Module 3 - Managing and Caring for the Self PDF

**Module 3 - Managing and Caring for the Self** **Module Overview:** *Hello everyone! Welcome to this module: Managing and Caring for the Self. This fourth and final module identifies three areas of your concern as students, namely: learning, goal setting, and managing stress. It also provides for...

**Module 3 - Managing and Caring for the Self** **Module Overview:** *Hello everyone! Welcome to this module: Managing and Caring for the Self. This fourth and final module identifies three areas of your concern as students, namely: learning, goal setting, and managing stress. It also provides for the more practical application of the concepts discussed in this course and enables you the hands-on experience of developing self-help plans for self-regulated learning, goal setting, and self-care. I hope that you will enjoy this module as you uncover your journey towards becoming a better learner.* **Module Objectives/Outcomes:** - Understand the theoretical underpinnings for how to manage and care for different aspects of the self. - Acquire and hone new skills and learnings for better managing of one's self and behaviors. - Apply these new skills to one's self and functioning for a better quality of life. **Lessons in the Module:** Lesson 1: Learning to be a Better Learner Lesson 2: Setting Goals for Success Lesson 3: Taking Charge of Oneself **Module 3 - Managing and Caring for the Self** **Learning Outcomes:** At the end of the lesson, you will be able to: - - - **Time Frame:** **Week 15** **Introduction** Learning is a combination of knowledge and experience. It is not just all about the information you know; what counts the most are the learning outcomes you acquired after its application as they said experience is the best teacher. Individual has unique approach to learning, therefore, gaining a deep understanding about metacognition is necessary. By having this perspective, you will recognize what aspect of your learning practice you need to enhance and what effective studying technique you will employ. In this lesson, there will be activities that can help you maintain motivation and develop strategies and tactics for successful learning. Prepare yourselves for an exciting and informational journey in *"Learning to be a Better Learner".* **Activity** Make a list of your "Top 5 tips/secrets for studying" 1. Describe your learning style 2. What are your learning challenges 3. Identify the environments where learning comes easy and the environments where learning is more difficult. **Analysis:** Guiding Questions: 1. Why is it necessary to identify what do you want/need to learn? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. What are your capabilities and limitations? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3. How will you know that your learning was successful? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Abstraction** **How Learning Occurs?** - A lot of our learning occurs randomly throughout life, **from new experiences, gaining information and from our perceptions**, for example: reading a newspaper or watching a news broadcast, talking with a friend or colleague, chance meetings and unexpected experiences.  - Many **experiences in life** provide us with learning opportunities from which we can choose whether or not to learn.  This type of experiential learning is in contrast to more formal approaches to learning such as training, [mentoring](https://www.skillsyouneed.com/learn/mentoring.html), [coaching](https://www.skillsyouneed.com/learn/coaching.html) and [teaching](https://www.skillsyouneed.com/learn/teaching-skills.html), all of which have some type of structure in that they are planned learning involving a facilitator. - **Teaching, training and other structured learning opportunities** are activities that one person does to another, while learning is something we can only do for ourselves. Learning occurs when we are able to: - - - - [*https://sites.google.com/site/pgcemsl4203/modes-of-learning*](https://sites.google.com/site/pgcemsl4203/modes-of-learning) The diagram above represents a generic learning cycle and uses the acronym PACT.  The cycle is relevant to all types of learning. The PACT learning cycle stages are: - **Procure. **New knowledge (theory) or ability (skill) is acquired. - **Apply.** The new knowledge or skill is then practiced in some way. - **Consider.** The results of the practice are evaluated and/or assessed. - **Transform.** The original knowledge or ability is modified accordingly. Learning is not something that can be directly observed in others.  We can, however, observe the results of learning in ourselves and others -- this is why, in formal learning situations, assessment is such a crucial part of the teaching process. The results of academic assessment, essays, exams etc. are simply attempts to measure how much an individual has learnt but they cannot measure the actual process of learning. Learning brings about changes in the way we act, think and/or feel about ourselves, other people and the world around us. Such changes may be permanent or temporary depending on our own perceptions of the importance and relevance of the gained knowledge. The video in this link demonstrates how learning occurs:. You may watch this for additional input on learning processes. Since we are done knowing how learning occurs, let us now dive in into new knowledge about metacognition which has a great impact in our learning. **Metacognitive Skills** Metacognition pertains to the knowledge and skills for organizing, guiding, and controlling one's own thinking, actions, and learning processes. It concerns the skills for task orientation (what am I to do?), goal setting (what am I to achieve?), planning (how do I reach that goal?), a systematical approach (step-by-step), monitoring oneself during task execution (am I not making mistakes, do I understand all of it?), evaluating the outcome (is the answer correct?), and reflection (what can I learn from this episode?). Essentially, metacognition means being aware of what you are thinking about and choosing effective strategies. If you're still a bit confused, this blog "What is Metacogniton?" at https://blog.innerdrive.co.uk/what-is-metacognition may help. Students with good metacognitive skills are at the helm of their own learning process, through which they can execute a learning task more effectively. **Metacognition and learning performance** Metacognition determines learning performances to a large extent (up to 40%). As such, metacognition is more important to the learning process than intelligence, social-economical background, and motivation (Veenman, 2015). Metacognitive skills can be acquired and enhanced by instruction and training. Research has shown that adequate metacognitive instruction and training lead to lasting improvements in metacognitive skills and, consequently, to better learning performances (Veenman, 2013). **Two Processes of Metacognition** Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand and remember. According to theory, metacognition consists of: 1. Knowledge of cognition; - - - 2\) Regulation of cognition. - Setting goals and planning; - Monitoring and controlling learning; and - Evaluating one's own regulation (assessing results and strategies used). **Studying Techniques to Improve Metacognitive Skills** 1. **The SQ3R method** is a reading comprehension technique that helps students identify important facts and retain information within their textbook. SQ3R (or SQRRR) is an acronym that stands for the five steps of the reading comprehension process. - **Survey:** Instead of reading the entire book, start by skimming the first chapter and taking notes on any headings, subheadings, images, or other standout features like charts. - **Question:** Formulate questions around the content of the chapter, such as, What is this chapter about? What do I already know about this subject? - **Read:** Begin reading the full chapter and look for answers to the questions you formulated. - **Recite:** After reading a section, summarize in your own words what you just read. Try recalling and identifying major points and answer any questions from the second step. - **Review:** Once you have finished the chapter, it's important to review the material to fully understand it. Quiz yourself on the questions you created and re-read any portions you need to. 2. **Retrieval practice **is based on the concept of remembering at a later time. Recalling an answer to a question improves learning more than looking for the answer in your textbook. And, remembering and writing down the answer to a flashcard is a lot more effective than thinking you know the answer and flipping the card over early. 3. **Spaced practice (also known as "distributed practice")** encourages students to study over a longer period of time instead of cramming the night before. When our brains almost forget something, they work harder to recall that information. Spacing out your studying allows your mind to make connections between ideas and build upon the knowledge that can be easily recalled later. 4. **This PQ4R method** takes an active approach to learning that improves memorization and understanding of the topic. The PQ4R is an acronym that stands for the six steps in the process: - **Preview:** Preview the information before you start reading to get an idea of what the subject matter will be. Skim the material and read only the headers, subheadings, and highlighted text. - **Question:** Ask yourself questions related to the topic, such as, What do I expect to learn? What do I already know about this topic? - **Read:** Read the information one section at a time and try to identify answers to your questions. - **Reflect:** Did you answer all of your questions? If not, go back and see if you can find the answer. - **Recite:** In your own words, either speak or write down a summary of the information you just read. - **Review:** Look over the material one more time and answer any questions that have not yet been answered. 5. **The Feynman Techniqu**e is an efficient method of learning a concept quickly by explaining it in plain and simple terms. It's based on the idea, "If you want to understand something well, try to explain it simply." What that means is, by attempting to explain a concept in our own words, we are likely to understand it a lot faster. - - - - **Application** Scenario: You are about to study for your final examinations and it is as if the universe conspired for a heavy final week, all your subjects provided at least three new reading materials and topics one week (7 days) before the examination period. Create a diagram or schedule using at least five of the metacognitive strategies, skills, and studying techniques mentioned in this lesson on how you would prepare for the next seven days before your final examinations. **Closure** Congratulations! You have entered another milestone in your learning journey. Put your learning into practice, it what makes learning more fun and exciting. Keep up the good work!