LEARNING TO BE A
BETTER STUDENT
HOW LEARNING HAPPENS IN THE HUMAN
BRAIN
◦Learning is a physical process in which new
knowledge is represented by new brain cell
connections.
◦The strength and formation of these connections are
facilitated by chemicals in the brain called growth
factors.
◦Brain is an enormous network of neurons. Each tiny
neuron is a pretty complicated little machine.
Each neuron connects with many other neurons.
How the Brain Learns
◦The brain acts as a dense network
of fiber pathways consisting of
approximately 100 billion (10)
neurons. The brain consists of
three principle parts - stem,
cerebellum and cerebrum
• Cerebrum is most important, in learning, since this is where
higher-ordered functions like memory and reasoning occur. Each
area of the cerebrum specializes in a function - sight, hearing,
speech, touch, short-term memory, long-term memory, language
and reasoning abilities.
How the Brain Learns
◦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
oinformation
Once processed in short-term
we encounter in our memory, our brain's neural
pathways
daily lives. 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.
How the Brain Learns
◦This process is not always perfect as information
races across billions of neurons' axons, which
transmit signals to the next neuron via synapse,
some degradation is common. That's why many of
our memories are incomplete or include false
portions that we make up to fill holes in the real
memory.
How the Brain Learns
◦Neuroscientists have long believed that learning and
memory formation are made by the strengthening and
weakening of connections among brain cells.
◦Researchers found that when two neurons frequently
interact, they form a bond that allows them to transmit
more easily and accurately. This leads to more complete
memories and easier recall. Conversely, when two neurons
rarely interacted, the transmission was often incomplete,
leading to either a faulty memory or no memory at all.
How the Brain Learns
◦Fluency - the process wherein the more we practice and
rehearse something new and the more recently we have
practiced, the easier it is for our brain to transmit these
experiences efficiently and store them for ready access
later.
◦Another recent study found that the structural core of the
brain receives sensory information from different regions
and then assembles bits of data into a complete picture
that becomes a memory of an event. This memory is
strengthened by multiple sensory inputs.
How the Brain Learns
◦The University of Michigan's Biopsychology Program
confirmed that the brain behaves selectively about how it
processes experiences that enter through our five senses.
The brain is programmed to pay special attention to any
experience that is novel or unusual.
METACOGNITION AND STUDY STRATEGIES
◦Metacognition is often defined as "thinking about your own
thinking?"
◦It was termed by John H. Flavell, American developmental
psychologist, in 1979. Cognition means thinking while
Meta means beyond so the phrase means beyond thinking.
◦Metacognition is a higher order thinking which control the
cognitive process involved in the learning process.
◦It consists of 2 components:
• metacognitive knowledge
• metacognitive regulation
METACOGNITIVE KNOWLEDGE
◦The learner's awareness of one's ability to understand and
learn concepts, and knowledge about one's learning
strategies.
◦Has three types:
• Declarative Knowledge (person knowledge) - the
understanding of ones capacities. It is one's subjective
assessment.
• Procedural Knowledge (task knowledge) - the person's
awareness of one's knowledge and assessment whether a task
is easy or difficult.
• Strategy Knowledge (conditional knowledge) - the
person's ability to use strategies to acquire information, learn
new skills or understand concepts. It also refers to one's ability
METACOGNITIVE REGULATION
◦The learner's ability to observe one's method of
thinking, planning, evaluate the effectiveness of the own
learning strategies and identifying the outcomes.
SOME OF METACOGNITIVE STUDY
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 YOUR OWN LEARNING:
SELF-REGULATED LEARNING
◦ In the Self-Regulated Learning model, pioneered by Barry Zimmerman, self-
regulation is composed of three phases:
• Forethought (first phase) - the self-regulated student expects and
prepares for the approaching learning task.
• Performance control (second phase) - the student organizes and
performs the procedures while learning. This consists of self-talk and self-
monitoring to make the most of the learning opportunity.
• Self reflection (third phase) - the self-regulated student reflects at the end
of the learning task. The student matches the result of their performance to
their objectives.
◦ 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.
THANK YOU!
