Understanding the Self PDF - Managing and Caring for the Self

UNDERSTANDING THE SELF MANAGING AND CARING FOR THE SELF 01 GROUP 5 "STRESS" → "LEARN" How to Manage Your Responsibilities.  The Lawrence Hall of Science/UC BerkeleyNSF- WIDER Grant, outlined Five points on the "learning" process:...

UNDERSTANDING THE SELF MANAGING AND CARING FOR THE SELF 01 GROUP 5 "STRESS" → "LEARN" How to Manage Your Responsibilities.  The Lawrence Hall of Science/UC BerkeleyNSF- WIDER Grant, outlined Five points on the "learning" process: 1. Learning is active. 2. It builds on prior knowledge. 3. It occurs in a complex social environment. 4. Learning is situated in an authentic context. 5. It requires learners' motivation and cognitive engagement 12 LEARNING TO BE A BETTER STUDENT ✓ Effective Strategies/Techniques ✓ Know the parts and functions of your brain 06  BRAIN AND BEHAVIOR CHANGES 08  The nervous system is one of the most important systems in our body because it is the main control and coordinating system of the body. It manages the voluntary and involuntary body processes, especially during learning. 15  It is divided into two major systems, the central nervous system and the peripheral nervous system. Both systems are responsible for transmitting and receiving information throughout the body 15  The central nervous system is made up of the brain and spinal cord: The brain controls how we think, learn, move, and feel. The spinal cord carries messages back and forth between the brain and the nerves that run throughout the body. 15  Peripheral Nervous System (PNS) is that part of your nervous system that lies outside your brain and spinal cord. It plays key role in both sending information from different areas of your body back to your brain, as well as carrying out commands from your brain to various parts of your body. 15 METACOGNITION AND STUDY STRATEGIES  METACOGNITION (meta means about and cognition thinking) Purposefully thinking about one's own thinking strategies - when people are able to "learn to think" and "think to learn" 07  Metacognition is a learning strategy that you use to understand and control your own performance. 06 It is a system wherein you: Are totally involved and aware of how you learn and what learning techniques or strategies meet your needs. Evaluate how effective these strategies are for you. Implement the best plan of action for optimal learning 11  Effectively plan for their learning Know their limits and seek help Learners with when needed Frequently assess their strong knowledge to test their metacognitive comprehension of the topic skills Monitor their own learning and use various learning strategies Carefully practice a skill to gain confidence and competence 05 "There is a need for metacognitive knowledge explicitly...we are continually surprised at the number of students who come to [university) having very little metacognitive knowledge; knowledge about different strategies, different cognitive tasks, and particularly accurate knowledge about themselves" (Pintrich, 2002)  METACOGNITION AWARENESS INVENTORY In 1994, Schraw and Dennison created the Metacognitive Awareness Inventory (MAI). This was developed to bring awareness of metacognitive knowledge and metacognitive regulation, specifically for adult learners. The MAI consists of 52 questions that cover the two components of cognition, "knowledge of cognition factor" and "regulation of cognition factor". 04  TWO PROCESS OF METACOGNITION: Knowledge of cognition (declarative, procedural, and conditional) this involves: a. Being aware of the factors that involve learning; b. Identifying the strategies you can use to effectively learn; and c. Choosing the appropriate learning strategy. 10  TWO PROCESS OF METACOGNITION: Regulation of cognition involves: a. Setting goals and planning: b. Monitoring and controlling learning; and c. Evaluating own regulation (assessing if the strategy you are using is working or not; making adjustments and trying something new) 10 PARA KANINO KA BUMABANGON? DECLARATIVE KNOWLEDGE This is knowledge about facts and information, often expressed as "WHAT" something is. The factual knowledge the learn their needs before being able to process or use critical thinking related to the topic. Students can obtain knowledge through presentations, demonstrations and discussions. 04  PROCEDURAL KNOWLEDGE This refers to knowledge about how to do something, often aexpress as "HOW" to perform tasks or processes. The application of knowledge for the purposes of completing a procedure. Students can obtain the knowledge through discovery, cooperative learning and problem solving 12 CONDITIONAL KNOWLEDGE This is knowledge about "WHEN/WHY" to apply certain actions or rules, often express "as-if" then scenarios. Application of declarative and procedural knowledge with certain conditions presented on the process. Students can update knowledge through simulation. 02 CONCEPT MAPPING AND VISUAL STUDY TOOLS CONCEPT MAPPING: ENHANCING LEARNING A way to represent relationships between ideas, images, or words. 03 CONCEPT MAPPING: ENHANCING LEARNING Purpose: Develops logical thinking and study skills. Reveals connections between ideas and the bigger picture. 03 CONCEPT MAPPING: ENHANCING LEARNING How to Use: Construct a focus question. Identify key concepts. Create the map as a group if it's the first time. 03 REFLECTIVE WRITING: CONNECTING AND ANALYZING Purpose: Helps link learning materials with personal experience. 09 REFLECTIVE WRITING: CONNECTING AND ANALYZING Benefits: Identifies insights and confusion. Encourages deeper connections with the material. 09 "Self-regulation will always be a challenge, but if somebody’s going to be in charge, it might as well be me." ~Daniel Akst MANAGING YOUR OWN LEARNING Importance: You are the key to your learning success. Teachers and classrooms are supportive tools, not the primary focus. 09 MANAGING YOUR OWN LEARNING Traits of Self-Regulated Learners: Awareness of strengths/weaknesses. Use of metacognitive strategies. Ability to attribute success or failure appropriately. 09  METALANGUAGE For you to demonstrate ULOb, you will need to have an accurate knowledge on the nature, concept and meaning of being a better student and metacognition. 13 ANY QUESTION AND CLARIFICATION ?!?!