34

IMPACT OF ONLINE INTERACTIONS ON THE SELF

A. NEGOTIATING NEW LEARNING SPACES

Ontine interaction can be both rewarding and chal.tenging. For
introverts/ quieter students who may not feel comfortabte speaking up in the
traditional ctassroom in the midst of other learners can increase interactions.
Perceived anonymity ontine creates a nonthreatening environment. The
synchronous and asynchronous ontine environments pose different chattenges.
The asynchronous environment is an online space in which interaction Zan
occur at different times and often when others may not be onLine. This
enabtes the individual student to post, reftect, and digest content at their
own pace and in their own time.

The synchronous environment is an ontine space in which partic.ipants

meet together simultaneousty. This requires students to interact with others
in that moment. The time in which an individual can type or voice a comment
is immediate, as it woutd be in a traditional ctassroom.

lmplication:
Excetting in either the synchronous or as ynchronous learning
enviro nment reguires attention to some particular aspects
of this
envtronmen t. For instance, studying in a di gital space is predicated
on a basic
understandi ng of the technol ogy you are using to access thi
s space. One must
familiarize with the technica I features availabte.
Crystal Fulton, Ctaire rr,lcGuinness , in Dieital Detectives, 2016
h .sciencedi rect.com /t ics/ s a[-scie nces/ontine- interaction

B. SOCIAL AS A VENUE FOR EMOTION REGULATION

AMONG ADOLESCENTS

ontine interaction via sociat media is targety seen as a positive

venue for adolescents whereby their interacti6ni sociat
se.nse.of.setf (Vatkenburg, Schouten,. & peter,
,"y promote a positive
2005), attow'fo,. a"r"toping n"*
friendships particutarty among.chitdren ug"i e_r8'iL;nnart
A maaaJn, iOo'z;
Pempek et at., 200g), and facititate ctose-r retationsnips
particularly-among otder adolescents aged
with current friends
15 17 lmiaaen, Coit"ii, Curr"-r,
Lenhart, & Duegan, 2012; pempek et a[, ZOOel. Tieie
positive interactions
with peers and vatidation of ihe setf, ioflectivety, nave
ramifications for
adotescents' psychotogicat wett_being
fostering of positive emotions and moods.
iCiti"ri"n a'ri"ttmore, 2014) and the
Fran C. Btumberg, ... Anne Dickmeis, in Emotions,
Technotoev, and Sociat Media,

C. PRIVACY, SOCIAL NETWORKING AND YOUR

CAREER

ln an area of ontine interactions, privacy

is. being significantty chattenged. piiru.v
matters -i,
where the status quo
"s-ense
information, the context wherJsharing iu'f", pt".",ind of contro[ over
u

can gain access. lnformation is not piivate be.ar;; the audience who
no one knows it; it is

GECC 108- Und erstanding the Self

-Modute ll-
 35

private because the knowing is limited and controtted. ln most scenarios, the
limitations are often more social than structura[. (boyd, 2008)

Other Benefits of Online lnteraction:

Facebook provides opportunities for increased identity. young users report

increased self-esteem and general wett-being (Vatkenburg, et.at, 2006).
However, ontine interactions cannot reveal true feetings and can decrease
peopte's happiness tevets. (Kraut, 1998).

EXTENDED SELF IN THE DIGITAL WORLD

DIGITAL
TECHNOLOGIES
t DIGITAL SEIF OR
EXTENDED SEIF
c
H

1.
A
DEMATERIATIZATION
2. REEMBODIMENT 3. SHARING
N
G
4. CO- E
CONSTRUCTION OF
5. DISTRIBUTED
MEMORY
SELF
s

as part of the selves knowingty, unknowingly, intentionatty or

unintentionatly (Russe[[ Betk 2013). rt hiiimpacted tivls of many in
vaiious
aspects.

1 . DEMATERIALI ZATION
Technotogies makes it easier to keep our possessions (information,
music, photographs, videos, communication, etc) convenient
and
faster, termed as DtGITAL ARTIFACTS

Advantages:
.
Transform the way we.present oursetves, having the opportunity
to
share our interests with other peopte.
.
We get to know peopte and interact with them.
.
Group identities are expressed.

Researches or Updates on the Digitat Self/Extended Self due

Dematerialization: to

1. Consumers become attached to virtuat consumer goods (digitat

devices), fear and mourn their [oss and singutarize them.
4 Functions of Virtuat consumptions:

GECC 108- Understanding the Self -Modute ll.

 36

a. can stimutate consumer desire for material and virtuat

goods
b. Can actualize possible daydreams
c. Can actualize impossibte fantasies
d. Facititate experimentation
(R. Belk 1988, Martin 2008, Sellen et.al 2012)

z. Digitat virtual possessions appear to lack some of the characteristics

that invite attachment to material possessions. They are intangibte
held onty within software parameters, easity reproduced and may not
gather the patina (coating) of a wetl-loved material possessions.
(watkins et. at 2012)

3. There may atso be age difference in the tendency to regard digital

possessions as a part of the extended setf. Older consumers were less
tikety than younger consumers to see digital possessions as part of the
extended self. (cushing 2012)

REFLECTION ACTIVITY
1. What is the role of our digital possessions in our contemporary
(modern) extended setf?
2. Do their rote changes when we leave or turn off our digital device?

2. REEMBODIMENT (personification, expression)

. Digitat devices and applications help us make our own AVATAR (own
character, partty us, partly a separate entity).

Advantages:
.The re[ative freedom of configuring our avatar bodies represents our
ideat selves, possible setves and aspirational setves,
.Our avatar may be our atter ego. lt serves as an effective mirror and
reinforcement than simply retying on others' feedback.

Researches or Updates on the Digital Setf/Extended Self due to Re-

embodiment:

Attachment to avatars because of in-wortd autobiographicaI memories

attached to these characters. (Boettstorff 2008)

2. Proteus Effects (after the ancient Greek God who could take on
whatever form he wished). The mind is an embodied mind, but it is
atso now a reembodied mind extended into our avatar. (Yee 2007).
However, Virtual reatity bodies is a fantasy of desire. Absence of a real
ftesh. (rhde 2oo2)

3. Muttipticity. Having Digitat muttipte avatars /characters is a way to

exptore different personaIity possibitities. Consumers may house

GECC 108- Understanding the Self .AAodute ll-

 37

multiphrenic setves who may bargain when buying or lnqurnng.

(Etadhari 2007). This signifies multiple and shifting ways of
understanding the setf. (Sorapure 2003)

REFLECTION ACTIVITY:
1. Amidst the presence of digitat world, can you sti[[ separate
yoursetf from your own avatar?

3. SHARING
Digital devices hetp us to share more. This weatth of goodies is there
because others have shared.
Digital music, videos, researches, games, photos, experiences,
inventions, discoveries are products of sharing.

Advantages:
.lt leads to greater self-awareness and setf-reftection.
.lt sotves a probtem.

Disadvantages:
.The danger of "oversharing" (ex. Facebook).
.Lack of privacy in many aspects of social media can leave the users
feeling vutnerable, leading to computsively checking posts, news feeds
and twitters to appear active and interesting.
.Disinhibition Effect. The lack of face-to-face gaze meeting together
with feetings of anonymity and invisibitity seems to free us from setf-
disctosure but atso sometimes flame others (toxic disinhibition).
Resulting disinhib'ition leads to better expression of the true setf online
rather than face-to-face. Setf-revetation can be therapeutic.

Making Confessions online.

a. Confession along with contemptation, setf-examination,
learning, reading and writing self-critical letters to friends are
part of the "technotogical se[f" through which we seek to
cleanse oursetves.
b. Confessional blogs may be therapeutic for the audience to read,
atlowing sincere empathy and the voyeuristic appeal of
witnessing a pubtic confession.
c. Confession is no longer in the hands of confessor (Ex. Korean girl
with a pet).

Researches or Updates on the Digital Self/Extended Self due to Sharing:

t. Revelation. lt is now easier to present oursetves in ways that would

have been awkward at best in predigitat (otden) times. (Zhao 2005)

2. Loss of Control. There is no guarantee that the info we shared ontine

will not be reposted, retweeted or quoted. lt is harder to controt our

GECC 108- Understanding the Self -Modute ll-

 38

digitat setf representations when others may reshare with unintended

audiences.

3. Shared digital possessions fosters feeting of community and aggregate

sense of self. lBrown et at 2006)

a. Shared sense of cyberspace. lnternet and digital devices free us from

the constraints of our physicat space and providing us with new
abitities. This is termed as "re-wortding", the abitity to remodel the
virtual environment. (sherry et at 2007)

5. Online sharing provides us our "third place" where we hang out, enjoy
oursetves, be oursetves and feel accepted. (Etadhari et at 2007)

REFLECTION ACTIVITY:
1. How far do we share our private information to the digital wortd or
in the internet?

CO.CONSTRUCTION OF SELF
. Digitat wortd hetps us construct our extended setf.
. Social networking sites are seen as important sites of psychotogicat
development between adolescence and adulthood. (Steimfiel.d et. at.
2008)
Advantages:
. DigitaL comments of us ontine are metadata referred as digitat patina
(coating) of our digitat/extended self.
Disadvantages:
. The danger of "lying or being dishonest".(Ex Thaitand)

Researches or Updates on the Digital Setf/Extended Self due to Co-

construction of self:

1, Affirmation seeking. Ontine friends hetp to co-construct and reaffirm

each other's sense of setf through postings, taggings and comments.
Cumulative comments buitd up and continue to enhance extended self
long after they have been posted. (Drenton 2012)

2. Affirmation of the self is also often an affirmation of the aggregate

extended self. The setf is cuttivated partty with the hetp of others.
(Manghani 2009)

REFLECTION ACTIVITY
1. How honest are you in sharing your extended setf in the digital
wortd?

GECC 108- Understanding the Self -Modute ll-

 39

DISTRIBUTED MEMORY
Digita[ devices used to record and archive (document) our memories
atlow access to an expanded archive of individuat and coltective
autobiographicaI memory cues.

Advantages:
. Outsourcing memory enhanced our extended setf. lt hetps us recatt
factual information - we remember peopte, emotions, events, photos
with comments and we can stit[ interact. We participate in the
cottection of memories of others with their tags.

"Photography ptays a key rote in facititating autob.iographicat memory.

A photograph can be a message from a former setf to a future setf that
is intended to recreate the emotion of the originat experience,'. (Betk
and Yeh 201 1)

Virtual representations of ourselves avaitabte online act as a memorial

and gravesite where others can come to mourn and pay tribute to us
after death. Or living users can craft their uttimate setf presentation
leaving detailed funerat and cremation or burial instructions - Digitat
Legacy.

Researches or Updates on the Digital Self/Extended Self due to Distributed

Memory:

1 Digitat Ctutter. lt may bother us less than physicat ctutter, but our
distributed memories run a very reat risk of overtoad that witt never be
accessed by our survivors. Who knows fb is atready devising a way to
reduce this probtem by selecting what is retained and putting it in
chronological order. (Barnet 2001) "fb moments"

Strategy of keeping everything and then searching for what we want to

reconnect with a later point in life - usb, externat drive, etc. (Cushing
2012)

2. Narratives of the self. Digitat technotogies attow for setf-retevant

information to be instantaneously accessed, refined, even fabricated
in setf presentation. (Gotdman et. at. 2005)

3 Digital cues to sense of past. Digital technotogies hetp us shift from

"taking pictures" to "making pictures,,. The protiferation of online
photos, videos, btogs, etc. provides cues that tink us to memories
constituting both individual and cottective sense of the past. (Lansberg
2004)

REFLECTION
1 How ready are you to embrace digitat technotogies as means of
storing and retrieving your coIective memories?

GECC 108- Understanding the self -Modute lt_

 40

MODULE SUMIAARY

The Unpacking of the Se[f inctudes the formutation of the Physical,

Sexuat, Material, Potiticat, Spiritual and Digital Se[f, where the self is now
extended into avatars, broadty construed, with which we identify strongty and
which can affect our offtine behavior and sense of self.

The extent of our setf-disctosure range from semi-private to a more

pubtic presentation of our setf (ontine confessions and post morten extended
setf and digita[ estate). Thus, the aggregate setf can no longer be conceived
from personaI perspective but jointty constructed and shared. We increasingly
outsource our memories for both facts and feetings, which are commented or
responded to by others in a more active co-construction of cottective sense
of past. The se[f is much more activety managed, jointty constructed,
interactive, openty disinhibited, confessionat, muttipty manifest and
inftuenced by what we and our avatars do online.

,/ OUTPUT PLAN

Create a Video ctip being you as the actor/actress. The content is a 2-

minute marketing of how to promote a heatthy setf- presentation and positive
ontine interact'ions.

,6 SUM,I ATIVE TEST

Provide answers to the fottowing questions.

1. What is the role of cutture in the development of setf-esteem?

2. What is the role of social media in the construction of positive body

image?

3. What is the role of tust, attachment and attraction towards a heatthy

maritaI retationship?

4. To what extent does shopping become detrimental to one's we[t-

being?

5. ls cotonial mentatity an indicator of lack of patriotism? Why?

6. What are the benefits of ontine sharing?

GECC 108- Understanding the Self -Module ll-

 MODULE III
MANAGING AND CARING FOR
THE SELF

Lesson 1 Learning to be a Better

Person

Lesson 2 Setting Goals for Success

Lesson 3 Taking Charge of One,s
Health
 7

MODULE III

MANAGING AND CARING FOR THE SELF

INTRODUCTION

i Managing and caring for

I 1.-l
? yoursetf start from a goat
setting. lf you set your mind on
how to improve yourself and
erC Self manageme nt ffi commit to create and
strategize ways, then surety
I
a ,i
I you are in the right direction.
It is onty you who can rightfutty
manage your tife. A challenge

er you have to take.

Caring for the setf is a responsibility one has to take. Setf-care is any
planned activities to take care of the tife aspects - mentatty, emotionatty,
spirituatty, sociatly and physicatly. Good setf-care is the key towards reducing
stress and anxiety. Retationship with others witt become even betterl
Likewise, productivity witt increase.

There is a retationship between managing and caring for the setf and
becoming a better person. Being a good person does not invotve being overty
hard on the setf. ln fact, it is quite the opposite. The more setf-kindnlss and
self'compassion one can foster, the more equipped one witt be abte to treat
those.around the same way. Doing good for others provides a deeper sense of
meaning. lt may even help to improve one,s physicat and mentat heatth.

.beings,Modute 3 is geared towards Managing and Caring for the Setf. As human
we endeavor to become what we are created for - to tive our tife futty
and to hetp others. How can we possibty extend oursetves to others if w;
cannot even take care of our own setves?

OBJECTIVES

At the end of the semester, students witt be abte to:

1. Understand the different aspects of setf and identity;

2. Acquire and hone new skitts and tearning for better managing of one's
self and behavior; and
3. Appty these new skitts to one's and functioning for a better quatity of
tife.

GECC 108- Understanding the Self -Module lll-

 3

d DIRECTIONS/ MODULE ORGANIZER

This is the last module of Understanding the Self. By this time, you
have learned a lot about who you are. Continue your journey as you discover
ways on how to take care of your setf. Read and be abte to appty it in your
tife.

GECC 108- Understanding the Self -Module lll-

 4

Lesson 1

LEARNING TO BE A BETTER PERSON

Motivational activity: My Daity Routine

Get a partner or group yourself into 5 and
share your daity routine at home.

Processing: Y0tJcul pux

1. How did you fee[ about the activity? FR0ll l^r
2. Were you abte to learn new techniques
of caring about yoursetf that you
yourself is not doing or never thought
W,
tlf.
about? What are these? 'nIEu(XE
3. What are your insights from the 0F.'fu,(Elf
activity? FrttT

What makes a good person? Becomin g a better person is

continuousty
striving to help other peopte without expecting anything
ht lmind.com/wh at-is-attruism-2 794828
in return.
Pro-socia[ behaviors are related to being a good person.
Attruism is
the-principle and moral practice of concern rJr trappiness
Derngs or anrmals, resulting in a quatity of r.ife
of other human
both material and spirituat. rt
is a traditionat virtue in many cuttures-and a core aspect
of various retr.gioui
traditions and secutar wortdviews, though the co.cept of "others,,
toward
whom concern shoutd be direcred cun riry among
cu[iure, unJ i"iigioni. in
a.n extreme case, attruism may become a-rynonyi,
the opposite of setfishness.
of setftessness, ;hl.i
;;

Attruism is the unsetfish concern for other peopl.e_doing

things simpty
out of a desire to hetp, not because you feet obtigite;
to out oiJutvi6;i[;
or religious reasons.

is
.This one aspect of .what. sociat psychotogists refer to as pro_social
behavior. lt refers to any action that benefits
oftriipeopte, no matter what
the,motive or how the giver benefiti?r". til;;;.'what is rhe importance
of devetoping a hetping behavior? rn tife, it i;;t;;;"
go through life never needing herp from
that an individuat witt
unotn"i j"rlon. we att need hetp and
we do expect that others especiatty o*
signiii.unt others extend the
assistance we need. part of becoming. good'
he-tping others in any way f"r_n o being pro-sociat,
can. On-a da-ity basis, peopte are exposed to
-we
many situations that catt for,hetp. Most peopte eiperience ,oru ii.t n"rr,
emotionat break-down, or other probtem in'wnrininey
need at teast the
temporary assistance of others. Others witt expe.ien.e
an emergency or

GECC 'l08- Unders tanding the Self

-Module lll-
 5

personal tragedy for which they wi[[ need much greater assistance. Letting
others know that we understand their situation and that we care witt tessen
their worries. Promoting helpfutness is a benefit to individuats, famities, and
communities. lf the community is prepared to be hetpfut, then the hetp witt
be there when each community member needs it. Better understanding
helping processes may even lead to ways to prepare those who need hetp t6
ask effectivety.

DEVELOPING PRO.SOCIAL BEHAVIOR TOWARDS BECOMING A BETTER

PERSON

is the best way to become a better person? ls hetping teads you

,be a{hat
better person? what is the
to
easiest approach? And what ire ttre most
important aspects of setf to work on? Taking into account your
own wett-being
as wetl as the best interests of others, herl are some
ofihe most importani
ways to become a better person.

(l ) Manage yo-ur anger. Uncontrotled anger can

create retationship probtems
and may affect heatth which, eventuitty tead to pited
up stress. Manasins
is the key - ventitate to someone you trust ana
First,. recognize the presence of anger. Second,
ao ieilrat;;;;;;;;:
tiy to identify ttre cause
and third, adapt coping strategies.

(2) Learn to support others_unconditionatty. Hetping others is one way

finding meaning in tife. There is a uig ctnneiiln of
emotiona[ may seem tike an obvious r6ute to
b"t*""n attruism and
becoming a better p.iron in
that we often think of ,,good peopte,' ., ih;;;;
are witting to sacrifice
for others. This, in the mindi oi rany, tiwtui
However, good deeds can atso make'us
i"x", a person,,good.,,
Uettei peopte because of the
connection between altruism and emotiona[
wett_Leing.
(3) Leverage your strensth. Losing
track of time when you,re absorbed in
futfitting work or anolhe,. engqging activity,
as "flow," is a familiar statJfJr iort
oi*n"t psychotogists refer to
or Lt. rtow-rs wtrat happens when
you get deeply invotved in a.hobby,
in tearnin!1 new skitt or subject, or
in engaging in activities that supfty
ease. You can experien.ce. ftow by :urt]f,"
-writing, iigni mix of chaltenge and
-or-b|
a'incing, creating,
absorbing new material that you ..n
t"u.t, oitu-ri'.'
(4) Use Stages of Change modet.
Take a few minutes to [ist, on paper or on
your computer, the changes and goals
picture. Be specific aUo111fr-a_t-v-ou *i"t.
that woutd o" in.fr?uliln.ilil,
ili
that you seemingty have no control over, such"i "v'r vo, *irt-ror"tt,i.g
for you. Just write it. ala mate who is perfect

GECC 108- Un der standing the Self

-,t odule lll-
 6

HOW LEARNING TAKE PLACE - THE HUATAN BRAIN

The brain acts as a dense network of fiber pathways consisting of

approximatety 1 00 bittion (1 010) neurons. The brain consists of three principLe
parts - stem, cerebellum and cerebrum. Of the three, the cerebrum is most
important in learning, since this is where higher-ordered functions tike
memory and reasoning occur. Each area of the cerebrum speciatizes in a
-
function sight, hearing, speech, touch, short-term memory, tong-term
memory, language and reasoning abitities are the most important for teJrning.

Through a network of neurons, sensory information is transmitted by

synapses atong the neural pathway and stored temporarily in short-term
Temory, a votatite region of the brain that acts tike a receiving center for the
ftood of sensory information we encounter in our daity tives. 6nce processed
in short-term memory, our brain,s neural pathways cirry these memories to
the structural core, where they are compared with existing memories and
stored in our long-term memory, the vast repository of eve[rthing *e f,ire
ever experienced in our lives. This process occurs in an instant, bu1 it is not
atways perfect.

ln fact, as information races across bittions of neurons, axons, which

transmit signals to the next neuron via synapse, some degradation is
common. That's why many of our memories are incomprete or r'-nctude
fatse
portions that,we make up to fitt hotes in the real
memory. Neuroscientists
nave tong betieved that learning and memory formation
are made by the
strengthening and weakening of connections among brain
cetts. Researcheri
found that when two neurons frequentty interact] they form
a bond thii
attows them to transmit more easily and accuraiety. This
teads to moie
comptete memories and easier recatt.

_ conversety, when two neurons rarety interacted, the

transmission was
often incomplete, teading to either a fautty memory o,.
no ,"rory at att. This
has important imptications.for teirning, eipeciatty
11e1rch r"guriing ho* *u
-retr]eve
acquire new knowledge, store it in meriory' and it *n"n
needed. When tearning new things, memory and recatt
,tr"r,gtt,"n"J iV
frequency and recency. The more we practice anJiehearse "r" ;;ihi;;;;
and the more recently we have practiced.
University of catifornia rrvine's tenter for the Neurobiotogy
of Learning and
Memory.

Another recent study found that the structural core of

receives sensory information from different regions
the brain
ind ttren assemoies ur:ti
of data into a comptete picture that becomesi-ruro.V
of an event. This
memory is strengthened by muttipte sensory inputs.
For exampte, if we Uoifr
see and hear something, we are more tikety to
remember it ttran if ;;;;i;
hear it. lf we experience an emotionat reaction
to something f"ur,
laughter or tove - that emotion becomes purioi
tf,u ,"rory and strengthens
"ng"ii
it dramaticatty.

GECC 108 - Understanding the Self -Module lll-

 7

ln recatling memories, subjects who had experienced an emotional

reaction were far more tikety to remember the event and with higher accuracy
than those who simply witnessed an event without any emotional
attachment. That explains why highty emotional events - birth, marriage,
divorce and death - become unforgettabte.
lmptication: Ensure that learning engages atI the senses and taps the
emotional side of the brain, through methods like humor, storytetting, group
activities and games. Emphasis on the rational and logical atone does not
produce powerfuI memories.

A third recent discovery at the University of Michigan's Biopsychotogy

Program confirmed that the brain behaves setectivety about how it processes
experiences that enter through our five senses. The brain is programmed to
pay speciat attention to any experience that is novel or unusuat. lt does this
by making comparisons between the new information brought through the
senses and existing information stored in our brain's tong-term memory. When
the brain finds a match, it witt quickty etiminate the new memory as
redundant.

When new information contradicts what's already stored in memory,

however, our brains go into overdrive, working hard to exptain the
discrepancy. lf the new information proves useful to us, it becomes a
permanent memory that can be retrieved later. lf this new information does
not seem useful or if we do not trust its source, we are likely to forget it or
even reject it attogether, preferring to stick with the information we already
possess. Since learning inherently requires acquisition of new information,
our brains' propensity to focus on the novel and forget the redundant makes
it a natural learning atly.

On the other hand, past memories can be an impediment to future

learning that contradicts previous information. As we age and gain more
experience, we tend to rety too much on our past knowtedge. We may miss
or even reject novel information that does not agree with previous memories.
Recent brain research is
untocking many of the mysteries of
learning. Learning professionats shoutd stay abreast of these devetopments
and derive learning methods based upon the way the brain [earns naturatty.

METACOGNITION

Cognition "thinking "knowing is becoming "aware of one's awareness"

and higher-order thinking skitts. The term comes from the root
word meto, meaning "beyond", or "on top of".

It can take many forms; it inctudes knowtedge about when and how to
use particular strategies for learning or problem-sotving. There are
generatty two components of metacognition: ('l ) knowtedge about
cognition and (2) regulation of cognition.

Defined as knowing about memory and mnemonic strategies

GECC 108- Understanding the Self -i4odule lll-

 8

Metacognition is atso a significant factor in whether students

cantransfer their learning to new scenarios. Students who are
metacognitive are activety embedding new information in their
existing network of knowtedge and creating connections among ideas.
This is the sort of thinking that gets students beyond surface learning
and drives them to deeper understanding.

How to become lY{etacognitive

1) Modet your thought processes. Teachers can model by demonstrating

their own thought process white they read. They can let students see
how they interact with the text, how they determine the purpose of
their reading, where they pause to ask a question, how they connect
new ideas to previous knowtedge, how they track whether they
understand the content, how they decide when to stow down and re-
read, and how they assess what they have tearned. Teachers can do
this through read-atoud or by sharing their annotations with students.

2) create simple tasks for students to demonstrate thinking. Teachers ask

students to demonstrate their thinking in writing or dun-ng discussion.

3) lncrease writing. Writing is a particutarty usefuI way to make

metacognition visibte because it enabtes students to took back on their
previous notes and see how their thinking has changed.

4) Pre and post reading potts. To demonstrate the impact of learning,

teachers can record students' attitudes and preconceived notions
about a topic prior to reading a text, then foil.ow up after the readin!
to gauge whether students have changed their minds based on whai
they've [earned.

5) Buitd in a one question for students to ask themsetves. Teachers can

,,How
ask students, did you figure that out?,, after a student offers an
answer to a question. This hetps students reftect on the tearning
strate.gies they employ and gives their ctassmates an opportunity
to se6
how their peers [earn.

6) Peer assessment. students can hetp get in the habit of assess.ing

different learning strategies by judging work: after viewing a detaitei
answer to a question, students can discuss whether the anlwer
shows
an effective use of reasoning and how it can be improved.

7) Make revisions part of assignments. F.inatty, students benefit

tremendousty from opportunities to revise their work and reflect
on
how their thinking has improved. This gives them the chance to
understand what errors they made the first time around and
how the
learning process has ted them to see the probtem differentty.
https: / /www. activetvlearn. com / post / metacoqnition

GECC 108 - Understanding the Self -Module lll-

 9

OUTPUT PLAN

Reflection Activity: Make a journal of pro-social behaviors you do on a daily

basis. lndicate your insights - how did it made you a better individuat?

GECC 108- Understanding the Self -Module lll-

 10

Lesson 2

SETTING GOALS FOR SUCCESS

Motivational activity: GOALS

Be able to create a word for each of the tetter
Of GOALS and be abte to share it to the group

Processing:
'1. How did you feel about the activity?
2. What are your insights form the
activity?

. Try thinking of situations in your tife when your tevet of motivation is

very high and you cannot b-e stopped untit you have reached your
goats. you
feel good about yourself. After sohetime, you start setting anotheigoat.
Vou
make a tong list and start achieving it wanting to accomptish
evervthins. ontv
to realize it is overwhetming. you find yourietf arrUforral
know whether to continue oinot anymori. you attempt
u;i;;t;;i
to change a lot about
yoursetf and you want to have immediate
resutts. Then discoufig"r"ni-.nJ
frustration start to surface. This is catted g;;f;"i;;r".
tt is okay to have
muttipte goats but be sure to manage it wett.- '
Setting goals hetos trigger new behaviors and guides your
hetps you sustain that momentum in tife. Goats
focus and
atso herp arign your focus and
promote a sense of setf-mastery. rt is a process
goats you ser in your twenrie-switt
that changJs d*. tir*. ii,"
most tikety;; r".,,
you set in your forties. Try to revisit your
iin"[nt]r;r-il;;;;i;
tife goatiiniwork to ril"i;f,;:
The lmportance and Value of Goal Setting

3 Types of Goats (Ettior and McGregor (2001)

1) A mastery goa[ is a goal someone sets

something such as "/ wiil score higher in
to accomptish or master
this event next time.,,
2) A performance-approach goal is a goat where
someone tries to do
better than his or her peers. This tV6" of g".i ioutd
be a goat to took
better by [osing 5 pounds or gettinii beitil]uirorr.n." review.
3) A performance'avoidance goat is a goat where someone tries
doing worse than their peeis such as-a goat to avoid
to uroiO negative feedback.

GECC '108- Unders tanding the Sela -Module llt-

 11

4) Goats hetp motivate us to devetop strategies that witt enable us to

perform at the required goal level.

5) Accomptishing the goal can either lead to satisfaction and further

motivation or frustration and lower motivation if the goal is not
reached.

6) Goat setting can be a very powerful technique, under the right

conditions according to the research. (Locke and Latham).

7) According to Lunenburg (201 1), the motivational impact of goats may,

in fact, be affected by moderators such as setf-efficacy and abitity as
wett.

Five Goal-setting Principles

1. Clority - Sett'ing goats that are clear and specific eliminate the
confusion that occurs when a goa[ is set in a more generic manner.

2. Challenging goals stretch your mind and cause you to think bigger. This
hetps you accomptish more. Each success you achieve hetps you buitd
a winning mindset.

3. Commitment. lf you don't commit to your goat with everything you

have it is less likely you witl achieve it.
4. Feedbock helps you know what you are doing right and how you are
doing. This attows you to adjust your expectations and your ptan of
action going forward.

5. Task Complexity. lt's important to set goats that are atigned with the
goal's comptexily. Toword a Theory of Task Motivation" Locke 20M

Researches:
. Goa[ setting in language learning is commonly regarded as one of the
strategies that encourage a student's sense of autonomy (Moetter,
Theiter and Wu, 2012)

Those who write down their goals and share their goats with a friend,
as wetl as send weekty updates, were on average 33% more successful
when it comes to accomptishing their stated goats compared to those
who merety formulate goats Dr. Gait Matthews, a ctinicat psychotogist
from Dominican University of Catifornia.

The perceived barriers to mentat heatth care and goat setting amongst
depressed, community-dwelling otder adutts include:
PsychologicaI barriers such as sociaI attitudes, betiefs about depression
and stigmas.

GECC 108- Understanding the Self -A{odule lll-

 12

LogisticaI barriers such as transportation and avaitability of services.

lltness-related barriers that are either modifiabte or not such as

depression severity, comorbid anxiety, cognitive status, etc.
Weinberger, Mateo, & Sirey (2009)

MIND SET Carol Dweck, psychologist, Standford University

' Peopte can have different mindsets towards different aspects of their
lives, e.g. a fixed mindset towards their abitity to ao ratf,r, Urii
growth mindset towards their abitity to ptay tennis.

1. Fixed Mindsets - lntettigence is fixed. Chattenges are avoided,

as to
fait suggests that they .tack the intettigenc6, required. Efiort
seen as fruitless'if they don't'get it'then it suggests
l;
thut tt"y
lack the intetligence. Getting things wrong and reJJiving
is negative- it reveals limitations.
i";;ili
2. Growth Mindsets - lntettigence can be devetoped. Chattenges are
embraced as it is betieved that they can improve at
a task. Effort
therefore is seen as worthwhite- a path to mastery. cetting
thingi
-iurtnir
wrong and receiving feedback is positive_ it
guides
improvement.

' Failure, even for individuats who have a growth mindset

can stitt be
painfu[- but it doesn,t define you as a tearn-er.
Faiture reveats
that must be faced, deatt with and learned from. faiture tr;i;;;
provide feedback and a solution to be foilowed. stroutJ

. The particular mindset a person has is not necessarity permanent.

Mindsets can be changed. Note that her work
shows tf,it ttuy 1.,
change in either direction.

lmplications:
. Just by knowing abou.t the.two Mindsets, peopte can
start thinking and
reacting in new growth _orientated ways.'

. Students benefit from being taught about

the brain. Knowledge of how
the brain makes new neurat ionnections-in response
provides them with. a modet of why effort to tearning
practices lead to achievement.
and mastery_retatej

. Achievement increased in studies that inctuded

control groups.
. Sessions linked to Mindset-related tearning
differences in motivation, engagement and
ted to measurable
eff6rt tevels

GECC 108- Und erstanding the Self

-Module tll-
 13

FA,
,s
r}-

OF

OUTPUT PLAN

Reflection Activity: Five to ten years from now, create your long
term plans
for yoursetf.

GECC 108- Unde rstanding the Self -Module lll-

 14

Lesson 3

TAKING CHARGE OF ONE'S HEALTH

Motivational activity: HEALTHY LIVING

Form a group of five. Be abte to share your daily
routine from the moment you wake up in the
morning until you go to bed at night.

Processing:
1. How did you feel about the activity? JU$IAll
2. What are your insights form the activity? tAr
T

Self-care is defined as, "a multidimensionat, muttifaceted process of

purposeful engagement in strategies that promote heatthy functioning and
enhance we[['being. lt is vital for buitding resitience toward those stressors in
life that you can't etiminate. When you've taken steps to care for your mind
and body, you'tt be better equipped to tive your best tife.

Assess how you're caring for yourself in several different domains so

you can ensure you're caring for your mind, body, and spirit.

\..-(=Es oF SELF-
E -_

PHYSICAL
T EFTOT'IONAL SOCIAL SPIR.ITI'AL
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v\rour- P€r+r- .-<!6r
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-Fa<.

HOW TO CARE FOR THE SELF?

(1) Phvsical Care

Take care of your body if you want it to run efficientty. There is a

strong connection between body and mind. Caring for the body means
feeling better.

GECC 108- Understanding the Self -Module lll-

 15

Physicat se[f-care inctudes how you fuet your body, how much steep
you're getting, how much physical activity you are doing, and how wetl

you're caring for your physicat needs. Attending appointments, taking

medication as prescribed, and managing your health are atl part of
good physicaI setf-care

Guide Questions to improve yourself:

.
Are you getting adequate sleep?
.
ls your diet fueling your body wett?
Sel fc are
.
Are you taking charge of your heatth?
.
Are you getting enough exercise? lolns ior
OoillS
orjltida 6d,
tol,
totn lf
Lkre ornnr
Siqtre lrydrot d
PtEflid.?
ftatlrg yor
t'.oa*r firrr
(2)Social Self-care
Pu,

Sociatization is key to setf-care. Ctose connections are important to

your wetl-being. The best way to cultivate and maintain close
retationships is to put time and energy into building your
retationships with others,
The key is to figure out what your social needs are and to buitd enough
time in your schedule to create an optimal social [ife.

Guide Questions:
1. Are you getting enough face-to-face time with your friends?
2. What are you doing to nurture your relationships with friends and
famity?

(3) Mental Self-care

The way you think and the things that you're fit[ing your mind greatty
inftuence your psychotogicaI wett-being.
Mental setf-care inctudes doing things that keep your mind sharp, like
puzz[es, or learning about a subject that fascinates you. Reading books
or watching movies that inspire you fuets your mind.
It invotves doing things that hetp you stay mentalty heatthy.
Practicing setf-compassion and acceptance, for example, hetps you
maintain a heatthier inner diatogue.

Guide Questions to improve yourself:

. Are you making enough time for activities that mentatty stimutate you?
. Are you doing proactive things to hetp you stay mentatly heatthy?

(41 Spiritual Self-care

Research shows that a lifestyle inctuding retigion or spirituality is
generatly a healthier Iifestyte.

GECC 108- Understanding the Self -Module lll-

 16

. Nurturing your spirit, however, doesn't have to invotve retigion. lt can

invotve anything that hetps you devetop a deeper sense o-f meaning,
understanding, or connection with the universe.
. Whether you enjoy meditation, attending a retigious service, or
praying, spirituat care is important.

Guide Questions to improve yourself:

. What questions do you ask yoursetf about your tife and experience?
. Are you engaging in spir.ituat practices thai you find futfitting?

(5) Emotional Self-care

It's important to have heatthy coping skitts to deat with
uncomfortable
emotions, like anger, anxiety, and sadness. Emotionat setf-care
may
include activities that hetp you acknowtedge and exfress your
feetings
on a regutar basis.
Whether you tatk to a partner or ctose friend about
how you fee[, or
you set aside time for leisure activities that
hetp you process your
emotions, it's important to incorporate emotionat'
setf-cire into your
tife

Guide Questions to improve yourself:

. Do you have heatthy ways to process your
. emotions?
uo you rncorporate activities into your tife that
recharged?
hetp you feet

Develo p Your Self-Ca re Plan

Setf -care isn't a one-size-fits-att strategy. your
self-care ptan wilt need
tobe customized to your needs.
A setf-care ptan for a busy cottege student
stimutated att the time and -has Utittirg who feets menta[y
_.iai'iire migtrt need to
emphasize physicat self_care. "
Assess which areas of your life.need some
more attention and setf_care.
And reassess your life often. As
vorl. ,itu.iion ;h;;g"r, your setf_care
needs are tikety to shift too.

|t: ,9, disrover that you're negtecting a certain aspect of your [ife,
create a plan for chanse.
You don't have to tackil everything
att at once. ldentify one smatt step
you can take to begin caring
ior yoiursetfUetter.--"''
rnen, schedute time to focus on your
needs. Even when you feet tike
you don't have time to soueeze
in on" ,oiu tf,ing,'r.x" setf.care a
priority. When you're caring for att
aspects ot vorrilfi, you,tt find that
you are abte to operate moie.effectivety
i.J .irii.i"ritv.

GECC 108- understandi ng the Self

-Module lll-
 17

+ +@ s v

t
tts?'t Airi*, khgCrlt lrir.billty er Im*l! dr.tirf
rhogelerr moodlrxx

STRESS MANAGEMENT
Taking charge of your thoughts, your emotions, your schedute, your
environment, and the way you deat with problems, The uttimate goat
is a batanced [ife, with time for work, retationships, retaxation, -and
fun - ptus the resilience to hotd up under pressure.
ldentify your true sources of stress by tooking ctosety at your habits,
attitude, and excuses:

1. Do you explain away stress as temporary even though you can,t

remember the last time you took a breathei?
2. Do you define stress as an integrat part of your work or home tife
or as
a part of your personatity
3. Do you btame your stress on other peopte or outside events, or view
it
as entirety normat and unexceptionat?

Stress
body's naturaI responses to something that is threatening or frightening
not necessarity harmfut: motivate and energize a person
pressures or excessive life demands which produce physicat
&
psychotogicaI reactions that require adaptive response

Stressors
Physica[ ([imitations/handicap)
Work-retated (demoratization)
Heatth-re[ated (sickness)
Persona[ (insecurities)
Conftict (separation)
Academic-retated (requirements)
Environmenta[ (naturaI catamities)

Unhealthy ways of coping:

. Drinking too much, smoking
. Overeating or under-eating
. Zoning out for hours in front of the TV or computer
. Withdrawing from friends, famity, and activities
. Using pitts or drugs to retax
. Steeping too much
. Procrastinating
. Fitting up every minute of the day to avoid facing probtems

GECC 108- Understanding the 5elf -Module lll-

 18

. Taking out your stress on others (tashing out, angry outbursts, physicat
violence)

HEALTHY COPING STRATEGIES:

SM Strategy 1 : Avoid unnecessary stress

. Learn how to say NO.
. Avoid people who stress you out.
. Take control of your environment.
. Avoid hot-buttons topics.
. Pare (trim) down your to-do [ist.
. Be mindful.

SM Strategy 2:
Alter the situation
Express your feetings.
Be wilting to compromise.
Be more assertive.
Manage your time better.

SM Strategy 3:
Adapt to the stressor
.
Reframe problems.
.
Look at the big picture.
.
Adjust your standards.
.
Focus on the positive.
(avoid thinking traps)

Slrt Strategy 4: Accept the things you cannot change

.Don,t try to controt the uncontrottabte.
.Look for the upside.
.
Share your feetings.
(recognize your emotions)
.
Learn to forgive.

SM Strategy 5: Make time for fun and relaxation

.
set retaxation time.
(deep brea.thing, massage therapy, visuatization)
.
Connect with others.
.
Do someth.ing you enjoy everyday.
.
Keep your sense of humor.

SA Strategy 6: Adapt a healthy lifestyle

.
Exercise regularty.
.
Eat a heatthy diet.
.
Avoid atcohot, cigarettes and drugs.
.
Reduce caffeine and sugar.
.
Get enough steep.

GECC 108- U nderstanding the Self -Module lll-

 19

OUTPUT PLAN

Make an Existing Setf-Care Ptan and your New Modified Setf-Care ptan.

,6 SUMMATIVE TEST

Be abte to exptain the fol[owing.

'l . What is stress management?

2. What is setf-care ptan?

3. What are factors that might hinder a person from caring for the setf?

GECC 108- Understanding the Self -Module lll-