Lesson 1: Learning to Be a Better Learner

Name: HILJUN FLORENTINO Course & Yr: BIT-CT Section: 1F

Lesson Preparation/ Review/Preview

Knowing the “self” is not enough. Since “who you are” is partly made up of your
choices, you must have the ability to choose especially to be a 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 in your
situation and preferences 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 classroom, like when you want to acquire a new move on your favorite sport, or
the skills for a certain hobby, among others. Furthermore, the techniques here are not the only
techniques available, and months or years from now, new ways on how to study better will be
discovered or rediscovered. What is important at this moment is that you learn how to learn
these things.

TASK NO.1:
How Do You Think About Thinking?

Directions: Answer the Metacognitive Awareness Inventory (MAI) to assess your

metacognitive processes then evaluate yourself as a learner by answering the following
questions below which you will post at our e-classroom board.

1. Do you agree with the results of your MAI? Why or why not?
Ans: Yes, I am satisfied with the outcome. According to my observations, the outcomes
are compatible with my learning strategy and how I allocate my time and energy to
acquire new knowledge.
 2. Make a list of your “Top 3 Tips/ Secrets for Studying” based on your personal
experiences/ preferences.

Ans: 1: Develop grit as a means of self-motivation.

2: Address the issue right away; don't put it off.
3: Concentrate more on the content you are studying and avoid glancing at unimportant
things.

3. Is your MAI result consistent with your Top 3 Tips/ Secrets for Studying?
Ans: YES. Because of my secret tips my MAI result is consistent

The Inventory

Check True or False for each statement below. After you complete the inventory, use the scoring
guide.
True False

1. I ask myself periodically if I am meeting my goals. TRUE

2. I consider several alternatives to a problem before I answer. TRUE

3. I try to use strategies that have worked in the past. FALSE

4. I pace myself while learning in order to have enough time. TRUE

5. I understand my intellectual strengths and weaknesses. TRUE

6. I think about what I really need to learn before I begin a task. TRUE

7. I know how well I did once I finish a test. FALSE

8. I set specific goals before I begin a task. TRUE

9. I slow down when I encounter important information. TRUE

10. I know what kind of information is most important to learn. TRUE

11. I ask myself if I have considered all options when solving a TRUE
problem.
12. I am good at organizing information. TRUE

13. I consciously focus my attention on important information. TRUE

14. I have a specific purpose for each strategy I use. TRUE

15. I learn best when I know something about the topic. TRUE

16. I know what the teacher expects me to learn. FALSE

17. I am good at remembering information. FALSE

18. I use different learning strategies depending on the situation. TRUE

19. I ask myself if there was an easier way to do things after I finish a TRUE
task.

20. I have control over how well I learn. TRUE

21. I periodically review to help me understand important relationships. TRUE

22. I ask myself questions about the material before I begin.

23. I think of several ways to solve a problem and choose the best TRUE
one.

24. I summarize what I’ve learned after I finish. FALSE

25. I ask others for help when I don’t understand something. TRUE

26. I can motivate myself to learn when I need to. TRUE

27. I am aware of what strategies I use when I study. TRUE

28. I find myself analyzing the usefulness of strategies while I study.

29. I use my intellectual strengths to compensate for my weakness. TRUE

30. I focus on the meaning and significance of new information. TRUE

31. I create my own examples to make information more meaningful. FALASE

32. I am a good judge of how well I understand something. TRUE

33. I find myself using helpful learning strategies automatically. TRUE

34. I find myself pausing regularly to check my comprehension. TRUE

35. I know when each strategy I use will be most effective. TRUE

36. I ask myself how well I accomplish my goals once I’m finished. TRUE

37. I draw pictures or diagrams to help me understand while learning. FALSE

38. I ask myself if I have considered all options after I solve a problem. FALSE

39. I try to translate new information into my own words. TRUE

40. I change strategies when I fail to understand. TRUE

41. I use the organizational structure of the text to help me learn. FALSE

42. I read instructions carefully before I begin a task. FALSE

43. I ask myself if what I’m reading is related to what I already know.

44. I reevaluate my assumptions when I get confused. FLASE

45. I organize my time to best accomplish my goals. FALSE

46. I learn more when I am interested in the topic. TRUE

47. I try to break studying down into smaller steps. TRUE

48. I focus on overall meaning rather than specifics. TRUE

49. I ask myself questions about how well I am doing while I am TRUE
learning something new.

50. I ask myself if I learned as much as I could have once I finish a TRUE
task.

51. I stop and go back over new information that is not clear. TRUE

52. I stop and reread when I get confused. TRUE

 TASK NO.2:
Complete Me!

Directions: Fill in the appropriate key terms to complete the diagram below. Then using the guide
questions below, discuss your diagram and make a video to be posted in our e-classroom.

METACOGNITION

Two Aspects:

Four Types of Learners

Three Variables:
Guide Questions:
1. What is metacognition?
Ans: intentitional thinking about how you think and learn. It involves
knowing when you know, knowing when you don't know, and knowing what
to do when you don't know. In other words, it involves self-monitoring and
correcting your own learning processes.

2. Differentiate the two aspects of metacognition.

Ans:
knowledge and regulation

3. How are the three variables of metacognitive knowledge related to each other? Give
an example.
Ans: knowledge of person variables, task variables and strategy variables.

4. Describe the four types of learners.

Ans:
Visual (learn through seeing)
Auditory (learn through hearing)
Tactile (learn through touch)
Kinesthetic (learn through doing and moving)
 TASK NO.3:

A. Scenario: You are about to study for your final examinations and it is as if the universe
conspired for a heavy finals week, 5 of your subjects provided at least three new reading
materials and topics one week before the examination period. Create a diagram or a 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 examination.
Ans:

SUBJECT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

GEC US GEC US GEC PC GEC PC STS COMTECH AST
GEC PC GEC US GEC PC GEC PC STS COMTECH AST
STS GEC US GEC PS GEC PC STS COMTECH AST
COMTECH GEC US GEC PC GEC PC STS COMTECH AST
AST GEC US GEC PC GEC PC STS COMTECH AST

B. Do you agree or disagree with the saying “If you teach a person WHAT to LEARN, you are preparing
that person for the past. If you teach a person HOW to LEARN, you are preparing that person for the
future”? Explain your answer. How is the second sentence of the saying related to metacognition? Provide
an example of your answer.

Ans:

LESSON 2
 TASK NO.1:
How Efficacious Are You?

Directions: Answer the Self-Efficacy Questionnaire and evaluate yourself as a learner by

answering the following questions below which you will post at our e-classroom board.

1. Do you agree with the results of the self-efficacy questionnaire? Why or why not?

Ans: no because some are not that clear and easy to understand

2. Give at least 3 reasons that you think may have influence how you view your
capabilities.

Ans1:telling 2 selling 3 consulting

3. Do you think you can improve your self-efficacy? Give at least 3 reasons as to why.
ANS:1 shape 2 Accomplish 3 Clear out Negative throughts

Self-Efficacy Questionnaire

Please select one response that best describes you by encircling the number that
corresponds to your answer. Be honest, since the information will be used to help you in school
and also help you become more prepared for in your career. There are no right or wrong answers.
Very Mostly Somewh Not Not like
much like me at like much me at all
like like
me 4 me 3 me 1
5
2

1. I can learn what is being taught in class this year. 5

 2. I can figure out anything if I try hard enough. 4

3. If I practiced everyday, I could develop just about any 3

skill.
4. Once I’ve decided to accomplish something that’s 5
important to me, I keep trying to accomplish it,
even if it is harder than I thought.
5. I am confident that I will achieve the goals that I 4
set for myself.
6. When I am struggling to accomplish something
difficult, I focus on my progress instead of feeling
discouraged.

7. I will succeed in whatever path I choose. 3

8. I will succeed in whatever college major I choose. 5

9. I believe hard work pays off. 5

10. My ability grows with effort. 5

11. I believe that the brain can be developed like a 4

muscle.
12. I think that no matter who you are, you can 4
significantly change your level of talent.

13. I can change my basic level of ability considerably. 5

TASK NO.2:
Complete Me!

1. What is self-efficacy?
Ans: Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to
produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence
in the ability to exert control over one's own motivation, behavior, and social environment.

2. Differentiate the two aspects of self-efficacy.

Ans: Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to
produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in
the ability to exert control over one's own motivation, behavior, and social environment.

4.Give examples for each of the four main sources of influence which develop and maintain self-efficacy.

Ans: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states.

TASK NO.3:

A. Self-Efficacy Collage
Directions: Make a collage of your own perceived self-efficacy using Dr. Albert Bandura’s four
sources of influence for the development and maintenance of self-efficacy.

B. Read each statement carefully and identify whether the person described possesses (A)
high assurance in his/ her capabilities or (B) doubt his/ her capabilities. Write the letter of your
answer in the space provided.
__B__ 1. After being dumped by his “crush”, Daniel feels depressed and thinks that he would
no longer have the courage to face Kathryn again.

__A__ 2. Enrique was dumped by his “crush” too but he thinks that it is because he need to
put more effort, be more of a gentleman, be more kind and thoughtful. In that way, he could
get Liza’s affections.

__A__ 3. Sarah loves singing so much and one of her goals is to be a pop star someday.
Everyday she attends voice lessons and practices even when her coach is not around. Then
she joined “The Voice”, her coach suggested that her singing piece will be Whitney Huston’s
famous song which was very difficult to master. However, Sarah did not give up no matter
how difficult it was.

__B__ 4. Matteo’s passion is to be a triathlete. That is, he needs to master swimming, running,
and biking. When his coach told him that his performance is poor, he felt discourage. He did
not show up on their next training.

_A___ 5. Among the 50 grade 12 students, Justin ranks second as top notchers of the class.
His goal is to be number 1. With this, he tries to learn more about how he could learn best. He
increased his study time and develop more study techniques.