CHAPTER III LESSON 1:LEARNING TO BE A BETTER LEARNER

LEARNING OUTCOMES

At the end of the lesson,the students are able to:

1.explain how learning occurs;

2.enumerate various metacognition and studying techniques; and

3.identify the metacognitive techniques that you find most appropriate for yourself.

Knowing the "self”is not enough.Since “who you are"is partly made up of your choices,you must
alsohave the ability to choose especially to be better "you".In the school setting,your knowledge of
yourself shouldat least enable you to become a better student.

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 by John Flavell

commonly defined as "thinking about thinking".It is the awareness of the scope and limitations ofyour
current knowledge and skills.This enables the person to adapt their existing knowledge andskills to
approach a learning task,seeking for the optimum result of the learning experience (AmericanInstitute of
Research 2010).

Two Aspects of Metacognition (Paris and Winnograd 1990)

1.Self-appraisal-your personal reflection on your knowledge and capabilities

2.Self-management-the mental process you employ using what you have in planning and adapting to
successfully learn or accomplish a task.

Elements of Metacognition (American Institute for Research 2010)

1.Metacognitive Knowledge-what you know about what you think

a.Personal Variable-evaluation of strengths and weaknesses in learning

b.Task Variable -what you know or what you think about the nature of the task,as welf as thestrategies
the task requires

c.Strategy Variable -skills you alfready have in dealing with certain tasks

2.Metacognition Regulation -how you adjust your thinking processes to help you learn better

Skills to Improve Metacognitive Skills (Waterloo Student Success Office)

1.Knowing your limits.Evaluate what you know and what you do not know.Knowing the scope
andimitations of your resources allows you to work with what you have at the moment and look for
ways tocope with other necessities.

2.Modifying your approach.Recognize which strategies are inappropriate with the task,you might
wantto change or modify it.

3.Skimming.Browse over a material and keep an eye on keywords,phrases,or sentences.tis also

abputknowing where to search for such key terms.

4.Rehearsing.This is not just about repeatedly talking,writing,and doing what you have learned,but
alsotrying to make personal interpretation or summary of the learning experience.

5.Self-Test.This does not only focus on what you have learned but also on how you learned
it."Whatstrategies did I use?""How successful were my learning strategies?""How can I further improve
mylearning skills?'

Four Types of Metacognitive Learners

1.tacit-unaware of their metacognitive processes although they know the extent of their knowledge

2.aware -know some of their metacognitive strategies but do not plan on how to use these techniques

3.strategic-strategize and plan their course of action toward a learning experience

4.reflective -reflect on their thinking while using the strategies and adapt metacognitive skills
dependingon their situation.

Tips in Studying

1.Make an outline of the things you want to learn,the things you are reading,and the things you
remember.

2.Break down the task in smaller and more manageable details.

3.Integrate variation in your schedule and learning experience.

4.Try to incubate your ideas.Carefully select and add ideas to those ideas you first created.

5.Revise,summarize,and take down notes,then reread them to help you minimize cramming in the
lastminute.

6.Engage what you have learned.Do something about it.