Learning to be a Better student

Activity:
“Techniques to top”
• List all of the techniques you used when studying
then rank them in terms of frequency of use.
 Cognitive Strategies
Strategy How it works Application

You can only understand Pick out the most

Abstracting/ and retain a limited essential information
summarizing amount of what you and summarize it.
read.
 Cognitive Strategies
Strategy How it works Application

When You add make up examples,

Elaborating information to an idea, analogies, or
you can better illustrations to help you
understand and understand new
remember it. concepts.
 Cognitive Strategies
Strategy How it works Application

A schema is like a file look for cause/effect

schematizing you use to store relationships, comparison,
lists of items, descriptions,
important information and solutions to problems to
you want to remember. help you understand what
you read.
 Cognitive Strategies
Strategy How it works Application

when information is Organize material into

organizing organized, it is put into an outline to help you
subsets, which enhances see the relationships
or adds to the capacity
between the parts.
of working memory to
store it.
 Cognitive Strategies
Strategy How it works Application

self-questioning Ask yourself questions

questioning technique is a good way about the material you
to improve are reading to increase
comprehension. your understanding.
 Metacognition
“thinking about thinking”
• The internal master control of thinking behavior
designed to make sure that learning takes place
• It includes both the knowledge of cognition and
the regulation of cognition.
The MOST important goal of
education
is to teach the students
how to

learn on their own.

 “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 for
the future.”
- Cyril Houle
Three Categories of Metacognitive Knowledge

Person Variable This includes how one views himself as a

learner and thinker.
Task Variable - Knowledge about the nature of task
Strategy Variable - Involves awareness of the strategy you
are using to learn a topic.
 Metacognitive strategies
strategy How to do it importance
Decide what level of Setting goals and
performance you constructing plans will
Goal Setting/planning
help you do better in
want to achieve and
school.
how you will go
about doing it.
 Metacognitive strategies
strategy How to do it importance
Keep track of how well Testing yourself, asking
you are doing and yourself questions, and
monitoring whether you understand trying to find answers can
help you determine what
what you are being works and what doesn’t.
taught.
 Metacognitive strategies
strategy How to do it importance
Go to class, pay Doing all the activities
attention, take notes, associated with being a
read assignments, do
affecting your homework, study good student will lead
for exams, ask for help you to success.
when you need it.
 Metacognitive strategies
strategy How to do it importance
Examine your You will know if your
performance to see if it learning and motivation
evaluating is acceptable, and use strategies are effective if
you understand what you
feedback to learn from
are learning and earn high
your mistakes. grades.
A Friendly reminder:
“A good learning strategy is to look
outside of class for information that will
help you better understand something
you learned in class. Using all available
resources is the mark of a good student.”
 STRATEGIES TO DEVELOP
METACOGNITION:
• TQLR – it is a metacognitive strategy by young
children before listening to a story or a
presentation.
• PQ4R – this strategy is used by adults in a
study of a unit or chapter.
 T - TUNE IN
- It is first important for the learner himself to be aware that he is
paying attention, and that he is ready to learn.
Q – QUESTION
- the learner is given questions or he thinks of questions about what he
will soon learn.
L – LISTEN
- the learner exerts effort to listen.
R – REMEMBER
- the learner uses ways or strategies to remember what was learned.
P – PREVIEW - Scan the whole chapter before delving in each paragraphQ –
QUESTION - Read the guide question provided, or think of your own questions
about the topic.
R – READ - Check out sub headings as you read. Find out the meaning of words
that are not clear to you.
R – RECITE - Work on answering the questions you had earlier.
R – REVIEW - Pinpoint topics you may need to go back and read in order to
understand better.
R – REFLECT - Think about what you read.
 Are you a

novice or an expert learner?

 Difference between Novice and expert learners

• Knowledge in different subject areas

• Problem Solving
• Learning/thinking strategies
• Selectivity in processing
• Production of output
Individuals think and learn in
DISTINCT ways.
 Learning styles
• “the sum patterns of how individuals develop habitual
ways of responding to experience” (A. Hilliard)

• “the preferred way an individual processes

information”
 Sensory Preferences
Visual Learners - Learners must see their teacher’s actions and facial expressions to
fully understand the content of a lesson.
Auditory Learners - Learners learn best through verbal lectures, discussions, talking
things through, and listening to what others have to say.
Tactile/Kinesthetic Learners - Learners benefits from hands-on approach. They
prefer “learning by doing” activities.
Potential performance is a product of ability and
motivation .
• Motivation is a “process whereby
goal-directed activity is instigated and sustained.”

- Schunk, Pintrich, & Meece

(2008)
• A highly motivated learner accomplishes
and performs well in contrast to an unmotivated one
who seems not have any desire to accomplish things.
 Motivation
is needed to a

self-regulated learning.
 Attribution Theory
• A theory that explains that we attribute our success or
failures to several factors.

• It is thought that students who are more likely to

regulate their learning.
 Self-regulation
• Refers to a person’s ability to master himself.

• Involves cognitive processes as well as behavior.

(Winnie, 1995)
8 letters
7 letters
11 letters
 Indicators of Self-regulation
• Sets standards for one’s self
• Monitor and evaluate one’s behavior
• Impose consequences on one’s self for successes or
failures
•
capable of self-
A student who is

regulation is not only capable of

capable of
regulating his behavior, he is also

his own learning.

 Conclusion:
Learning to be a Better Student
 Wrapping up: one minute essay
In your journal, answer the question:
•How does today’s lesson impact your
understanding of yourself as a student/learner?
 • Aquino, A. (2009). Facilitating Learning. Manila, Philippines: Rex
Bookstore.
• Omrod, J.E. (2004). Educational Psychology: Developing Learners, 4 th Ed.
New Jersey: Prentice-Hall, Inc.
• Corpuz, B. & Lucas, M. (2014). Facilitating Learning: A Metacognitive
Process. 4th Edition. Quezon City, Metro Manila: Lorimar Publishing Inc.
• Fang, Z., & Cox, B. E. (1999). Emergent metacognition: A study of
preschoolers' literate behavior. Journal of research in childhood education,
13(2), 175-187.
• One Brain or Two? Retrieved from
https://faculty.washington.edu/chudler/split.html
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