform better, confident and are satisfied.
Locke (2002) claimed that a person’s uppermost moral goal is the attainment of one's
own happiness and even coined the phrase 'pursuit of happiness,' in his book An Essay
Concerning Human Understanding.
 GOALS-SETTING
THEORY
Goal-setting theory refers to the effects of setting goals on subsequent performance.

Researcher Edwin Locke found that individuals who set specific, difficult goals
performed better than those who set general, easy goals.
Locke proposed five basic principles of goal-setting: clarity, challenge, commitment,
feedback, and task complexity.

One of the most effective ways to stay motivated is to set goals for yourself. However,
the type and quality of goals you set affects how well they will work.
 GOALS-SETTING
THEORY
Effective goal-setting principles:
1. Clarity. A clear, measurable goal is more achievable than one that is poorly defined.
2. Challenge. The goal must have a decent level of difficulty in order to motivate you to
strive toward the goal.
3. Commitment. Put deliberate effort into meeting this goal. Share your goal with
someone else in order to increase your accountability to meet that goal.
4. Feedback. Set up a method to receive information on your progress toward a goal.
5. Task complexity. If a goal is especially complex, make sure you give yourself enough
time to overcome the learning curve involved in completing the task.
 GOALS-SETTING
THEORY
How do use in my life?...

Setting a goal is a great way to encourage achievement and stay motivated.

However, many of us set goals that are ineffective at pushing us to do our best.
When you are helping your youthling with a project or trying to improve an
aspect of your daily life, think carefully about the goals you set. Ensure that
each goal accounts for some or all of the principles above: clarity, challenge,
commitment, and feedback.
SU N MON TUE WE D T HU FRI SA T

GOAL-
1 2 3 4 5 SETTING
TOOLS
6 7 8 9 10 11 12

IT’S ONE THING TO KNOW ABOUT GOAL

13 14 15 16 17 18 19 SETTING, AND HOW IT CAN HELP YOU,
BUT ANOTHER ENTIRELY TO KNOW
HOW TO
20 21 22 23 24 25 26 ACTUALLY SET GOALS AND STICK
WITH THEM. GOAL SETTING TOOLS
ARE A GREAT WAY TO HELP YOU SET
27 28 29 30 GOALS, KEEP TRACK
OF, AND STAY FOCUSED ON WHAT
YOU’RE TRYING TO ACHIEVE.
 GOALS-SETTING
THEORY
These tools and can be informal, for example:
A handwritten diary or journal tracking your goals and smaller daily achievements.
Using your mobile phone to set daily reminders or countdown apps for when you
want to achieve certain things
Motivational notes and posters set around your home or work desk as friendly
reminders
Telling friends and family what you’re working towards so they can offer support
Visualization activities including meditation, positive affirmations, and mindfulness
 GOALS-SETTING
THEORY
Or they can be formalized, such as:
Regular meetings/reviews with your line manager at work to keep you
accountable (if your goals are work related)
Joining groups or meet-ups with individuals trying to achieve the same goals (such
as weight loss, or athletic groups/fitness classes)
Working with a peer coach or mentor to help motivate you to stay on track
Utilizing goal setting software tools and apps to help keep you on track
(Milestone Planner and Goal Scape to name a few)
 Five Rules to Set Yourself Up for Success

1. Set Goals That Motivate You

When you set goals for yourself, it is important
GOLDEN that they motivate you: this means making sure

RULES OF
that they are important to you, and that there
is value in achieving them.
GOAL Motivation is key to achieving goals.
SETTING
 Five Rules to Set Yourself Up for Success
2. Set SMART Goals
The simple fact is that for goals to be powerful,
they should be designed to be SMART. Goals
GOLDEN should be:
RULES OF  S-pecific.

GOAL
 M-easurable.
 A-ttainable.
SETTING  R-elevant.
 T-ime Bound.
 Five Rules to Set Yourself Up for Success
2. Set SMART Goals
Set Specific Goals
Your goal must be clear and well defined.
GOLDEN Set Measurable Goals
RULES OF Include precise amounts, dates, and so on in your

GOAL
goals so you can measure your degree of success.
Set Attainable Goals
SETTING Make sure that it's possible to achieve the goals
you set.
 Five Rules to Set Yourself Up for Success
2. Set SMART Goals

Set Relevant Goals

GOLDEN Goals should be relevant to the direction you want
RULES OF your life and career to take.

GOAL Set Time-Bound Goals

SETTING Your goals must have a deadline.
 Five Rules to Set Yourself Up for Success
3. Set Goals in Writing
The physical act of writing down a goal makes it
real and tangible. You have no excuse for forgetting
GOLDEN about it. As you write, use the word "will" instead of
RULES OF "would like to" or "might."

GOAL
Tip 1: Frame your goal statement positively
Tip 2: If you use a To-Do List , make yourself a To-Do List

SETTING
template that has your goals at the top of it. If you use an
Action Program , then your goals should be at the top of your
Project Catalog..
 Five Rules to Set Yourself Up for Success

4. Make an Action Plan

By writing out the individual steps, and then

GOLDEN crossing

RULES OF
each one off as you complete it, you'll realize that
you are making progress towards your ultimate
GOAL goal..

SETTING
 Five Rules to Set Yourself Up for Success

5. Stick With It!

Remember, goal setting is an ongoing activity, not

GOLDEN
just a means to an end. Build in reminders to keep
yourself on track, and make regular time-slots
RULES OF available to review your goals. Your end destination

GOAL may remain quite similar over the long term, but the
action plan you set for yourself along the way can
SETTING change significantly. Make sure the relevance, value,
and necessity remain high.
 Goal setting is much more than simply saying you
want something to happen. Unless you clearly
define exactly what you want and understand why
you want it the first place, your odds of success are
considerably reduced. By following the Five Golden
Rules of Goal Setting you can set goals with
confidence and enjoy the satisfaction that comes
along with knowing you achieved what you set out
to do.

THANK YOU