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    Lesson 9 Learning To Be A Better Learner

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    Alexa Jill Miranda
    This document discusses metacognition and how to become a better learner. It defines metacognition as "thinking about thinking" and explains that metacognition involves being aware of one's knowledge and skills, monitoring emotions and motivation during learning, and adapting strategies. The document outlines various metacognitive skills like knowing your limits, modifying your approach, skimming, rehearsing, and self-testing. It also describes four types of metacognitive learners and encourages students to utilize metacognitive techniques to become self-regulated learners who can evaluate their own progress.

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    Lesson 9 Learning To Be A Better Learner

    Uploaded by

    Alexa Jill Miranda
    209 views24 pages
    This document discusses metacognition and how to become a better learner. It defines metacognition as "thinking about thinking" and explains that metacognition involves being aware of one's knowledge and skills, monitoring emotions and motivation during learning, and adapting strategies. The document outlines various metacognitive skills like knowing your limits, modifying your approach, skimming, rehearsing, and self-testing. It also describes four types of metacognitive learners and encourages students to utilize metacognitive techniques to become self-regulated learners who can evaluate their own progress.

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    Theological Perspective on how to become a better learner

    Original Title

    Lesson 9 Learning to be a Better Learner

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    This document discusses metacognition and how to become a better learner. It defines metacognition as "thinking about thinking" and explains that metacognition involves being aware of one's knowledge and skills, monitoring emotions and motivation during learning, and adapting strategies. The document outlines various metacognitive skills like knowing your limits, modifying your approach, skimming, rehearsing, and self-testing. It also describes four types of metacognitive learners and encourages students to utilize metacognitive techniques to become self-regulated learners who can evaluate their own progress.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    209 views24 pages

    Lesson 9 Learning To Be A Better Learner

    Uploaded by

    Alexa Jill Miranda
    This document discusses metacognition and how to become a better learner. It defines metacognition as "thinking about thinking" and explains that metacognition involves being aware of one's knowledge and skills, monitoring emotions and motivation during learning, and adapting strategies. The document outlines various metacognitive skills like knowing your limits, modifying your approach, skimming, rehearsing, and self-testing. It also describes four types of metacognitive learners and encourages students to utilize metacognitive techniques to become self-regulated learners who can evaluate their own progress.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 24

    Learning to Be a Better Learner

    Lesson 9 CL1A Understanding the Self with Salesianity

    Professor Bienvenido J. Mendoza, MRS


    Don Bosco Technical College Mandaluyong
    STILL - Opening Prayer
    Thinking about
    Thinking
    ❏ How you process
    information
    ❏ How you utilize
    techniques

    Higher chance of
    improving your learning
    process than those who do
    not reflect on their
    methods IN THE CONTEXT OF LEARNING
    Concept of
    Metacognition
    “Thinking about thinking”
    (Livingston 1997; Papaleontiou-Louca)

    ❖ Awareness of the scope and


    limitations of your current
    knowledge and skills
    ❖ It enables the person to adapt
    their existing knowledge and
    skills to approach a learning
    task, seeking for the optimum
    result of the learning experience
    (American Institutes for Research 2010)
    The emotional state and the
    METACOGNITION motivation of a person then
    ➔ It is not limited to the thinking process of should also be in the preferred
    the individual.
    ideal state for that person in
    order to further facilitate
    ➔ It also includes keeping one’s emotions
    his or her learning.
    and motivations while learning in check
    (Papaleontiou-Louca 2003)

    ➔ Some people learn better:


    ◆ when they like the subject
    ◆ when they are challenged by the topic
    ◆ others if they have a reward system
    each time they finish a task.
    Two (2) Aspects of Metacognition
    Self-appraisal Self- Management of
    cognition
    ❏ Personal reflection
    ❏ The mental process you
    on your knowledge
    employ using what you
    and capabilities have in planning and
    adapting to successfully
    lear or accomplish a
    certain task
    Variables Under Metacognitive Knowledge
    ➔ Personal Variable
    ◆ which 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
    It must be noted that in order to
    make self-appraisal and
    self-management work, 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.
    Do you feel that the results
    do not represent you?
    Skills That Can Help You In Exercising Metacognition

    ❏ Knowing your limits


    ❏ Modifying your approach
    ❏ Skimming
    ❏ Rehearsing
    ❏ Self-Test
    Knowing your limits
    ➢ One cannot really make any significance
    advancement in using metacognitive
    skills without having an honest accurate
    evaluation of what you know and what
    you do not know.
    ➢ Knowing your limits also looks at 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
    ➢ It begins with the recognition that your
    strategy is not appropriate with the task
    and /or that you do not comprehend the
    learning experience successfully.
    ➢ Recognizing, for example, that you are
    not understanding what you are reading,
    you should learn to modify your strategy
    in comprehending your material.
    Skimming
    ➢ This is basically browsing over a
    material and keeping an eye on
    keywords, phrases, or sentences.
    ➢ It is also about knowing where to search
    such key terms.
    ➢ This techniques works best when you
    want to get an idea about the contents of
    a reading material, when you are trying
    to read through several materials in a
    limited time frame, or when you want to
    focus on certain details, among others.
    Rehearsing
    ➢ This is not just about repeated talking,
    writing and or doing what you have
    learned, but also trying to make a
    personal interpretation or summary of
    the learning experience.
    ➢ One of the fun ways to do this is by
    imagining yourself being interviewed
    about your tasks.
    Self-Test
    ➢ As the name implies, this is trying to test
    your comprehension of your learning
    experience or skills you have acquired
    during learning.
    ➢ Self-test does not only focus on what you
    have learned but also on how you learned
    it.
    ➢ What strategies did I use? How
    successful were my learning strategies?
    How can I further improve my learning
    skills?
    Other Strategies You Need To Develop
    ● Include asking questions about your methods
    ● Self-reflection
    ● Finding a mentor or support group if
    necessary
    ● Thinking Out Loud
    ● Welcoming errors
    Four (4) Types of Metacognitive Learners
    ➢ The ‘TACTIC’ Learner
    ○ Unaware of their metacognitive processes although they know the extent of their
    knowledge.
    ➢ The ‘AWARE’ Learner
    ○ Know some of their metacognitive strategies but they do not plan on how to use these
    techniques.
    ➢ The ‘STRATEGIC’ Learner
    ○ As the name implies, strategize and plan their course of action toward a learning
    experience.
    ➢ The ‘REFLECTIVE’ Learner
    ○ Reflect on their thinking while they are using the strategies and
    adapt metacognitive skills depending on their situation.
    The goal of metacognition is
    for the student to be a
    self-regulated learner.
    Education should not be limited by the
    capabilities of the teacher, the content of school
    textbooks, the four corners of the classrooms,
    the online classes and materials uploaded and
    the duration of the academic year or courses.
    You should have have the capability
    to study things on your own as well
    as accurately evaluate your
    progress.
    Other TIPS you can use in studying:
    ➔ Make an outline of the things you want to learn, the things you
    are reading or doing, and/or the things you remember.
    ➔ Break down the task in smaller and more manageable details.
    ➔ Integrate variation in your schedule and learning experience.
    ➔ Try to incubate your ideas
    ➔ Revise, summarize, and take down notes, then read them to help
    you minimize cramming in the last minute, especially when you
    have weaknesses in memorizing facts and data.
    ➔ Engage what you have learned.
    Utilize and adapt the aforementioned
    techniques in whatever learning experiences
    you are about to accomplish and find
    enjoyment and success in learning.
    When You Believe - Closing Prayer
    Learning to Be a Better Learner
    Lesson 9 CL1A Understanding the Self with Salesianity

    Professor Bienvenido J. Mendoza, MRS


    Don Bosco Technical College Mandaluyong

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