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**Learning** - **Behaviorists** define learning as a **relatively permanent change** in behavior as a result of practice or process that leads to change as practice or experiences. **Cognitive psychologists** define learning as a **process** that leads to change as a result of exp...

**Learning** - **Behaviorists** define learning as a **relatively permanent change** in behavior as a result of practice or process that leads to change as practice or experiences. **Cognitive psychologists** define learning as a **process** that leads to change as a result of experience. - \"In other words, learning is the **acquisition** of knowledge, skills, and attitudes, through experiences.\" - It is a **transformational** process that leads to personal growth and development, Learning helps an individual to adapt to the constantly changing environment it starts at birth and continues throughout life. - It is a **constant** process that can result from direct and indirect experiences, individuals learn from one another through observation and imitation - Learning is important to the **survival** of human beings because it enables them to discover new knowledge, technology, and interventions - Characteristics - LEARNING IS [PURPOSEFUL] - Human action is motivated or inspired by one's aims, goals, or intentions. - Goals can be short-term or long-term - Learning occurs because it is planned, desired, or even forced. - No matter what the case, there is always a purpose why a person seeks more knowledge. - Research shows that students who set goals tend to be more persistent and are more likely to achieve their goals. - LEARNING IS A [RESULT OF EXPERIENCE] - Learning is often associated with a change in behavior as a result of experience. - This entails that learning comes with one's interaction with the environment. - Learners may be able to define particular terms, explain specific concepts, state general principles, or recite certain provisions of law. - They can make them meaningful only if they understand them well enough and be able to use and apply then in real-life situations. - LEARNING IS [MULTIFACETED] - "A sound mind in a sound body" - This famous quotation exemplifies the connection\ between the physical and mental well-being of a person. - In order to produce well-rounded graduates, education\ institutions must hone not only the intellectual but also\ the physical, social, emotional, and spiritual potentials of\ learners. - Incidental knowledge, skills, and attitudes are also taught\ and developed - LEARNING IS AN [ACTIVE PROCESS] - Leaners should not be mere passive receivers of information. - Learning is not rote memorization. - The principle of teaching states that the students should\ be the center of the learning process. - Students active participation in class activities must be\ solicited in order for them to fully grasp certain concepts. - What happens during learning? - ***Brain Changes*** - For the brain, it takes a set of knowledge and skills for its development. - When a person learns something new, the brain undergoes changes. The changes in the brain during learning are 1. *New nerve cells may grow, and new neural networks* will then be formed 2. The *strength of existing synaptic connections changes*, thus functionally changing the connectivity within the existing neural networks in response to a sensory stimulus 3. *New synapses are formed between neurons* that were not connected before, thus effectively creating new network of neurons that, when active, represent a new memory - With the advent of modern technology, almost everything is possible for humans to decode and unlock, even the most complicated hardware-like brain which is composed of more than 85 billion neurons and 10 trillion dendrites and synapses. - ***Behavior Changes*** - Learning has been defined as a permanent change in behavior as a result of experience. Learning requires continuity of behavioral change **Metacognition and Self-regulated Learning** - **Metacognition** - *The awareness* of one's thinking and the strategies one uses to learn - Defined as cognition about cognition or thinking about thinking - Psychologist John Flavell: two components 1. ***Metacognition knowledge*** a. Knowledge of *cognitive tasks,* and knowledge of the *strategies* to complete tasks 2. ***Metacognition regulation*** b. How an individual *monitors and controls* his or her cognitive processes - **Self-regulated learning (SRL)** - [Zimmerman (2002]): the process in which students *systematically direct* their thoughts, feelings, and actions toward the attainment of their academic goals - Process of *taking control of and evaluating* one's own learning and behavior - *Self-directed process* through which students transform their mental abilities into academic skills - *Cyclical process* in which the student plans for a task, monitors his or her performance, and reflects on the outcome - cycle is then repeated as the student uses his or her reflections to adjust and prepare for the next task - *students practice self-regulation learning* by setting goals, selecting and using strategies, monitoring their performance, and reflecting on their learning outcomes - [3 essential components]: - ***Planning*** - Increases efficiency, control, and motivation - ***Problem Solving*** - Allow 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 **Good Study Habits** - The *attitudes and behaviors* of students when preparing for tests or any learning assessment - *Get organized* - Plan ahead of time. Allot time to read every day in order not to cram days before the exam. Make a study plan. Make an outline to organize thoughts and ideas - *Prepare review materials* - Make review notes. Create flashcards. Make mind maps and mnemonic patterns. Read and record important terms and concepts. Play the recordings before sleeping or while on the road. - *Ask help* - If you do not understand a particular lesson or topic, seek help from your teacher, classmates, parents or your older brother/sister. - *Test yourself or ask someone to test you* - This can be done by simply recalling your lesson and writing them on a piece of paper or by asking someone to throw questions and answering as many questions as possible - *Allot time to take a break and eliminate stress* - During breaktime, short physical activities can be done such as stretching, listening to music, or drinking coffee. - *Create or join a study group* - This enables you to take notes, discuss thoughts, brainstorm ideas, and tutor concepts. This helps you calibrate your understanding of certain concepts, rules, principles, and theories. - *Teach what you have learned* - This can be done by sharing what you have learned to your younger brother/sister, neighbors, or to any other people. As they say, practice makes perfect. - *Study to understand, not to remember* - Memorizing what you read is not a very effective habit because the brain cannot make sense of information quickly and thus will not form strong connections. Understand the ideas, concepts or principles, do not just memorize them verbatim **Albert Bandura's Theory of self-efficacy** - *One's belief in one's ability to succeed in specific situations* or accomplish a task. More often than not, one's sense if self-efficacy can play a major role in how one approaches goals, tasks, and challenges - [Operative word]: "***Belief" or "Faith***" - If a person believes in himself or herself, then half the battle is won of if one has faith, then nothing is impossible - Ways to strengthen: 1. ***Mastery experiences*** a. to *first-hand or direct experiences* that a person acquires. When the frequency of success is high, there is greater belief in one\'s personal efficacy. Likewise, failures discourage one\'s belief in accomplishing a task. 2. ***Vicarious experiences*** b. emanate from *observing people*, especially those that one regards as his or her role models. People choose their own role models. When these models succeed through hard work, this increases one\'s belief that he or she too can succeed. 3. ***Verbal persuasion*** c. refers to *motivation coming from influential people* such as parents, teachers, friends, coaches, and superiors. Statements like \"kayang- kaya mo yan\" and \"you are the best!\" provide very significant motivation, in such a way that one exerts extra so as not to disappoint these people. 4. ***Emotional and physiological states*** d. the *emotional and physiological conditions* that a person is in. A person suffering from depression or undergoing stress will likely have a small percentage of success as compared to those inspired and motivated. **Edwin Locke's Goal-Setting Theory** - In the late **1960s**, Dr. Edwin Locke\ conducted the first every research on\ goal setting and motivation. In one of\ his essays, he mentioned that\ employees are motivated by\ clear goals and appropriate feedback. - He stressed that *setting a goal*\ provides a significant source of motivation which, in turn, improves people's performance. - [A goal or outcome has two sides]: 1. the ***mastery goals*** where the\ *desire to gain knowledge* and\ *skills* are reflected 2. the ***performance goals*** where the *desire to look competent* in other people's eyes is manifested. - in **1990**, ***Edwin Locke and Gary Latham*** published a book entitled *"a theory of goal setting and task performance."* - Principles of Goal Setting - ***Clarity*** - simply means being\ clear and not vague. A\ goal must be *specific*\ and the person must\ *set a period* for its\ attainment and\ completion - ***Challenge*** - means that a goal must\ *trigger* the knowledge,\ skills, and abilities of a\ person. A goal should\ require *extra effort* for its attainment - ***Commitment*** - reflects a *person's\ dedication* towards the\ attainment of the goals. Attaining a goal requires *sincerity and focus.* - ***Feedback*** - serves as a *mechanism* to ensure\ that everyone sharing the same\ goal is on the *right track* and all are\ in the same direction. Everyone's *actions* should be *aligned* with the set goals - ***Task complexity*** - pushes people to take the *extra\ mile* and work hard. The *more\ complicated* the goal or task,\ the *higher the motivation* will be **Julian Rotter's Expectancy Theory** - focused mainly on the *expectations* that shape a particular situation. - Learning creates *cognitions, known as expectancies*, that guide behavior. - A person's decision to engage in behaviour is determined by what the person expects to happen following the behaviour and the *value* the person places on the outcome. - For example, parents dedicate a bulk of their savings for the educational plan of their children because they expect that in doing so, the future of their children is secured. This also implies that they highly value education. - For Julian Rotter, behaviour is determined not only by the kinds of consequences that B.F. Skinner called positive reinforcement but also by the expectation that a particular behaviour *will result in those consequences*. - [Classification of people's locus of control]: 1. ***Internal*** - If a person has an internal locus of control, he or she believes that events are *controlled by his or her own efforts*. People with this locus of control believe that their achievements and the reinforcements they receive come from the effort they make for themselves. These individuals "*make things\ happen*." They are *active rather than passive* 2. ***External*** - If a person has an external locus of control, he or she believes that *events are\ determined by external forces* over which he or she has no control. When these types of\ people succeed, they *attribute their success to chance and luck* - In the Philippines, there are unemployed individuals who continue to look for jobs despite the strong competition, or who submit their resumes even if there is no advertisement from the company;\ these individuals have an internal locus of control. There are also people who attribute their future to be employed to kapalaran or malas (fate and luck mentality). **Three Domains that dominates the Self** - Based on the domains of biorhythm, self is dominated by three domains that *operate in a cycle which manifest regularly, and one may dominate the other.* 1. the **physical domain** includes coordination, strength, and well-being. 2. the **intellectual domain** includes alertness, analytical functioning, logical analysis, memory or recall, and communication. 3. the **emotional domain** includes creativity, sensitivity, mood, perception and awareness. - Taken as a whole and as framework or indicator of health, these domains *must be balanced* by individuals. based on this framework, any *imbalance results in incongruence and thus in an unhealthy condition.* - *contemporary medicine* prescribes that in order to be healthy, one must regularly exercise, control the intake of unhealthy food, and be in a forgiving mode, so as not to poison one\'s mind. if there is a physiological poison, there is also a psychological poison. in its entirety, such negativity on all domains opens the possibility of occurrence of sickness or disease. to avoid sickness or disease, a positive and proactive score in these domains leads to a healthier life. - there is a reason why physical education is taught at a very young age. there is a reason why there is a need to educate the youth as early as possible. foremost, there is a compelling reason why individuals need to know themselves. - maintaining a healthy lifestyle is a choice. suffice it to say that being physically active, intellectual hungry and emotionally stable is healthy. this mindset leads to a healthier life and a happier perspective in life. **Personal Health Responsibility** - **Steinbrook** stated that today, more than ever, personal health responsibility or taking charge of one\'s own health is an essential step in disease prevention as well as in *protocols* for healing and recovery from disease. - Personal health responsibility involves *active participation in one\'s own health and healing plan* through education and lifestyle changes. Although the concept of personal health responsibility seems simple, it is *often overlooked* when people are diagnosed with an autoimmune disorder and seeking a quick fix. - One needs to be sensitive about the importance of good health. Exercising every day, avoiding alcohol, tobacco, and illegal drugs, maintaining proper hygiene, having enough rest and sleep, eating on time, and ensuring a balanced diet a few things that one can do for the body. - People should think more about the *prevention of diseases than the cure of these.* Diseases may be avoided if everyone is conscious about what one does since most diseases are acquired as a product of unhealthy lifestyle. - Part of personal health responsibility is **knowing one\'s family history**; this is one way to determine *hereditary illnesses* which can be avoided in the future. Examples are diabetes and high blood pressure which may be inherited from parents. - Another health responsibility is **conducting research on effective herbal medicines and food supplements.** *Prescription drugs manufactured in the laboratory are made up of chemicals* which can be detrimental to people\'s health. - In the Philippines, several measures have been enacted to instill health awareness and encourage personal health responsibility like the anti- smoking campaign, discouragement to take medicines without prescription, encouragement to seek medical assistance and services from licensed physicians, heavier penalty for people caught selling drugs for abortion, and many others. **Stress** - Stress refers to the *reaction of our physiological and psychological self* to any kind of demand or threat. - Right off the bat one could already claim that not all stress is negative or unwanted. Sometimes there are *positive stresses* that are aptly called eustress. **Eustress** is a *beneficial stress* that can be in the form of physical, psychological and biological stimuli - Literally, the Greek prefix **eu** means good hence with the word \"eustress\" means *\'good stress*\" - Bad stress or **distress** is the exact opposite of eustress. Distress occurs when there is a *tension build up* which becomes *unbearable and difficult to cope with* - A **stressor** is any event *that compels a person to adjust or change*. Below are the [common stressors] that are described as unpleasant and life threatening 1. **Catastrophic events and life-threatening experiences** - are *abrupt unforeseen experiences or traumas*, such as natural calamities, military combats, terrorist attacks, accidents and physical and sexual abuses 2. **Life changes and strains** include separation of parents, illness in the family, change of workplace, transfer of domicile, and other circumstances that demand people to adjust 3. **Chronic problems** *exist for a long period* which includes circumstances such as suffering from a serious illness, having irresponsible neighbors, and failure to acquire a lucrative or high-income job 4. **Every day hassles** are *irritations, pressures and annoyances* that may not be significant stressors by themselves but *whose cumulative effect can be significant*. Examples are traffic congestion, waiting in a long line to get a taxi, or just a bad day when everything goes wrong. - **Stress tolerance** refers to the *ability of an individual to endure stress*. An individual\'s stress tolerance is dependent on his or her psychological and physiological constitution thus everyone reacts differently to stress. One\'s perception of stress is ***subjective***. A eustress for someone could be a distress to another. The reality is that one cannot really eliminate stress, but one can manage it - [Signs and symptoms of poorly managed stress] - Several symptoms may be observed from people under stress. Symptoms can be physical, behavioral, or emotional. - **Physical symptoms** are characterized by ones inability to sleep, fatigue headache cramps unpleasant aura and gastrointestinal problems. Stress also causes aging and malignant diseases like cancer. - **Emotional and behavioral symptom** include lack of concentration irritation nervousness panic, lack of appetite in food or too much intake of food low level of enthusiasm and desire, and mood swings - Some people who are unable to properly manage stress are *vulnerable to unhealthy habits* like drug addiction alcoholism, cigarette, smoking or poor diet. When these unhealthy habits persist, these people are led to undesirable behaviors - [Coping with stress:] - People who have adequate coping resources and methods will suffer fewer effects of stressors compared to those who lack them in dealing with stressful experiences, people may use coping resources which include ***money and time*** in relation to this those individuals who are financially disadvantaged and those who have limited or no time due to work schedule have lesser chance of eliminating the conditions that stress them - The effect of stressors can also be eliminated through the use of effective coping methods Most of these methods can be classified as problem-focused of emotion-focused - **Problem focused coping method** involves an *attempt to change or eliminate* sources of stress. - Examples of this coping method are confrontation, seeking social support and undertaking careful and deliberate problem solving - **Emotion focused coping method** is aimed at *controlling the negative emotional consequences* of stress - Examples of this coping method are ***self-control*** (keeping feelings to oneself), ***distancing*** (not thinking about the stressors), ***accepting responsibility*** (attributing the stress as one\'s creations), and ***wishful thinking*** (thinking that the situation will pass) - [Social and Cultural Dimensions of stress:] - Culturally and socially, stress is *typically viewed negatively*. Recent research, however, revealed that **stress is a neutral concept**. What was originally seen as a negative factor can now be viewed otherwise. - Similar to *existential philosophy*, a **stress is relative**. One\'s perception of stress depends on the perspective of the Individual. This perception is always subject to change: what is viewed as an asset can be viewed as a liability later on by another person. A typhoon could be a menace to some but for a rain-starved locality, it could be a blessing. - In the Philippines, there are ***perennial stressors*** that frustrate most people. Some of these are the (1) *public transportation* (e.g. MRT. LRT glitches) *and traffic problems*. (2) *frequent increase in process of basic commodities and services* (e.g., electricity and water bills), and (3) *unfinished projects* (e.g. drainage, roads. etc.) that cause further traffic congestion and risk to people\'s safety. - Filipinos are aware of the problem in public transport system. For those people who rely on MRT and LRT, it is an everyday stressor for them to fall in line to get to the station, to buy train ticket, and to barge their bodies to get inside the train which transports passengers beyond its intended capacity. Despite this hassle, why do people prefer to take the MRT and LRT instead of the other modes of transportation? It is because of the traffic problem. Traffic problem is not only being experienced in the National Capital Region, but also present in other parts of the country. Instead of having enough time to sleep, students and professions are compelled to travel early in order to avoid traffic congestion during rush hours. Filipinos know that the number of trains of the MRT and the LRT are not enough to carry commuters, let alone the anomalies and frequent mechanical problems that occur. - Another stressor is the ***frequent increase in prices of basic commodities and services.*** The prices of rice. meat, vegetables, sugar, bread, oil and fish continue to rise. This causes so much stress to Filipino families, especially those living below the poverty line, as they try to stretch their budget in order to buy these commodities. The price increase does not go along with the salary increase. In addition to process of basic commodities, ***rates of electric and water consumption also increase.*** Consumers are stressed each time they hear a notice of increase in water and electricity rate. - Lastly, roads, manholes, bridges, and other ***government projects are either left unfinished or taking a long time to be completed***. Some government projects with no warning signs pose road hazards that may cause injury or even death. Unfinished government projects contribute to the worsening traffic problem and may present hazards to health. **Self-care** - Self-care refers ***to all activities*** that a person does to ***maintain and improve his or her*** physical, psychological, emotional, social, and spiritual ***well-being.*** - It has [five dimensions,] namely physical, psychological, emotional, social and spiritual care. 1. **Physical self-care** includes all the activities that one does to maintain and improve his or her physical well- being like consistently sleeping for at least eight hours, drinking eight glasses of water, eating healthy and nutritious foods, taking vitamins, and exercising. 2. **Psychological self-care** includes all the activities one does to deal or resolve mental health issues, address both positive and negative emotions, and learn to deal with negative self- talk (self-criticism). 3. **Emotional self-care** includes all the activities one does to cope with stress and deal with grief. 4. **Social self-care** includes all the activities one does to *connect with people valuable to him or her*. It means spending time and having a great time with loved ones and other valuable people including family, friends, neighbors, schoolmates, professional organizations, and many more. 5. **Spiritual self-care** includes all the activities one does to *strengthen one\'s relationship with his or her beliefs.* It also includes *meditation and contemplation* about one\'s purpose of existence according to his or her faith. - Benefits: - Enhanced productivity - Improved vitality - Enhanced self-esteem - Increased self-knowledge - Mindfulness and compassion **Self-compassion** - In the Roman Catholic belief, one\'s body is created in the image and likeness of God and the body is owned by God, therefore, there is no reason for self-berating, self-recrimination, self- hatred, or self-flagellation. Other religions also believe that one has no right over his body for the body is governed by a higher being. However, whatever belief one has, he or she has to be kind to himself or herself and accept who he or she is. One needs to have self-compassion. ***Self-compassion is defined as showing compassion to oneself.*** It involves being open to and moved by one\'s own suffering, expressions care and kindness towards oneself, taking an understanding and non-judgmental attitude toward one\'s inadequacies and failures, and recognizing that one\'s own experience is part of the common human experience - Some people would perceive themselves as stupid or as fools because of certain actions or decisions they have made. This act of self-recrimination ruins one\'s self- esteem and is a sign of lack of self-respect. Humans are imperfect beings. They should positively take challenges in life as well as the wrong choices and decisions they made with the hope of improving themselves so as not to commit the same mistakes twice. - [Three components] 1. ***Self-kindness*** - means *not being physically and verbally harsh to oneself*. ***Self-beration*** is a kind of *verbal abuse directed to oneself.* It involves an act where *one blames himself* or herself for his or her actions or decisions. Usually, this is done by *stating unkind words* to oneself. ***Self-harm***, on the other hand, is the act of *harming oneself through physical* means which is both physically and psychologically damaging to an individual. 2. ***Common humanity*** - means *acceptance that one is an imperfect being*. one makes along with everyone else, and one *does not always get that he or she wants*. 3. ***Mindfulness*** - is the *practice of being fully present in the moment*. One has to turn towards his or her painful thoughts and emotions in order to embrace himself or herself with compassion.