Republic of the Philippines

MAILA ROSARIO COLLEGE

San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

COLLEGE OF CRIMINOLOGY
1ST SEMESTER, S.Y. 2020 – 2021
FINAL COVERAGE

Module in
UNDERSTANDING THE SELF
Module

MODULE NO.: __6________

Lesson 1

NAME OF STUDENT: ___________________________________________________

YEAR / SECTION: ______________________________________________________
DATE RECEIVED: ______________________________________________________

INSTRUCTOR: MARIA LUANNE M. JALI-JALI

 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

I. OVERVIEW

Knowing the “self” is not enough. Since “who you are” is partly made up of your
choices, you must also have the ability to choose especially to be 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 on your
situation and preferences to make you a better learner. Learning should not just mean
studying 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 in your
favorite sport, or the skills for a certain hobby, among others. Furthermore, the
techniques here are not only techniques available and months or years from now, new
ways on how to study better will be discovered or rediscovered. What is important is that
you learn how to learn these things.

II. LEARNING OBJECTIVES

- The student will be able to:

 Explain how learning occurs

 Enumerate various metacognition and studying techniques; and
 Identify the metacognitive techniques that you find most appropriate for yourself.

III. ACTIVITIES

Activity 1.

How Do You Think About Thinking?

Answer the Metacognitive Awareness Inventory (MAI) and evaluate yourself as a

learner. A copy of the MAI can also be downloaded from the following link;
https://services.viu.ca/sites/default/files/metacognitive-awareness-inventory.pdf (accessed
October 1, 2017).

Answer the following questions, then write your answers in the space provided.

1. Do you agree with the results of MAI? Why or why not?

2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal
experiences/preferences. Share your answer in class.
3. Does your MAI result consistent with your personal Top 5/Secrets for Studying?

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

IV. LESSON PROPER

We are Homo Sapiens or the “wise man”. We think in a more complex level than our
ancestors and most, if not all, all the other beings. But being called wise, not only do we
think but we are also capable to think about thinking, like how we think of things and why we
think in certain way about things. It is like your brain thinks about itself then thinks about how
it thinks about itself.
In the context of learning, studies show that when you are able to think about how you think,
how you process information, and how you utilize techniques while you are studying, you
have a higher chance of improving your learning process than those who do not reflect on
their methods.
Metacognition – thinking about thinking. It is the awareness of the scope and limitations of
your current knowledge and skills and due to this awareness metacognition enables the
person to adapt their existing knowledge and skills to approach a learning task, seeking for
the optimum result of the learning experience.
2 aspects of metacognition
1. Self -appraisal – is your personal reflection on your knowledge and capabilities while
2. Self- management – is the mental process you employ using what you have in planning
and adapting to successfully learn or accomplish a certain task.
Similar concepts, usually called elements of metacognition , are metacognitive knowledge
or what you know about how you think, and metacognition regulation or how you adjust your
thinking processes to help you learn better.
Under metacognitive knowledge, there are several variables that affect how you know or
assess yourself as a thinker. First is the personal variable, which is your evaluation of your
strengths and weaknesses in learning. Second is the task variable, as well as what
strategies the task requires. Lastly, strategy variable refers to what strategies or skills you
already have in dealing with certain tasks.
However, 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 your weaknesses.
Going back to the activity, review your MAI results and your answers during the analysis. Do
you feel that the results do not represent you? Rather than dismissing the test or the results
if you feel any incongruence to your perception, try to analyze your answers were accurate
and think of the specific instances when you were learning something. Think also of the
various factors that make that learning experience successful and enjoyable for you,
including your emotions, and motivations at that certain period.
Skills that can help you exercising metacognition:
1. Knowing your limits. As mentioned earlier, one cannot really make any significance
advancement in using metacognitive skills without having an honest and accurate
evaluation of what you know and what you do not know. Knowing your limits also loos at
the scope and limitations if your resources so that you can work with what you have at
the moment and look for ways to cope with other necessities.
2. 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. You
might want to read and reread a page in five-minute intervals instead of trying to finish
the material in one sitting you may want to make a summary or code for yourself instead
of using keywords or highlighting sections of what you are reading.
3. Skimming. This is basically browsing over a material and keeping an eye or keywords,
phrases, or sentences. It is also about knowing where to search for such key terms. For

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

example, you might want to look at the introduction first of the abstract. The Table of
Contents can also provide you with a quick guide to the contents of the book.
Introductory paragraphs, headings, subheadings and conclusions can also provide you
with an overview of the whole material. This technique 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.
4. Rehearsing. This is not just about repeatedly 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 task. As you try to convey what you have learned from the
resources, you also insert your opinions or other personal take on the matter. Just be
sure that the key concepts are well understood and are still-in-line with the source
material even with multiple rehearsals.
5. Self-Test. As the name implies this trying to best your comprehension of your learning
existence or the skills you have acquired during learning. While some materials already
come with tests like this book, you can still create tests for yourself. You can make essay
questions or definition of terms test while you are reading or watching a material. You
can challenge yourself in completing a task successfully, maybe in a given period of
time-for example doing 50 free throws with at least 90% success rate. Self-test does not
only focus on what you have learned but also on how you learned it. After the
experience, you should also ask questions like “What strategies did I use? “ How
successful were my learning strategies?” “How can I further improve my learning skills?”

Other strategies that you need to develop include asking questions about your method,
self-reflection, finding a mentor or support group if necessary, thinking out loud and
welcoming errors as learning experiences. For clarification , “welcoming errors” does not
mean seeking them or consciously making them as much as possible. It means that
when you commit a mistake, you do not dismiss it is a significant or you do not try to
avoid responsibility of the results. You must process them to learn every lesson that you
can take about yourself, about the topic, and other people or things. By having a more
positive attitude toward mistakes, you will also have the courage to venture into new and
unknown learning experiences that may one day interest you.

Using these strategies, you can at least identify four types of metacognitive learners.
First, the “tacit” learners are unaware of their metacognitive processes although they
know the extent of their knowledge. Second, the “aware” learners know some of their
metacognitive strategies, but they do not plan on how to use these techniques. Third,
“strategic” learners, as the name implies, strategize and plan their course of action
toward a learning experience. Lastly, the “reflective” learners reflect on their thinking
while they are using the strategies and adapt metacognitive skills depending on their
situation.

As you may have noticed already, 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 classroom, and the duration of
the academic year or courses. You should have the capability to study things on your
own as well as accurately evaluate your progress.

This one of the benefits of metacognitive techniques and strategies. Another benefit is
the compensation and development of cognitive limitations of the learner because the
student is now aware of their capabilities . Various researches also showed significant
improvement in academic performance in any subject and across age range, the student
is also enabled to transfer knowledge from one context into another.

Tips on studying:
1. Make an outline of the things you want to learn, the things you are reading or doing,
and/or the things you remember.
2. Break down the task in smaller and more manageable details.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

3. Integration variation in your schedule and learning experience. Change reading material
every hour and do not put similar topics together. Also include physical activities in your
planning.
4. Try to incubate your ideas. First, write your draft without doing much editing. Let the
ideas flow, then leave your draft at least overnight or around 24 hours – some even do
not look at it for a week – and do something else. After a given period, go back to your
draft or prototype and you might find a fresh perspective about it. Sometimes, during
incubation you suddenly have ideas coming to you. Write down in notebook first and do
not integrate into the draft yet. Review what you have written when the incubation period
is done.
5. Revise, summarize, and take down notes, then reread them to help you minimize
cramming in the last minute, especially when you have a weakness in memorizing facts
and data. Some people are motivated when the deadline is very close-tomorrow-for
instance and they just review the day before some evaluation or exercise.
6. Engage what you have learned. Do something about it. On reading materials for
example, highlight keywords and phrases, write your opinions about the matter on a
separate notebook, or create a diagram or concept map.

V. EVALUATION (30 points)

You are about to study for your final examinations and it is as if the universe conspired for a
heavy finals week, all your subjects provided at least three new reading materials and topics
one week ( 7 days) before the examination period. Create a diagram or schedule using at least
five of the metacognitive strategies, skills and studying techniques mentioned in the lesson on
how you would prepare for the next seven days before your final examinations.

VI. REFERENCES:

Alata, Eden Joy Pastor et.al (2018). Understanding the Self (First Edition), Rex Book
Store Inc., Sampaloc, Manila. 43-63.

Bandura, A, (1999). Social Cognitive Theory of Personality. In Pervin and John (eds)
Handbook of Personality and Research, 2nd Ed. Guilford Press 134 – 194.

Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40.3 477
– 500.

Brawner, Dalisay G., Arcega, Analiza F. Understanding the Self. Quezon City: C&E
Publishing, Inc., 2018.

Chafee, J. (2013) Who are You? Consciousness, Identity and the Self. In the
Philosopher’s Way: Thinking Critically about profound Ideas. Pearson. 106 – 109.

Demello, M. (2014) Beautiful Bodies pp. 173-188. And Fat and Thin Bodies. 189 – 205.
In Body Studies: An Introduction. Routledge
Demetrio, Fernando & Zialcita. (1991). The soul, 85 -97. One is not enough 99-101. The
Soul Book. GCF Books.

Diokno, MS (1997) Becoming a Filipino Citizenship and Democracy. UP Third World

Studies Center 17-38.

Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts of

Extended Self. Pp. 41- 64 and Possessions as in the Social Expressions of Identity Pp.
95 – 121 : in the Social Psychology of Material Possessions: To Have is to Be? St
Martin’s Press.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Feldman, R. (2008) Understanding Psychology: 8th ed. Mc Graw Hill Module 34:
Understanding Human Sexual Response, 369 -375; Module 35: Diversity of Sexual
Behavior 379-385; Module 36; Sexual Difficulties 389 – 391.

Fisher, V. (2004) Why We Love: The Nature and Chemistry of Romantic Love. 51-76
Chapter 4: Web of Love, Lust and Attachment. 77 -98

Tunac, et.al. (2018). Understanding the Self. Nieme Publishing House Co. LTD. (65-140)

https://utsged101portfolio.wordpress.com/section-1-the-physical-self/

PREPARED BY: REVIEWED BY: APPROVED BY:

MARIA LUANNE M. JALI-JALI ARLENE BOSI GILBERT CABALZA

Instructor Criminology Coordinator VP AA

LESTER C. VIEJO
OIC Coordinator – BTTE

MA. RINETTE A. GUMARANG

HM Coordinator

ERWEL PIGA
IT Coordinator

MARIEL AYNA YI-TING-CALIMAG

OIC BA Coordinator

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