LEARNING - acquisition of knowledge, skills, and attitudes through experience.

o Behaviorists – a permanent change in behavior as a result of practice or experiences.

o Cognitive psychologists - a process that leads to change as a result of experience.

Learning is:

✓ It is a transformational process that leads to personal growth and development.

✓ It helps an individual to adapt to the constantly changing environment.
✓ It starts at birth and continuous throughout life.
✓ It is constant process that can result from direct and indirect experiences.
✓ Individuals learn from one another through observation and imitation.
✓ It is important to the survival of human beings bcs it enables them to discover new knowledge, technology, and interventions.

WHAT HAPPENS IN THE BRAIN DURING LEARNING

- Humans have the capacity to learn new skills and adapt to new environments.
- Development and learning are powerful agents of change throughout one’s life that induce structural and functional plasticity in the
neural systems of the brain (Galvan, 2010).
o Neuroplasticity - ability of the brain to change throughout one’s life. (it takes 21 days to form a new habit)
2 tyoes of plasticity
1. Structural plasticity – experiences & memories chane brain
2. Functional plasticity – brain funct. Moves from damage to undamage
o Pathways – connects distant area of the brain
o Neurons - basic building blocks of the nervous system that transmit impulses or messages.
➢ - made up of a cell body (soma), dendrites, and an axon
- The impulses that travel along neurons are electrochemical in nature.
o Synapse - A neurons transmits impulses or messages to another neuron through a junction
o Neurotransmitters - electrochemicals that connect & allow the transmission of impulses from 1 neuron to another.
o Several neurotransmitters such as acetylcholine, glutamate, dopamine, and norepinephrine are associated with memory and
learning
- It involves the addition of new neurons, new interconnections between neurons, and the reorganization of information processing
areas.
- The ability of the brain to change happens in two ways;
✓ it could be through an increase in the number of synapses between neurons
✓ a change in the function and structure of the neurons.
➢ cerebral cortex (wrinkled layer of the brain) - The process of neuroplasticity, or changes in the structure and functions of the neurons
in the brain, usually happens
- It is packed with neurons and is responsible for the most sophisticated information processing in the brain.
-It is divided into four lobes:
✓ Frontal – motor funct., motiv. , aggression,smell ✓ Temporal - smell,hearing,memo & abstract
& mood thought
✓ Parietal – reception & elevation of sensory info. ✓ Occipital- visual processing
-Each lobe is responsible for responsible for processing the different types of sensory information.
-(Rathus,2017) - The cerebral cortex plays a key role in human learning , thought, memory, and language
➢ Although the brain continues to grow and develop throughout one’s life the overall number of neurons and synapses declines with age
➢ Thus, Dr. Michael Merzenich, a leader in the field of neuroplasticity research, suggests that learning new knowledge and skills everyday
keeps the structures of the brain in constant changes which increases its ability to learn.

METACOGNITION AND SELF-REGULATED LEARNING

METACOGNITION - is the awareness of one’s thinking and the strategies one uses to learn. It is simply defined as cognition about cognition or
thinking about thinking.

Psychologist John Flavell (Lai, 2011) identifies two components of metacognition:

➢ Metacognitive knowledge - knowledge of one’s own cognitive abilities, knowledge of cognitive tasks, and knowledge of the strategies to
complete the cognitive tasks.
➢ Metacognitive regulation - how an individual monitors and controls his or her cognitive processes.
SELF-REGULATED LEARNING – it is a process of taking control of and evaluating one’s own learning and behavior. It is a self-directed process
through which students transform mental abilities into academic skills.

- Zimmerman (2002) - process in which students systematically direct their thoughts, feelings, and actions
toward the attainment of their academic goals.
- a cyclical process in which the student plans for a task, monitors his or her performance, and reflects on the
outcome.
- The students practice their self-regulation learning by setting goals, selecting and using strategies,
monitoring their performances, and reflecting on their learning outcomes (Zimmerman,2008)
- 3 Essential components
➢ Planning - increases efficiency, control, and motivations
➢ Problem Solving - allows students to learn to think and look for solutions
➢ Self-evaluation - increases self-awareness that leads to the better understanding of one’s own emotions

Study strat:
• Note taking – writing too much/ too little(S.T.A.R.) • Summarizing - main ideas
• Outlining – bullet point • SQ3R (survey, question, read, recite, review)- deve. 1940’s
• Questioning – & mostly used in HS & college
• Concept mapping –
MEANINGFUL LEARNING – learners who are active or actively engaged by a meaningful task.
Chara:
✓ Synergetic ✓ Interdependent
✓ Interrelated ✓ If 1 or more of these present meaningful learning
✓ Interactive will most likely occur

ACTIVE LEARNING (Manipulative/ observant) – promote thinking. Learning is natural actively manipulating objects and observing what they have
done.

CONSTRUCTIVE LEARNING (articulate/reflectivelearning) – encourage reflection on learning. Integrate new experiences w/prior knowledge.
Establish learning goals

INTENTIONAL LEARNING (goal directed/regulatory) – user knows the end. Think & learn more by fulfilling their goal. Using computers for planning
everyday tasks- learning meaningfully.

AUTHENTIC LEARNING ( complex/contextual) – realistic for children. Relevant/ real life. Relate ideas to real- world contexts. Simulations /
problem- based learning. Create an authentic experience

COOPERATIVE LEARNING ( collaborative/Conversational) – engaged

Goal – aim/ objective/ simply a target which an indiv can achieve

Types: 1. Shory yerm goal – you want to do in the future (today, this week) or you want to accomplish soon
2. Long term goal – takes a long time to achieve

Why setting goal?

✓ Gives long term vision & short-term motivation ✓ Allows to measure your progress
✓ Focuses your acquisition of knowledge & help you organize ✓ Help you achieve your highest
your time
DREAM GOAL
• Fantasy & does not have any boundaries • Clearer & vivid target that you want to attain
• A goal w/o leg • Accompanied w/plan
• Guiding passion of your life • Objective that you want to achieve
3 steps in SETTING GOAL
1. Decide what you want to accomplish
2. Devising a plan to work with
3. Working on the plan to achieve the result you desire

Importance:
✓ convert ideas into doable milestones ✓ Being
✓ Have control on the direction of your life
✓ Use your time more effectively
positive
 S (smart)
SELF EFFICACY THEORY OF MOTIVATION (albert bandura) M (measurable)
A (attainable)
- Known as “social cognitive theory/ social learning theory” R (realistic)
- Inidv’s belief that he/she is capable of perfo. A task. The higher self-efficacy, the more confidence a person
T (time bound )
has
4way to increase self-efficacy
o ENACTIVE MASTERY - Gaining relevant experience with the task or job
LOCKE’S GOAL
o VICARIOUS MODELING - Becoming more confident bcs you see someone else doing the task SETTING THEORY
o VERBAL PERSUASION - Becoming more confident bcs someone else convinces you that you have 1. CLARITY
the skills necessary to be successful 2. Challenge
o AROUSAL - leads to an energized state 3. Commitment
4. Feedback
5. Task Complexity
Developing a Growth Mindset

Mindset - how you will interpret and respond to situations.

Fixed Mindset - Intelligence and talent are fixed at birth. predicts students' failure to recover from an
initial poor grade.
Growth Mindset - Intelligence and talent can go up or down. predicts successful recovery.
▪ Step #1: Learn, learn, learn
▪ Step #2 Realize hard work is key
▪ Step #3 Face setbacks

To Develop a Growth Mindset

✓ Focus on effort and persistence despite setbacks

✓ Choose difficult tasks
✓ Focus on strategies and reflect on different strategies that work and don't work
✓ Focus on learning and improving
✓ Seek challenges

YESTERDAY'S THEORY: WE ARE BORN WITH INTELLIGENCE

- Alfred Binet Invented the first useable IQ test

- No matter how much you learn or how hard you work your intelligence stays the same! (its your
mindset that matters)

GOAL SETTING THEORIES

LOCKE’S GOAL SETTING THEORY (EDWIN LOCKE IN 1960’S)

- states that goal setting is essentially linked to task performance.

- "It states that specific and challenging goals along with appropriate feedback FEATURES
contribute to higher and better task performance. goals indicate and give Willingness to work is main source of job motivation
direction to an employee about what needs to be done and how much efforts Specific & clear goals lead to great output
are required to be put in. Realistic & challenging
Better & appropriate feedback
EVENTUALITIES OF GOAL SETTING THEORY Participation of setting goal

▪ Self-efficiency - is the individual's self- confidence and faith that he has potential of performing the task.
▪ Goal commitment - assumes that the individual is committed to the goal and will not leave the goal.

Dr. Locke and Dr. Latham - published "A Theory of Goal Setting and Task Performance" in 1990.
- Concluded that there were 5 fundamental principles that lie behind effective goal setting.
1. Clarity - Clear goals are measurable and unambiguous
2. Complexity - take special care to ensure that the work doesn't become too overwhelming.
3. Challenge - People are often motivated by achievement, and they'll judge a goal based on the
significance of the anticipated accomplishment
4. Commitment & Feedback - Goals must be understood and agreed. Feedback provides opportunities to clarify expectations
EXPECTANCY THEORY OF MOTIVATION (VICTOR VROOM)

- Belief that increased effort will lead to better Performance. people will be motivated because they believe that their decision will lead to
their desired outcome
- person will decide to act in a certain way because they are motivated\

BASED ON 4 ASSUMPTIONS
1. A person joins an organization with expectations about their needs, motivation and past experiences
2. An individual's behavior is a result of conscious choice
3. A person wants different things from the organization
4. A person will choose among alternatives to be able to optimize outcomes for
them personally.

3 COMPONENTS OF THE EXPECTANCY THEORY

1. Expectancy - higher or increased work effort will result to better performance
2. Instrumentality - perception of the person that if he or she person performs well
3. Valence - person's emotional orientation to the value of the outcome

THE SOCIAL & CULTURAL DIMENSIONS OF STRESS

Social Stress - state of mental or emotional strain or tension

The sources of social stress include (but are not limited to):
o Problems with work or earning an income o Immigration status or language
o Parenting o Personal, physical, and psychological health
o Education o Peer pressure
o Sex and Socialization o Social
o marginalization

cultural stress – response to “stimulus overload”

- occur when: you change to a diff way of living in a new culture

- what may cause CS:
▪ involvement – the more u are personally involve in the culture, the more stress you feel
▪ communication – learning the words and rule of grammar
▪ values – diff in values between home culture & host culture
▪ temperament – diff in your personality & the average personality on culture
- sign & result of CS:
▪ anxiety ▪ rejection of the host culture
▪ lack of motivation ▪ homesicknes
▪ disappointment

SELF- CARE – enhancing energy, restoring health, & reducing

stress. Reason: Physiological self-care
Benefit: ▪ Increase enjoyment of life
▪ Greater capa. To manage stress ▪ Nutrition
▪ Cope w/ stressful events & sadness
▪ Increase resilience ▪ Sleep
▪ Achieve goals & potential
▪ Reduce mental health problems ▪ exercise

Consequences of poor self-care

▪ Mental health – anxiety, frustration, depression
▪ Physical health – stress related illness
▪ Relationships- conflict, tension, anger
▪ Organizational health- increased absenteeism

SELF COMPASSION – compassion directed inward

- 3 main elements: 3. Mindfulness – awareness of present experience, w/ acceptance
1. Kindness- being warm & understanding
2. Common humanity – recognizing that human condition is imperfect