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THE SELF
Table of Contents
Chapter III – Managing and Caring for
the Self
Lesson 1: Learning to Be a Better
Learner
Lesson 2: Do Not Just Dream, Make
It Happen
Lesson 3: Less Stress, More Care
CHAPTER III
MANAGING AND CARING FOR
THE SELF
Lesson 1:
Learning to Be a Better
Learner
LESSON OBJECTIVES
At the end of this lesson, you should be able
to:
1. Explain how learning occurs;
2. Enumerate various metacognition and
studying techniques; and
3. Identify the metacognitive techniques
that you find most appropriate for
yourself.
ACTIVITY
How Do You Think About Thinking?
Answer the Metacognitive Awareness Inventory
(MAI) and evaluate yourself as a learner. A copy of
the MAI can also be downloaded from the following
link:
https://www2.viu.ca/studentsuccessservices/learnin
gstrategist/documents/Meta
cognitiveAwarenessInventory.pdf (accessed October
1, 2017).
ANALYSIS
Answer the questions below. Then write your answers in the
space provided.
1. Do you agree with the results of your MAI? Why or why
not?
2. Make a list of your “Top 5 Tips/Secrets for Studying” based
on your personal experiences/preferences. Share your
answer in class.
3. Does your MAI result consistent with your personal Top 5
Tips/Secrets for Studying?
ABSTRACTION
• Metacognition
- Commonly defined as “thinking about thinking”
- It is the awareness of the scope and limitations of your
current knowledge and skills.
- Enables the person to adapt their existing knowledge and
skills to approach a learning task, seeking for the optimum
result of the learning experience
- Includes keeping one’s emotions and motivations while
learning in check
- The goal of metacognition is for the student to be a self-
regulated learner.
- Metacognition basically has two aspects:
1) self-appraisal is your personal reflection on your
knowledge and capabilities.
2) self-management is the mental process you
employ using what you have in planning and
adapting to successfully learn or accomplish a
certain task.
- Similar concepts:
1) metacognitive knowledge or what you know
about how you think
2) metacognition regulation or how you adjust
your thinking processes to help you learn better
- Under metacognitive knowledge, there are several variables
that affect how you know or assess yourself as a thinker:
• personal variable, which is your evaluation of your
strengths and weaknesses in learning
• task variable, which is what you know or what you think
about the nature of the task, as well as what strategies the
task requires
• strategy variable refers to what strategies or skills you
already have in dealing with certain tasks.
- You must have an accurate self-assessment—you must be
honest about what you know and capable of in order to find
ways to utilize your strengths and improve on your
weaknesses.
- The following are other skills that can help you in exercising
metacognition:
• Knowing your limits.
The scope and limitations of your resources so that you can
work with what you have at the moment and look for ways
to cope with other necessities
• Modifying your approach.
The recognition that your strategy is not appropriate with
the task, to modify your strategy in comprehending your
material
• Skimming.
Browsing over a material and keeping an eye on keywords,
phrases, or sentences
It is also about knowing where to search for such key terms.
• Rehearsing. It’s not just about repeatedly talking,
writing, and/or doing what you have learned, but also
trying to make a personal interpretation or summary of
the learning experience.
• Self-Test. Trying to test your comprehension of your
learning experience or the skills you have acquired
during learning.
- Other strategies that you need to develop include asking
questions about your methods, self-reflection, finding a
mentor or support group if necessary, thinking out loud
(though you have to be considerate of others also when
doing this), and welcoming errors as learning experiences.
- Other tips that you can use in studying are the following:
1. Make an outline of the things you want to learn, the
things you are reading or doing, and/or the things you
remember.
2. Break down the task in smaller and more manageable
details.
3. Integrate variation in your schedule and learning
experience. Change reading material every hour and do
not put similar topics together.
4. Try to incubate your ideas.
5. Revise, summarize, and take down notes, then reread
them to help you minimize cramming in the last minute.
6. Engage what you have learned.
APPLICATION AND ASSESSMENT
Scenario:
You are about to study for your final examinations and it
is as if the universe conspired for a heavy finals 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.
LESSON SUMMARY
• Metacognition
- “Thinking about thinking”
- The awareness of the scope and limitations of your current
knowledge and skills
- To adapt their existing knowledge and skills to approach a
learning task, seeking for the optimum result of the
learning experience
• Metacognition basically has two aspects:
(1) self-appraisal is your personal reflection on your
knowledge and capabilities; and
(2) self-management is the mental process you employ
using what you have in planning and adapting.
• Similar concepts:
(1) metacognitive knowledge or what you know about how
you think
(2) metacognition regulation or how you adjust your
thinking processes
- Several variables that affect how you know or assess
yourself as a thinker:
• Personal variable, evaluation of your strengths and
weaknesses in learning
• Task variable, what you know or what you think about
the nature of the task, as well as what strategies the
task requires
• Strategy variable, strategies or skills you already have
in dealing with certain tasks
- Skills that can help you in exercising metacognition:
• Knowing your limits. The scope and limitations of
your resources
• Modifying your approach. To modify your strategy in
comprehending your material
• Skimming. Browsing over a material and keeping an
eye on keywords, phrases, or sentences
• Rehearsing. Personal interpretation or summary of
the learning experience
• Self-Test. To test your comprehension of your learning
experience or the skills you have acquired during
learning
- Other strategies:
• asking questions about your methods
• self-reflection
• finding a mentor or support group if necessary
• thinking out loud
• welcoming errors as learning experiences
- Other tips that you can use in studying are the following:
1. Make an outline of the things you want to learn, read
or do, and/or remember.
2. Break down the task in smaller and more manageable
details.
3. Integrate variation in your schedule and learning
experience.
4. Try to incubate your ideas.
5. Revise, summarize, and take down notes, then reread
them.
6. Engage what you have learned.
Lesson 2:
Do Not Just Dream, Make It
Happen
LESSON OBJECTIVES
At the end of this lesson, you should be able
to:
1. Use Bandura’s self-efficacy theory for self-
assessment;
2. Differentiate growth and fixed mindset by
Dweck; and
3. Design personal goals adapting Locke’s
goal setting theory.
ACTIVITY
On each designated box, draw your envisioned “Future
Self.” Who would you be:
1. Five years from now
2. 10 years from now