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Life as a college student is not easy. You need to learn how to manage your responsibilities.
Learning, however, is not just about lectures and homework. In fact, we use the term
“learning” all the time in everyday life.
In 1991 Schraw and Dennison created the Metacognition Awareness Inventory (MAI). This was
developed to bring awareness of metacognitive knowledge and metacognitive regulation.
Metacognitive Awareness Inventory
• Being aware of the factors that involve learning • Setting goals and planning
• Identifying the strategies you can use to effective learn • Monitoring and controlling
• Choosing the appropriate learning strategy learning
• Evaluating own regulation
Every student is unique especially with regard to learning strategy. One strategy may be
effective for others but not for all.
REPORTER: CAPUCIAN
Students are not going to learn how to be a good learners unless engaged
in activities and discussions about how they perceive themselves
as learners—and to see what approaches are working and not
working for their learning.
R Respond with these statements that shows how you perceives yourself as a learner by choosing
S
E from Strongly Agree, Somewhat Agree, Somewhat Disagree or Strongly Agree.
E
G 1. I find I have to concentrate on just memorizing a good deal of what I have to learn.
L
U 2. I am not really sure what's important in lectures, so I try to get down all I can.
F 3. I tend to really read very little beyond what is actually required to pass.
L
4. I concentrate on learning just those bits of information that I have to know to pass.
A A
5. I like to be told precisely what to do in essays or other assignments.
S T 6. I often seem to panic if ai get behind in my work.
S E 7. Often I find myself wondering whether the work I am doing here is really worthwhile.
E D 8. I think I am quite systematic and organized when it comes to studying for exams.
S 9. I am pretty good at getting down to work whenever I need to.
L 10. I organize my study time carefully to make the best use of it.
S
E 11. Before starting working on assignment or exam question, I think first how best to tackle
M
A it.
E 12. I look carefully at my instructor's comments on coursework to see how to get higher
R
N marks the next time.
N
T 13. I put a lot of effort into studying because I am determined to do well.
I
14. When I have finished a piece of work, I check it through to see if it really meets the
N requirements.
O G 15. When I reading, I stop from rime to time to reflect on what I am trying o learn from it.
F 16. When I am working on a new topic, I try to see on my own mind how all the ideas fit
S together.
K 17. Often I find myself questioning things I hear on lectures or read in book.
S I 18. Some of the ideas I come across on the course, I find really gripping.
E L 19. I usually set out to understand for myself the meaning of what we have to learn.
L L 20. I like to play around with ideas of my own even if they don't get me far.
21. It is important for me to be able to follow the argument, or to see the reason behind
F S
things.
CHAPTER 3: MANAGING AND CARING FOR THE SELF
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
T. Reyes St., Amity Ville, San Jose, Rodriguez, Rizal
1. Declarative knowledge – refers to the knowledge about oneself as a learner and about what
factors can influence one’s performance.
2. Procedural knowledge – refers to knowledge about doing things. This type of knowledge is
displayed as heuristic and strategies. A high degree of procedural knowledge can allow
individuals to perform tasks more automatically.
3. Conditional knowledge – refers to knowing when and why to use declarative and procedural
knowledge. It allows students to allocate their resources when using strategies.
CONCEPT MAPPING AND VISUAL STUDY TOOLS HOW TO USE A CONCEPT MAP
• Concept maps were originally developed to enhance Every concept map responds to a
meaningful learning in the sciences. A concept map focus question, and a good focus question
is a way of representing relationships between ideas, can lead to a much richer concept map.
images, or words. When learning to construct concept maps,
• It is a way to develop logically thinking and study learners tend to deviate from the focus
skills by revealing connections to the big ideas or the question and build a concept map that may
key concepts you are trying to teach. be related to the domain, but which does
• Learning benefits can be derived from instructor-led not answer the question.
or student-constructed concept maps of the
connections and key ideas from a course or class.
Steps to create a concept map - This also helps the map makers sort the
ideas and if they see no relevant
1. Construct a focus question. connection they do not have to include
2. Identify the key concepts.
the concept.
-Some people rank the concepts by 3. Construct a Map.
importance as it may help with the
construction of the map.
Provide students with guidance and models for how to take good notes during a class. Here
is a suggestion for a format you can replicate or draw on the board and discuss with
students.
❑ Beginning of class (Plan + ❑ Middle of Class ❑ End of Class (Reflecting
Connect) (Monitoring Learning) on Learning)
In this section, encourage students to
prepare their notes in an organized In this section, encourage students Near the end of class. Ask students to
fashion. and to create 2 columns in their draw a line below their notes and
notes. In the left column ask students write a summary of the whole class.
Connections: to records insight. In the right column Just a few sentences is enough to get
they take traditional notes on what is students thinking about the key
•what do I already know about this
being presented. learning that has just happened and
topic?
what the whole class was about.
°Learning Insight
•How do I fell about this topic?
(excited. anxious, curious, nervous) °Class Notes REFLECTIVE WRITING
•How does this topic relate to Reflective writing helps students make connections between what they are
something I already know?
learning in their homework/class content and with how they are integrating
•What questions do I have already the content into their current learning structures. Writing helps students
about this topic? observe themselves before, during and after their reading, watching and
listening experience.
Self-regulatory learning is how students regulate their own emotion, cognition, behavior and
aspects of the context during a learning experience. While motivation is your general desire or
willingness to do something, self-regulation is the process where in you activate, take control of,
and evaluate your own learning. Motivate and self-regulation are not the same although these two
qualities share some common elements. In motivation, choice does not have to be central to the
construct. Self-regulation, however, requires some degree of choice or intentional selection of
strategies to help you achieve a goal or behavior.
~ A sensory stimulus that has no direct Stress is the body's reaction to any
consequence or effect on the person change that requires an adjustment
or response.
~ A situation or activity that you do not find
threatening yet not enjoyable. The body reacts to these changes
with physical, mental, and
Distress emotional responses.
Strategies for Cognitive Coping include: Visualization is also a powerful rehearsal strategy.
For example, you are about to present your report in
i. Reframing- changing the way you class. Practice in your mind. Picture yourself giving the
view experience, events, ideas, report. Imagine the possible question that will be asked,
concepts and emotions to find and how you will answer it.
alternatives that are more positive.
ii. Challenging negative thinking-
questioning the rationality of your Types of Coping
negative thoughts. You take control of 1. Problem focused coping
your thoughts and stop negative thinking. • It targets on controlling or changing the source of
iii. Positive self talk- sometimes referred stress.
to as "positive affirmations;" you talk to • It tackles the source in a practical manner.
yourself in a positive manner. This is • Strategies includes employing problem solving
useful for confidence building. techniques;
iv. Count to ten- giving you time to control time management; getting relevant social support.
your emotions. It allows you to rethink the 2. Emotion focused Coping
situations • It involves lowering, if not eliminating, negative
v. Cost benefit analysis- asking how emotional responses (i.e., embarrassment).
yourself beneficial of your thoughts • It is an option when the source of external and
emotions, or actions are. "Is it worth it?“ beyond the person's control.
vi. Smell the roses- a way of telling • Strategies include destruction, talking out or
yourself to relax. It is a about taking a verbalizing your problem, prayer, and meditation.
conscious effort to appreciate the usually
neglected aspects of life.
(Cognitive strategies)
(Physical and Lifestyle Strategies) 18. Distraction (abikity to distract yourself from
negative preoccupations)
1. Abdominal breathing and relaxation.
19. Task oriented (vs. reactive) approach to
2. Low stress diet(limit fast foods/fried foods).
problems.
3. Regular exercise.
20. Acceptance (ability to accept/cope with
4. Downtime (balance fun and work) setbacks).
5. Mini breaks (5 to 10 minute periods to relax 21. Tolerance for ambiguity (ability to see
during the day). shades of gray).
6. Time management.
7. Sleep hygiene (at least 6 hours). (Philosophical/Spiritual Strategies)
8. Choosung a nontoxic (non smoking/conflict 22. Consistent goals or purpose to work toward.
free) environment.
23. Positive philosphy of life.
9. Material security (the basics; do you really
need the desihner t-shirt?) 24. Religious/spiritual life and commitment.
Culture can affect stress and coping process in four ways (Aldwin, 2007):
1.Cultural context shapes the kind of stressors that an individual is likely to experience.
2.Culture may also affect the appraisal of a certain event.
3.Culture affects an individual’s coping strategies.
4.Culture provides different time-honored tools/mechanism by which an individual can cope
with stress.
FILIPINO TRAITS AND VALUES
The table shows some Filipino traits and how they are evaluated based on western and Oriental
culture as discussed by Quinto(1994).
FILIPINOS
TRAITS WHY IT IS NEGATIVE IN WHY IT IS POSITIVE IN ORIENTAL
AND WESTERN CONCEPT CONCEPT
VALUES
Culture is the set of ideas, beliefs, expectations, and behaviors shared by particular group of
people (Yoost & Crawford, 2015).
Type of Stressor
Different cultural groups live in different TAKING CARE OF THE SELF: THE NEED
FOR SELF-CARE AND COMPASSION
geographical, economic, and political
areas. Hence, the types of stress a cultural STRESS
group are exposed to will also depend on -is a natural occurrence. It is a mental or
their general location. emotional strain or tension resulting from
adverse or very demanding circumstances
(WEB). Stress brings about physical and
PERCEPTION OF STRESSORS psychological effects that could hinder you from
Cultures differ according to what their reaching your full potential.
members perceive as stressful.
MASLOW'S HIERARCHY OF NEEDS
COPING MECHANISMS - psychologist Abraham Maslow presented a
Some of the ways that cultures differ in the way motivational theory outlining human needs
they make available different coping mechanisms illustrated in a hierarchal manner. THE
to their members are: HIERARCHY OF NEEDS
1. Beliefs that allow them to make sense of
stressors;
2. Beliefs about how stressors should be coped
with, and
3. The availability of social support.
-culture transmit belief systems that may affect
the way their members make sense of stressors
and, consequently, how well they are able to
cope with them.
As Describe by Maslow’s of needs, satisfying the various levels of need is very important to a
person’s overall health and well being. Part of your overall well being and healthcare is to take
care of your self . This caring for the “Self”, however, is more that clean (hygiene) and living
clean (lifestyle).
Self-Care, As described by the University of Kentucky, taking deliberate acts of looking after
your mental, emotional and physical health.