Effective Learning Strategies

• This presentation discusses learning strategies, goal-setting, and mindsets to improve academic performance.

Prayer

• A simple prayer is offered, asking for guidance in thoughts, desires, speech, and work.

Learning Defined

• Learning involves changes in potentiality, specifically in knowledge or behavior, resulting from experience.

Learning Types

• Rote Learning: Learning without understanding, like memorization.
• Rational Learning: Learning with understanding.
• Motor Learning: Adapting movement to stimuli related to speed and precision.
• Associational Learning: Establishing relationships to learn.
• Appreciational Learning: Acquiring attitudes, ideas, satisfaction, and judgment concerning values.

Basic Principles of Learning

• Recency: Recent impressions or associations are more easily remembered.
• Frequency: Knowledge encountered often is more likely to be recalled.
• Vividness: Learning is proportional to the vividness of the process.
• Exercise: Using what one has learned aids recall.
• Readiness: Readiness to learn relates to the efficiency of learning.

Stress & Performance

• Low stress is associated with low performance.
• High stress activates a fight-or-flight mode, reducing brain activity in higher-level learning areas.
• Moderate cortisol levels tend to correlate with the highest performance levels.

Neural Patterns

• Neural patterns are created as neurons link together with repeated use.
• Neurons, also called nerve cells, send signals/information between different areas of the brain and the entire body.
• Neural patterns can be: faint, darker, darkest and firm

Practice & Neural Patterns

• Initial understanding creates a weak neural pattern.
• Solving problems independently deepens neural pathways.
• Thorough practice strengthens the neuron pattern, making learning permanent.

Neural Structures

• Neural structures can be built with spaced or intensive repetition.

Learning Styles

• Physiological: Includes intake, time-of-day energy, passivity vs. mobility, and perceptual preferences.
• Environmental: Factors include light, sound, design, and temperature.
• Emotional: Involves affect, motivation, persistence, and responsibility.
• Social: Refers to learning style preferences like learning alone, in pairs, with peers, or with an adult.
• Perception is often auditory in primary school, shifts to visual and kinesthetic in late elementary, and becomes visual and auditory in adulthood.

Personality Types and Learning Styles (Myers-Briggs Type Indicator or MBTI)

• Extraversion (E) vs. Introversion (I): Focus is on the Outer vs. Inner world.
• Sensing vs. Intuition: Focus is on basic information (S) vs. interpreting and adding meaning (N).
• Thinking vs. Feeling: Focus is on logic and consistency (T) vs. people and circumstances (F).
• Judging vs. Perceiving: Focus is on getting things decided (J) vs. staying open to new information (P).
• ISTJ: Serious, quiet, earns success through concentration and thoughtfulness.
• ISFJ: Quiet, friendly, responsible, and conscientious.
• ISTP: Cool onlookers, quiet, reserved, observing life.
• INTP: Quiet, reserved, enjoys theoretical pursuits and problem-solving.
• INFJ: Succeeds with perseverance and originality.
• INTJ: Original mind, has a great drive for own ideas, independent and determined.
• ISFP: Retiring, quietly friendly, kind, and modest.
• INFP: Full of enthusiasm, often absorbed in projects.
• ESTP: Adaptable, tolerant, conservative, good at problem-solving.
• ESFP: Outgoing, easygoing, friendly, likes making things happen.
• ESTJ: Practical, realistic, like business or mechanics.
• ENTJ: Decisive, well-informed, possesses leadership ability.
• ENFP: Warm, enthusiastic, ingenious, and imaginative.
• ENTP: Quick, ingenious, alert.
• ESFJ: Warm-hearted, talkative, popular, and conscientious.
• ENFJ: Responsive, considerate, and sociable.

Procrastination

• Procrastination is an act of unnecessary but intentional delaying or postponement of tasks.
• Students procrastinate due to Task Aversion, Uncertainty, Fear of Failure, and External Structure.
• Procrastination is often a response to a temporal negative feeling state; activation of brain areas associated with pain.
• Procrastination results in poor academic performance/emotional discomfort, and is an issue of motivation rather than time management.

Pomodoro Technique

• Use the Pomodoro Technique to combat procrastination.
• Uses 25-minute focused work intervals, no interruptions, and rewards.

Self-Regulated Learning Skills

• Setting specific personal goals.
• Creating or adopting strategies for attaining goals.
• Monitoring personal performance for signs of progress.
• Restructuring one's physical and social context to be compatible with goals.
• Managing one's time use efficiently.
• Self-evaluating one's methods.
• Attributing causation to results.
• Adapting future methods.

Self-Regulated Learning (SRL) leads to achieving greater academic resilience and achievements

• SRL also leads to a greater personal satisfaction and optimistic view of the future
• There is an increase in pursuit of lifelong learnings and higher self-esteem

Self-Regulated Learning Strategies (Zimmerman & Pons, 1990)

• Self-evaluation: Reviewing work to ensure accuracy.
• Organizing and transforming: Rearranging instructional materials to improve learning.
• Goal setting and planning: Defining goals and planning activities.
• Seeking information: Gathering additional information from resources.
• Keeping records and monitoring: Documenting events and results.
• Environmental structuring: Arranging a physical setting to ease learning.
• Determining self-consequences: Arranging rewards for success.
• Rehearsing and memorizing: Practicing material to memorize.
• Seeking social assistance: Seeking help from others.
• Reviewing records: Reviewing notes.

Information Retention

• Retention Rates (Rief, 1993): -10% of what they read. -20% of what they hear. -30% of what they see. -50% of what they hear and see. -70% of what they say. -90% of what they say and do.
• Combining multi-sensory approaches aids information retention.

Strategies When Stuck

• Sleep on it: Sleeping helps organize and strengthen memories.
• Shift to diffuse mode of thinking: This promotes relaxation and background processing.

Tips for New Normal in Learning

• Have a morning routine
  • Wake up at least an hour before class
  • Do not use social media in the first 10 minutes of waking up
  • Drink one/two glasses of water
  • Take a shower (cold is better in the morning)
  • Dress to study-no to pajamas/everyday clothes!
  • Eat breakfast (eggs are a must-have!) -Social media check-in (15mins)
• Tidy up and declutter
  • Have a clean study table/area
  • Attempt to have as little materials on the desk as possible
  • MUST HAVE: Pen and paper; one glass of water; NO NEED: Mobile phone
  • Pro-tip: Uninstall social media apps while in online classes, then reinstall them after
• Communicate study hours to family and relatives
  • At home we are expected to be children or respond to our siblings as brothers and sisters
  • Inform your family members about your study schedule
  • Create a “Online class ongoing" zone at home
• During class...
  • Take down notes; screenshots also work, but notes work better
  • Avoid unnecessary online noise; Use private chat sparingly
  • Attempt not to discuss off topic conversations via chat
• Once you're done with the class... -Organize your written/typed notes
  • Reward yourself: take a walk, play games, or have a good meal!
  • Play with your younger siblings, or your pets, if you wish!
• If you have another class, stay on your desk - Momentum is important; Keep your study rhythm and focus -The rest of the day is yours!

Video Call Fatigue tips

• Can be tiring because of the increased need to process nonverbal cues like facial expressions, tone, and body language consumes a lot of energy.
• Combat it with the 20-20-20 rule: every 20 minutes, look 20 feet away for 20 seconds to rest your eyes.

Goals

• Goals are a representation of a desired state.
• Goals are future-oriented, multidimensional, and can be achieved in multiple ways (equifinality).
• Goals are organized hierarchically.
• Goals may evolve based on their relevance and individual commitment.

Value of Goals

• Goals determine what you want to do
• Goals energize people and give them direction.

Goal Setting

• Goal Setting Theory explains it indicates task performance
• Specific goals and feedback improve performance.

SMART Goals

• Specific: Clear and well-defined.
• Measurable: Provides indicators of progress.
• Actionable: Involves doable, realistic steps. -Relevant: Matters to you personally.
• Time-bound: Has a deadline or timeline.
• Ethical: Aligned to moral compass
• Recorded: Written

Goals related to Needs

• Goals are linked to human needs.
• Some goals are based on deep desires.

Maslow's Hierarchy of Needs

• Self-Actualization: Achieving full potential through creativity.
• Esteem: Accomplishment and prestige.
• Belongingness and Love: Intimate relationships and friends.
• Safety: Security and safety.
• Physiological: Food, water, warmth, and rest.
• Prepotent: Needs must be predominantly satisfied before higher-level needs activate. self-Actualization self-Fulfillment,Growth Unity Understanding Beauty,Morality. Transcendence, Explonation Play Positive self evaluatoin. Dignity achievement,Mastery Competence independence Repulation Prestive Giving/receiving affection. intimate Friendship Tennderness Altilation. security Stability Preditability protection. Frewrom fromfear Structare Arder Law limit, Nutrition watey ain sleep shelter clathing temperatore Reproduction

Self-Efficacy and Growth Mindset

• Achieving goals by cultivating a growth mindset and with self-efficacy.

Self Efficacy (Albert Bandura)

• Overall belief in one’s ability to succeed, overcome challenges, and complete tasks.
• Higher self-efficacy has a relationship with higher success rate.

Growth vs Fixed Mindset ((Carol Dweck)

• Those with a "fixed mindset" believe that abilities can not be developed.
• Those with a "growth mindset" believe that any given ability can be acquired.
• Fixed mindset is the desire to look smart and therefore a tendency to avoid challenges, give up easily, and see effort as fruitless and be threatened by the success of others
• Growth mindset is the desire to learn and there fore a tendency to embrace challenges and see effort as the path to mastery

Develop a Growth Mindset

• See mistakes/error as helpful
• Have a desire yet to obtain it and begin engaging
• Continue correction errors
• Find value in the process