LEARNING TO BE A BETTER
STUDENT
The only person who is educated is the one who has
learned how to learn and change.
- Carl Rogers
According to neuroscientists, learning new knowledge
and skills everyday keeps the structures of the brain
changing and increases its ability to learn.
LEARNING
Behaviorists define learning as a relatively permanent
change in behavior as a result of practice or
experiences.
Cognitive Psychologists define learning as a process
that leads to change as a result of experience. In other
words, learning is the acquisition of knowledge, skills,
and attitudes through experiences.
It is a transformational process that leads to personal
growth and development. Learning helps an individual
to adapt to the constantly changing environment. It
starts at birth and continues throughout life. It is a
constant proces that can result from direct and indirect
experiences.
Individuals learn from one another through
observation and imitation. Learning is important to the
survival of human beings because it enables them to
discover new knowledge, technology, and
interventions.
WHAT HAPPENS IN THE BRAIN DURING
LEARNING
(Galván, 2010)
Humans have the capacity to learn new skills and adapt
to new environments. Developmental and learning are
powerful agents of change throughout one's life that
induce structural and functional plasticity in the neural
systems of the brain.
The process of neuroplasticity is the ability of the brain
to change throughout one's life. It involves the addition
of new neurons, or interconnections between neurons,
and the reorganization of information processing areas.
The ability of the brain to change happens in two ways;
- an increase in the number of synapses
between neurons or
- a change in the function and structure of the
neurons.
NEURONS
- are the basic building blocks of the nervous
system that transmit impulses or messages.
- Every neuron is made up of a cell body (soma),
dendrites, and an axon.
- Neurons vary according to their functions and
locations.
- The impulses that travel along neurons are
electrochemical in nature.
- Neurons transmit impulses or messages to
another neuron through a junction called
SYNAPSE.
- Neurons are not totally connected and are
separated by a small gap separates neurons.
NEUROTRANSMITTERS
are THE ELECTROCHEMICALS that connect and allow
the transmission of impulses from one neuron to
another. Several neurotransmitters such as
acetylcholine, glutamate, dopamine, and
norepinephrine are associated with memory and
learning.
The process of neuroplasticity, or changes in the
structure and functions of the neurons in the brain,
usually happens in the
CEREBRAL CORTEX
the wrinkled layer of the brain
- is packed with neurons and is responsible for
the most sophisticated information processing
in the brain.
- THE CORTEX IS DIVIDED INTO FOUR LOBES: the
frontal, parietal, temporal, and occipital. Each
lobe is responsible for processing different
types of sensory information.
- The cerebral cortex plays a key role in human
learning, thought, memory, and language
(Rathus, 2017).
Although the brain continues to grow and develop
throughout one's life, the overall number of neurons
and synapses declines with age.
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
change 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.
- is simply defined as cognition about cognition
or thinking about thinking.
PSYCHOLOGIST JOHN FLAVELL (LAI, 2011)
Identifies two components of metacognition:
Metacognitive knowledge and metacognitive
regulation.
- METACOGNITIVE KNOWLEDGE includes
knowledge of one's own cognitive abilities,
knowledge of the cognitive tasks, and
knowledge of the strategies to complete
individual tasks.
- METACOGNITIVE REGULATION refers to how
an individual monitors and controls his or her
cognitive processes.
Zimmerman (2002) defines
self-regulated learning (SRL)
As the process in which students systematically direct
their thoughts, feelings, and actions toward the
attainment of their academic goals. 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 their mental abilities into academic
skills. It is also a CYCLICAL PROCESS in which the
student Plans for a task, monitors his or her
performance, and reflects on the outcome. The cycle is
then repeated as the student uses his or her reflections
to adjust and prepare for the next task. Thus, students
practice their self regulation learning by setting goals,
selecting and using strategies, monitoring their
performance, and reflecting on their learning
outcomes (Zimmerman, 2008).
Consequently, the three essential components of self-
regulated learning are
PLANNING, PROBLEM SOLVING, AND SELF
EVALUATION.
Planning increases efficiency, control, and motivation.
Problem solving allows students to learn to think and
look for solutions when faced with adversities.
Self evaluation increases self-awareness that leads to
the better understanding of one's own emotions,
strengths, and weaknesses.
GENERAL BENEFITS OF METACOGNITION AND
SELF-REGULATION IN LEARNING
- Increase students' knowledge and
understanding of different subject matters
- Help students understand the kinds of
information they need to successfully solve a
problem in school
- Help students choose the most appropriate
and useful learning strategies to improve their
learning capabilities
- Help students organize daily tasks in school
- Help students identify strengths and
weaknesses in their academic performance
- Allow students to learn ideas from others such
as their teachers and fellow students
- Allow students to give and receive feedback in
their own thinking and performance
- Develop students' autonomy and control
- Improve students' academic performance and
help them become successful
- Develop students high sense of self-efficacy
and self-esteem
HOW TO DEVELOP METACOGNITIVE AND SELF-
REGULATED LEARNING BEHAVIORS
- Set your short-term and long-term academic
goals in your studies. Identify the negative
outcomes if you don't achieve your goals as
well as the positive outcomes when you
achieve them.
- Make a self-help plan to achieve your academic
goals.
- Think and select strategies to achieve your
goals such as staying focused, avoiding
distractions, and developing skills to manage
your time efficiently.
- Monitor your academic performance and
progress. Use a chart to monitor your work
outcomes. When faced with difficult tasks,
seek social support when you need it.
- Look for inspiration to keep you motivated in
achieving your academic goals. When
confronted with difficulties, always think and
keep working toward your goals and the future.
- Reflect on what you have learned and
accomplished.
- Reflection helps you develop your strengths
and overcome your weaknesses.