Learning to
be a better
learner
Presented by G
roup 11
OUR Margaret Del Rosario
Joaquim Doyola
TEAM Athea Louiela joy m.
Espelita
Introduction
Knowing the "self' is not enough. Since "who you
are” is partly made up of your choices, you must
also have the ability to choose especially to be
better "you." In the school setting, your knowledge
of yourself should at least enable you to become a
better student.
This lesson will present several techniques that
you can adapt depending on your situation and
preferences in order to make you a better learner.
Learning should not just mean studying for your
quizzes and exams in school. Learning could also
occur outside the confines of a book or of a
classroom like when you want to acquire a new
move in your favorite sport, the skills for a certain
hobby, among others.
[Link] HUMAN BRAIN
Your brain has a fantastic ability to Take your hands and make fists.
make changes and reor ganize Then, put your fists together. You
itself throughout your lifetime. It are looking at a surprisingly good
creates connections that allow you representation of your brain in
to develop new skills and respond terms of its size and the two
well to different environments. The hemispheres. But if you look deep
goal is to encourage you to make within the structure of the brain,
conscious and proactive decisions you will find t iny little nerve cells
so you can be the most incredible called neurons.
you pos sible.
These are what make
learning possible.
➢ Sending Neuron
is the neuron that transmits a signal.
➢ Neuro-transmitter
These are chemical messengers that
transmit signals across the synapse
(the gap between neurons).
➢ Receiving Neuron
this neuron receives the neurotransmitters
released by the sending neuron.
Neurons Synapses
Neurons are made up of three The connections between the
main parts: the cell body; the axon, neurons in your body are known as
which sends signals to other nerve synapses. These are important
cells; and the branch-like because when you learn about
dendrites, which receive messages something and work hard to
from other neurons. understand and comprehend it,
your brain forms new synaptic
connections.
Take care of your neurons!
Your body is great at healing itself.
If you cut your finger, your body will
repair the broken blood vessels
and seal the cut, sometimes with a
scar. But if you damage an area of
your brain, you won’t regrow old ne
urons, at least not to repair that
damaged area. But your brain can
make new neurons in some parts,
such as in your hippocampus (the
area for learning and memory).
This is known as neurogenesis.
Exercising Your Brain into Use it or Lose it
Shape
There is evidence that aerobic When your neurons are not firing
exercise (such as running or and maintaining their connections,
jumping jacks—if you’re up to it these connections can start to
right now) might actually help with shrink away. This type of shrinking
neurogenesis, at least in some of is known as disuse atrophy. But the
our furry friends. good news is that you have it in
you to maintain those connections
and even form new ones.
If the neurons and synaptic
connections in your brain are
the connections that help you HANGING OUT IN
to learn, then what part of your
brain does learning take
THE HIPPOCAMPUS
place? Around 75%, or three-
quarters, of your ne ural
connections are in your brain’s
cerebrum. This large section
of your brain includes the
outer layer and many of the
inner parts of your brain, such
as the hippocampus.
2. Neuroplasticity
Neuroplasticity is a change in your How Does It WORK?
nervous system. This could mean
changing how your brain works or As you learn new skills or
functions, or even how it is memorize new information, your
structured. The neurons that make brain gets a bit of a 'workout'. Just
up the brain and make connections like you can improve your
with other neurons. This means cardiovascular fitness by training
that they can break and remake on a treadmill, slowly or
connections in your brain. When increasingly, you can do jogging.
they do this, they stretch and shift
like a piece of rubbery plastic.
3. Metacognition
Metacognition is your awareness of and knowledge about your think
and process information. This involves conscious control over your
thoughts. This means being aware of how you think and learn and being
conscious of yourself as a thinker and a learner.
Examples of Metacognition:
- Trying a new solution to a problem when the former did not work.
- If is being aware of learning strategies that work best for you in
studying.
- Open to new ideas and change prior beliefs if they are proven.
Most important aspect of metacognition is;
recognizing your strengths and
weaknesses and
figuring out how to improve your
strengths and
develop your weaknesses
Being aware of your aptitude will help you
become more active in monitoring your
learning strategies and assessing your
preparedness for tasks and performance.
(How people learn in contexts' and cultures.
Types of Metacognition
Metacognitive Metacognitive Metacognitive
Knowledge Regulation Strategies
This includes strategic
This refers to how you effectively
knowledge (learning This refers to how you design
use the different learning
strategies) knowledge about and formulate strategies to
strategies to control your
cognitive tasks about monitor your progress on
thinking and problem-solving. If
cognitive tasks specific tasks and make sure
includes planning, monitoring,
(comprehending, directions, your're on track yo
and evaluating your
evaluating the challenges of avhchieveyour achievements.
performance.
tasks, and arriving at
intelligent choices on what
learning and thinking
strategies to use and when),
and self-knowledge (assessing
one's strengths and
weaknesses)
4. Self-regulated learning
Self-regulated learning is an active process of planning, monitoring,
and reflecting on every learning process (Zimmerman and Nilson
2013). This involves acquiring, retaining, and retrieving knowledge on
your own.
A three-stage model by Kai Morita, Koji Tanaka, and Mitsuru Ikeda
(2020) of self-regulated learning includes planning, monitoring, and
evaluating. According to Morita, Tanaka, and Ikeda (2020), a self-
regulated learner consciously answers a checklist of regulatory
questions while learning or solving problems.
Here are some examples:
Planning Questions Evaluating Questions Monitoring Questions
- What kind of activity is - Did I achieve my - Do I make progress?
this? - Am I doing this correctly?
objective?
- What is my objective, - What makes this task
- Was my strategy
difficult?
and how will I achieve it? effective? - What gives me the
- What is the best - How will I learn from motivation to keep going
strategy to use to this learning on?
accomplish this activity? experience?
- What are the
challenges in finishing
this task?
Similarly, Zimmerman and ht
thoug
Nilson (2013) proposed a three-
Fore
phase model of self-regulated
Pe
learning. This includes
rf
forethought, performance or
orm
voluntary control, and self- Se
a
lf-
Re
n
reflection. Each phase consists
c
fle
e
of two taxonomies of more cti
on
specific mental processes.
The forethought phase involves task analysis,
planning, and learning activation through self-
motivation.
The performance phase involves the awareness of
strategies, actions, emotions, time management and
motivations to accomplish their goals.
Self-reflection occurs after the whole learning
experience has been completed.
Self-Regulated
Learning
Both models of Morita, - includes monitoring and
Tanaka, and Ikeda (2020) and managing the way you think, feel
Zimmerman and Nilson and behave as related to learning
(2013) suggest that self-
regulated learning is an - more general concepts,
organized mental process encompasses metacognition
that expert learners
unconsciously do. However,
this is practiced and learned Metacognition
by novice learners. - conscious control over
What is the difference your cognitive processes
between self-regulation and - major facet of self -
metacognition? regulated learning
"Learning never exhausts
the mind."
– Leonardo da Vinci
thank You! ❤️
