Part 3: Managing and Caring for the Self

Chapter 12

By: Group 7
 Part 3: Managing and Caring for the Self

Taking Charge
Learning to be a Setting Goals for of One’s Health
better student Success
• Recognizing Factors • Recognizing Factors • Recognizing Factors
• Developing • Developing Strategies that cause stress
Strategies such as to achieve these goals • Developing
metacognition and and reach success Strategies to reduce
self-regulation stress
 Part 3: Managing and Caring for the Self

Taking Charge
Learning to be a Setting Goals for of One’s Health
better student Success
• Recognizing Factors • Recognizing Factors • Recognizing Factors
• Developing • Developing Strategies that cause stress
Strategies such as to achieve these goals • Developing
metacognition and and reach success Strategies to reduce
self-regulation stress
 Part 3: Managing and Caring for the Self

Taking Charge
Learning to be a Setting Goals for of One’s Health
better student Success
• Recognizing Factors • Recognizing Factors • Recognizing Factors
• Developing • Developing Strategies that cause stress
Strategies such as to achieve these goals • Developing
metacognition and and reach success Strategies to reduce
self-regulation stress
 Part 3: Managing and Caring for the Self

Taking Charge
Learning to be a Setting Goals for of One’s Health
better student Success
• Recognizing Factors • Recognizing Factors • Recognizing Factors
• Developing • Developing Strategies that cause stress
Strategies such as to achieve these goals • Developing
metacognition and and reach success Strategies to reduce
self-regulation stress
 Chapter 12: Learning to be a better student

Learning Topics:
• Learning and its importance
• Brief discussion of the Brain focusing on the Cerebral Cortex
• What happens in the Brain during learning
• Brief Neurons, Neurotransmitter and Neuroplasticity
• Metacognition and Self-regulated Learning
• Benefits and How to Develop Metacognition and SLR
“THE ONLY PERSON WHO IS
EDUCATED IS THE ONE WHO
HAS LEARNED HOW TO
LEARN AND CHANGE.”
~CARL
ROGERS
Chapter 12: Learning to be a better student
Learning
 Learning
Defined by behaviorists as a relatively
permanent change in behavior as a result of
practice or experiences.
Defined by behaviorists as Learning
a relatively permanent
change in behavior as a
result of practice or And Cognitive
experiences.
Psychologists as a process
that leads to change as a
result of experience.
 Learning
->Defined
->And byCognitive
behaviorists as a
Is the acquisition of knowledge, skills
relatively permanent
Psychologists as a change in
process
and attitude through experience
behavior as a result
that leads of practice
to change as a or
resultexperiences.
of experience.
 Learning
Is the acquisition of knowledge, skills
->Defined
and attitude
->And by behaviorists
through as a
experience
Cognitive
relatively permanent
Psychologists change in
as a process
behavior
that as a result
leads to of practice
change as a or
It is a transformational process
resultexperiences.
of experience.
that leads to personal growth
and development
 Learning
It helps an individual to adapt to the
constantly changing environment

It starts at birth and continues

throughout life
 Learning
It is a constant process that can result
from direct and indirect experiences

Individuals learn from one another through

observation and imitation
Importance of Learning
It is one of the necessities to the
survival of human beings, it enables
them to discover new knowledge,
technology and interventions.
 THE BRAIN DURING LEARNING
• Part of the Brain – The Cerebral Cortex
Note:
The Cerebral Cortex
• Frontal Lobe plays a key role in
• Parietal Lobe human learning,
• Temporal Lobe thought, memory and
• Occipital Lobe language. Each lobe is
responsible for
processing the
different types of
sensory information
 What happens in the brain during
learning
• Humans have the capacity to learn new skills and
adapt to new environment. Development and
Learning are powerful agents of change
throughout one’s life that induce structural and
functional plasticity in neural systems in the
brain (Galvan, 2010)
 Neuroplasticity
her
d
or
01  Is the ability of the brain to change throughout
one’s life.
a 02  It involves the addition of new neurons, new
vel
s interconnections between neurons, and the
al in reorganization of information processing areas.
03  The ability of the brain to change happens in two
ways; it could be an increase number of synapses
04 between neurons or a change in the function or
structure of the neurons.
 Neurons
Neuroplasticity
her
ther Are the basic building blocks of the
d
01  Is the system
nervous ability that
of the brain toimpulses
transmits changeorthroughout
messages. Every
one’s life . neuron is made up of a
a 02 cell
 It body(soma)
involves the, dendrites
addition and an axon.
of new neurons, new
vel Neurons vary according
interconnections to their
between functions
neurons, and the
al in andreorganization
locations. of information processing areas.
03  The ability of the brain to change happens in two
ways; it could be an increase number of synapses
between neurons or a change in the function or 04
structure of the neurons.
 Neurons
Neurons
Are Atheneuron transmit blocks
basic building impulsesof to
theother
01 neurons through a junctionimpulses
called or
nervous system that transmits
synapse.
messages. Neurons
Every neuronaren’t totally
is made up of a
02 connected and
cell body(soma) are separated
, dendrites and anbyaxon.
a
smallvary
Neurons gap.according
The impulses thatfunctions
to their travel
along neurons are electrochemical in
and locations.
nature. 03

04
 Types ofNeurons
Neurons
A neuron transmit impulses to other
01 neurons through a junction called
synapse. Neurons aren’t totally
connected and are separated by a 02
small gap. The impulses that travel
along neurons are electrochemical in
nature. 03

04
 Types ofNeurons
Neurons
Neurotransmitters
A neuron transmit impulses
andto other
Are the electro-chemicals that connect
neurons through a junction
01
allow the transmission of impulse from called
one neuron tosynapse.
another. Neurons aren’t totally
connected and are separated by a 02
small gap. The impulses that travel
EXAMPLES
•along neurons are electrochemical in
Acetylcholine
•nature.
Glutamate 03
• Dopamine
• Norepinephrine
04
METACOGNITION AND SELF-
REGULATED LEARNING
 METACOGNITION
• is the awareness of one’s thinking and the strategies
one uses to learn.
• is simply defined as cognition about cognition or
thinking about thinking.
• Psychologist John Flavell identifies two components
of metacognition: Metacognitive knowledge and
metacognitive regulation.
 METACOGNITION
• Metacognitive knowledge - includes knowledge of
one’s own cognitive abilities, knowledge of cognitive
tasks, knowledge of strategies to complete the
cognitive tasks.
• Metacognitive regulation - refers to how an individual
monitors and controls his or her cognitive processes.
 SELF-REGULATED LEARNING
• Define by Zimmerman 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 learning and behavior.
 SELF-REGULATED LEARNING
• It is a cyclical process in which the students plans for a
task, monitors his or her performance, and reflects on
the out-comes.
• Thus, students practice their self-regulation learning
by setting goals, selecting and using strategies,
monitoring their performance, and reflecting on their
learning outcomes.
 SELF-REGULATED LEARNING
The three essential components

• Planning – increases efficiency, control and motivation.

• Problem Solving – allows students to learn to think and
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
weaknesses.
HOW TO DEVELOP COGNITIVE
AND SELF-REGULATED
LEARNING BEHAVIORS
 REINFORCE YOUR PLANS

Make a self-help plan to

1 2
achieve your academic
goals.

VIEW YOUR PROGRESS ANALYZE AND EVALUATE

3
Monitor your
academic
4
Reflect on what
you have learned
performance and and
progress. accomplished.
 SET YOUR GOALS
Set your short term and long
term academic goals in your

1
studies.
 REINFORCE YOUR PLANS
Make a self-help plan to
achieve your academic

2
goals.
 3
VIEW YOUR PROGRESS
Monitor your academic
performance and
progress.
4
ANALYZE AND EVALUATE
Reflect on what you
have learned and
accomplished.
 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
 General Benefits of Metacognition and Self-Regulation in Learning

• Help students organize daily tasks in school

• Help students identify strengths and weaknesses in
their academic performance
• Allow students to learn ideas from others such as their
own thinking and performance
 General Benefits of Metacognition and Self-Regulation in Learning

• Develop students’ autonomy and control

• Improve students’ academic performance and help
them become successful
• Develop students’ high sense of self-efficacy and self-
esteem
 Summary
• Learning
Is the acquisition of knowledge, skills •
and attitude through experience
Transformational process
Starts at birth, continues throughout life
Learned through observation and
imitation
Necessity to the survival of human
beings
• Neuroplasticity
ability of the brain to change
two ways; increase number of synapses,
change in the function structure of the
Neurons
 basic building blocks of the nervous
system
 transmit impulses through synapse
 made up of a cell body(soma) ,
dendrites and an axon
• Neurotransmitters
 electro-chemicals that connect and
allow the transmission of impulse
 Examples: (Acetylcholine, Glutamate,
Dopamine and Norepinephrine)
 Summary
• Metacognition 1. Planning – increases efficiency, control
awareness of one’s thinking and the and motivation.
strategies 2. Problem Solving – allows to learn to
defined as cognition about cognition or think and look for solutions
thinking about thinking
3. Self-evaluation – increases self-
Components of Metacognition: awareness
1. Metacognitive knowledge - knowledge
of one’s own cognitive abilities, • How to develop MC and SRL
cognitive tasks, and strategies to
complete the cognitive tasks SET YOUR GOALS
2. Metacognitive regulation - refers to how REINFORCE YOUR PLANS
an individual monitors and controls his VIEW YOUR PROGRESS
or her cognitive processes
• Self-regulated Learning ANALYZE AND EVALUATE
 Directing their thoughts, feelings and
actions toward the attainment of their
academic goals. (Zimmerman)
 Components of S-R-L
Thank you! God Bless!

By: Group 7
1. Is the acquisition of knowledge, skills and attitude through
experience.
a) Learning
b) Neuron
c) Self-Evaluation
2. Defined by Cognitive Psychologists as a process that leads to change
as a result of experience.
a) Transformational
b) Learning
c) Experience
3. These 2 are powerful agents of change throughout one’s life that
induce structural and functional plasticity in neural systems in the
brain.
a) Development and Learning
b) Mistakes and Wrongdoings
c) Questions and Test-papers
4. Is the ability of the brain to change throughout one’s life.
a) Neurons
b) Neuroplasticity
c) Neurotransmitter
5. Example of the ability of the brain to change
a) An increase number of synapses between neurons
b) Surgery
c) A change in the function or structure of the neurons
6. This plays a key role in human learning, thought, memory and language.
a) Cerebellum
b) Brainstem
c) Cerebral Cortex
7. Are the basic building blocks of the nervous system that transmits impulses
or messages.
a) Neurons
b) Neuroplasticity
c) Neurotransmitter
8. Norepinephrine is an example of a
a) Neuron
b) Neurotransmitter
c) Neuroplastic
9. Is the awareness of one’s thinking and the strategies one uses to
learn.
a) Metacognition
b) Self-Regulated Learning
c) Learning
10.It is one of the three essential components of self-regulated
learning where it allows students to learn to think and look for
solutions when faced with adversities.
a) Planning
b) Problem – solving
c) Self – evaluation