Normaliza C.

Ramirez
University of the East - Manila
UNDERSTANDING OUR SELF

• THE SELF IS WHO WE ARE AS INDIVIDUALS – WHAT MAKES US UNIQUE AND WHO WE BELIEVE OURSELVES
TO BE.
• THE SELF IS NOT A SINGLE ENTITY: RATHER WE ARE MADE UP OF MANY “SELVES” AND DIMENSIONS.
 DIMENSIONS OF THE SELF
SELF-CONCEPT SELF-ESTEEM SELF-EFFICACY
• IT REFERS TO THE COLLECTION OF • THE LEVEL OF SATISFACTION AND PRIDE • AN INDIVIDUAL’S SENSE OF BEING ABLE TO
KNOWLEDGE, IDEAS, ATTITUDES AND THAT INDIVIDUALS HAVE IN THE SELF MANAGE A TASK EFFECTIVELY AND
BELIEFS WE HAVE ABOUT OURSELVES. • SELF-ESTEEM IS CONNECTED TO SUCCESSFULLY IN A PARTICULAR DOMAIN

• IT IS INFLUENCED BY FEEDBACK AND STUDENTS’ PERCEPTIONS OF THEIR • IT IS BASED ON ALBERT BANDURA’S

ACADEMIC ABILITIES AND HOW THEY
EVALUATION FROM SIGNIFICANT OTHERS, CONCEPT OF HUMAN AGENCY, WHICH IS A
COMPARE WITH FRIENDS.
SUCH AS TEACHERS, PEERS, AND BELIEF THAT PEOPLE INTENTIONALLY
PARENTS. • A GENERALLY HIGH SENSE OF SELF-ESTEEM INFLUENCE, CONTROL AND DIRECT THEIR
HAS BEEN ASSOCIATED WITH POSITIVE ACTIONS TO MAKE THINGS HAPPEN.
• SOCIAL COMPARISON PLAYS A PERSONAL AND SOCIAL OUTCOMES.
SIGNIFICANT ROLE IN LEARNERS’ • LEARNERS WITH HIGH SELF-EFFICACY
ACADEMIC SELF CONCEPT. • SELF-ESTEEM MAY PLAY AN IMPORTANT BELIEFS TEND TO FEEL CONFIDENT ABOUT
ROLE IN ACADEMIC ACHIEVEMENT.
DOING CHALLENGING TASKS.
SELF-CONCEPT IS THE VIEW WE HOLD
OF OURSELVES. WHEN WE ATTACH
VALUES AND EMOTIONS TO THIS VIEW,
WE DEVELOP SELF-ESTEEM. WHEN WE
FEEL EMPOWERED TO ACHIEVE OUR
GOALS, WE DEVELOP SELF-EFFICACY.
LEARNING OBJECTIVES:
• EXPLAIN THE COGNITIVE STRATEGIES THAT AFFECT
MEANINGFUL LEARNING.
• COMPARE TEN (10) LEARNING TECHNIQUES IN TERMS
OF THEIR UTILITY BASED ON A RESEARCH STUDY.

• UNDERSTAND THE ROLE OF METACOGNITION IN

MANAGING THE ACADEMIC SELF.
• OUTLINE AND ILLUSTRATE THE METACOGNITIVE
STRATEGIES.
 ACTIVITY: FIND YOUR MATCH
FIND YOUR MATCH, THEN SIT AND INTERVIEW EACH OTHER. ( NOT MORE THAN 3 MINUTES )
INTRODUCE YOUR MATCH TO THE ENTIRE CLASS AND PRESENT THE INFORMATION GATHERED DURING THE
INTERVIEW. ( 3 PAIRS ONLY – VOLUNTARY BASIS )

GUIDE QUESTIONS:
• HOW DO YOU GO ABOUT THE MATERIAL YOU ARE SUPPOSED TO LEARN?
• HOW DO YOU STUDY FOR A TEST?
• WHAT STUDY STRATEGIES DO YOU USE, AND HOW DO YOU USE THEM?
ALTERNATIVE 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 PICK OUT THE MOST

ABSTRACTING/
UNDERSTAND AND RETAIN ESSENTIAL INFORMATION
SUMMARIZING A LIMITED AMOUNT OF AND SUMMARIZE IT.
WHAT YOU READ.
 COGNITIVE STRATEGIES
STRATEGY HOW IT WORKS APPLICATION

WHEN YOU ADD

ELABORATING MAKE UP EXAMPLES, ANALOGIES, OR
INFORMATION TO AN IDEA,
ILLUSTRATIONS TO HELP YOU
YOU CAN BETTER UNDERSTAND NEW CONCEPTS.
UNDERSTAND AND
REMEMBER IT.
 COGNITIVE STRATEGIES
STRATEGY HOW IT WORKS APPLICATION

A SCHEMA IS LIKE A FILE LOOK FOR CAUSE/EFFECT

SCHEMATIZING RELATIONSHIPS, COMPARISON,
YOU USE TO STORE
LISTS OF ITEMS, DESCRIPTIONS,
IMPORTANT INFORMATION
AND SOLUTIONS TO PROBLEMS
YOU WANT TO REMEMBER. TO 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
OR ADDS TO THE CAPACITY SEE THE RELATIONSHIPS
OF WORKING MEMORY TO BETWEEN THE PARTS.
STORE IT.
 COGNITIVE STRATEGIES
STRATEGY HOW IT WORKS APPLICATION

SELF-QUESTIONING ASK YOURSELF QUESTIONS

QUESTIONING
TECHNIQUE IS A GOOD ABOUT THE MATERIAL YOU
WAY TO IMPROVE ARE READING TO INCREASE
COMPREHENSION. YOUR UNDERSTANDING.
RESEARCH LINKS:
IMPROVING STUDENTS’ LEARNING WITH EFFECTIVE LEARNING TECHNIQUES: PROMISING
DIRECTIONS FROM COGNITIVE AND EDUCATIONAL PSYCHOLOGY BY J.DUNLOSKY, K.A. RAWSON,
E.J.MARSH, M.J.NATHAN, & D.T.WILLINGHAM (2013)

• THE MAIN GOAL OF THE MONOGRAPH WAS TO DEVELOP EVIDENCED-BASED RECOMMENDATIONS FOR
TEACHERS AND STUDENTS ABOUT THE RELATIVE UTILITY OF TEN (10) LEARNING TECHNIQUES. HOWEVER,
YOU AS INDIVIDUAL LEARNERS, MAY JUDGE THE UTILITY OF THESE TECHNIQUES FOR YOUR OWN
LEARNING GOALS.
 COMPARATIVE MATRIX
Learning Techniques Description Overall Assessment
1. Elaborative Interrogation Generate an explanation for an Moderate Utility
explicitly stated fact.

2. Self-Explanation Explain some aspect of processing Moderate Utility

during learning.

3. Summarization Identify the main points of a text Low Utility

and capture the gist of it.

4. Highlighting and Underlining Marking material in trying to learn Low Utility

it.

5. Keyword Mnemonic Giving a keyword that sounds like Low Utility

the word to be learned, and an
interesting image to combine the
keyword and the definition of the
word to be learned, in order to
remember it.
 COMPARATIVE MATRIX
Learning Techniques Description Overall Assessment
6. Imagery use for text learning Mentally imagine the content of Low Utility
each paragraph using simple and
clear mental images.
7. Rereading Reading source material more Low Utility
than once during study.
8. Practice Testing Practicing recall of target High Utility
information via the use of actual or
visual flashcards, completing
practice problems or questions
included at the end of textbook
chapters.
9. Distributed Practice Spreading out the study of content High Utility
overtime.
10. Interleaved Practice Alternate the practice of different Moderate Utility
kinds of items or problems.
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.
 METACOGNITIVE STRATEGIES
STRATEGY HOW TO DO IT IMPORTANCE
DECIDE WHAT LEVEL OF SETTING GOALS AND
PERFORMANCE YOU CONSTRUCTING PLANS
GOAL SETTING/PLANNING WILL HELP YOU DO BETTER
WANT TO ACHIEVE AND
IN SCHOOL.
HOW YOU WILL GO
ABOUT DOING IT.
 METACOGNITIVE STRATEGIES
STRATEGY HOW TO DO IT IMPORTANCE
KEEP TRACK OF HOW TESTING YOURSELF, ASKING
WELL YOU ARE DOING YOURSELF QUESTIONS, AND
MONITORING AND WHETHER YOU
TRYING TO FIND ANSWERS
CAN HELP YOU DETERMINE
UNDERSTAND WHAT YOU WHAT WORKS AND WHAT
ARE BEING TAUGHT. DOESN’T.
 METACOGNITIVE STRATEGIES
STRATEGY HOW TO DO IT IMPORTANCE
GO TO CLASS, PAY DOING ALL THE ACTIVITIES
ATTENTION, TAKE NOTES, ASSOCIATED WITH BEING
READ ASSIGNMENTS, DO
AFFECTING A GOOD STUDENT WILL
YOUR HOMEWORK, STUDY LEAD YOU TO SUCCESS.
FOR EXAMS, ASK FOR HELP
WHEN YOU NEED IT.
 METACOGNITIVE STRATEGIES
STRATEGY HOW TO DO IT IMPORTANCE
EXAMINE YOUR YOU WILL KNOW IF YOUR
PERFORMANCE TO SEE IF LEARNING AND MOTIVATION
EVALUATING IT IS ACCEPTABLE, AND
STRATEGIES ARE EFFECTIVE IF
YOU UNDERSTAND WHAT YOU
USE FEEDBACK TO LEARN ARE LEARNING AND EARN
FROM YOUR MISTAKES. HIGH GRADES.
WRAPPING UP: ONE MINUTE ESSAY
IN A ½ CROSSWISE PAPER, ANSWER THE QUESTION:

• HOW DOES TODAY’S LESSON IMPACT YOUR UNDERSTANDING OF YOURSELF AS A STUDENT/LEARNER?

ASSIGNMENT:
STUDY THE STORY OF SHIORI FOUND IN BOX 5.3 ON PAGE 202 OF OUR TEXTBOOK. IN A ONE (1) WHOLE
SHEET OF PAPER, ANSWER THE FOLLOWING QUESTIONS:
1. CAN YOU FIND ANY OTHER EXAMPLES OF METACOGNITION IN THIS SCENARIO?
2. HOW COULD YOU USE SHIORI’S EXPERIENCE TO UNDERSTAND ABOUT THE ROLE OF METACOGNITION IN
YOUR OWN LEARNING?
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.”