UDSELF ENDTERM NOTES A type of glial cell wraps around nerve axons.

Research found
LESSON 1: Learning to be a Better Student
“LEARNING IS EXPERIENCE. EVERYTHING ELSE IS JUST
INFORMATION.” - Albert Einstein
LEARNING
- the acquisition of knowledge or skills through
experience, study, or by being taught.
HOW DO WE LEARN?
- We all learn in different ways.
- We all have our own particular way of acquiring new
information – this is called a learning style.
LEARNING TO BE A BETTER STUDENT
✓ Filipino Students need self-regulated strategies to
enhance his/her learning capabilities.
✓ Teaching is an exciting and challenging experience,
✓ Teachers have very important responsibility of
shaping the lives of their students.
✓ Teacher is a symbol of learning.
✓ Teachers’ Job is to create lessons that connect to
the learner
that when new skills are learned, the amount of myelin
insulating an axon increases. This happens as the size of
individual glial cells increases.
Sleep, on the other hand, has been known to contribute in the
formation of new memories. By learning information ahead of
time, strong neural connections can be achieved through
repetitions and rehearsals. Cramming tensed up neurosignals
could prevent mental block or “choking”, as labeled by Sian
Beilock, a cognitive neuroscientist. The night before, give your
brain a break and go to bed early. This allows your brain a
chance to cement that new information into its cells. And that
boost your chances of doing well.
Metacognition as a Learning Strategy
METACOGNITION is a learning strategy where the learner has
an awareness and control of his/her own cognitive processes.
It includes knowing when or where to use a particular
strategies for learning and problem solving as
Well as how and why to use these specific strategies.

What happens to your brain when you learn something
new?
Brain
✓ made up of billion of nerve cells called neurons.
Neuron Structure
✓ composed of the dendrites, the cell body, the axon,
and the axon terminals (neural pathways)
Research shows that metacognitive skills can be taught to
students to improve their learning.
Constructing understanding requires both cognitive and
metacognitive elements. Fogarty (1994) suggested that
cognition is a process that spans three distinct phases, and
that, to be successful thinkers, students must do the following:

These nerve cells are known to be conversant; constantly

communicate when new information and perceive new
stimulus is received.

Incoming signals -> listening neuron -> to fire or send

signals of its own -> Cell fires when an electrical signal travel
through it -> signal moves away from cell body -> down
through a long structure called axon -> signal reaches the end
of the axon -> triggers the release of the chemical messengers
(neurotransmitters) -> leap across a tiny gap -> triggers the
next cell to fire -> on it goes.

NEURONS
✓ best-known cells in the brain.
GLIAL cells
✓ along with neurons.
✓ 10x more of the neurons.
✓ Act as a backup of the neurons. Assist all the
activities of the neurons to facilitate efficient
communication.
✓ Recent research revealed: becomes active during
learning.

LESSON 2: Setting Goals for Success
➢ Bandura’s Self Efficacy
➢ Dweck’s Mindset
➢ Locke’s Goal Setting
WHAT IS A GOAL?
GOAL
➢ something attained only by prolonged effort and hardship
➢ aim, objective, target, intention
➢ You will not achieve your goals if you don’t take certain
actions to achieve them, and you surely will not take the
right actions if they are not needed to achieve your goals.
WHAT IS A SELF-EFFICACY?
SELF-EFFICACY
➢ Refers to an individual’s belief in his or her capacity to
execute behaviors necessary to produce specific
performance attainments (Bandura, 1977).
➢ Reflects confidence in the ability to exert control over
one’s own motivation, behavior, and social environment.
“In order to succeed, people need a sense of self-efficacy,
to struggle together with resilience to meet the inevitable
obstacles and inequities of life” -Albert Bandura
WHAT IS A MINDSET?
MINDSET
➢ Our beliefs, ideas and attitudes about one's self and one's
most basic qualities: your intelligence, your talents, your
personality.
➢ Help us when we do things, especially when facing a
challenge.
"In a growth mindset, challenges are exciting rather that
threatening. So rather than thinking, oh I'm going to reveal
my weakness, you say, wow, here a chance to grow." -
Carol Dweck
WHAT IS A GOAL-SETTING?
GOAL-SETTING
➢ powerful process for thinking about your ideal future, and
for motivating yourself to turn your vision of this future into
reality.
➢ Helps you choose where you want to go in life.
GOAL-SETTING IS IMPORTANT TO:
✓ Help you decide what you want to achieve in your life.
✓ Distinguish what is important from what’s irrelevant.
✓ Motivate yourself.
✓ Build your self-confidence, based on successful
achievement of goals.
PRINCIPLES OF EFFECTIVE GOAL-SETTING
Clarity, Challenge, Commitment, Feedback, Task Complexity
CLARITY
Clear goals are measurable and unambiguous, and will
result in higher performance. This is because measurable
goals are move effective at guiding action and behaviour.
CHALLENGE
Goals should be realistic and challenging. When they are
aware where the goal is directed and anticipates
accomplishment people are often motivated. Rewards typically
increase motivation it boost enthusiasm and the drive to get
the task done.
COMMITMENT
✓ Goals must be understood and agreed upon if they
are to be effective. People are more likely to go along
if they feel they were part of creating the goal. The
concept of participative management lies on the idea
of involving the individual in setting goals and in
making decisions.
✓ One version of SMART- for use when you are
working with someone else to set their goals- has A
and R stand for Agreed and Realistic instead of
Attainable and Relevant. Agreed goals lead to
commitment.
FEEDBACK
✓ Feedback provides opportunities to clarify
expectations, adjust goal difficulty, and gain
recognition. It's important to provide benchmark
opportunities or targets, so individuals can determine
for themselves how they're doing.
✓ SMART goals are Measurable, and this ensures that
clear feedback can be provided.
TASK COMPEXITY
✓ For goals that are highly complex, take special
consideration to ensure that the work doesn't become
too overwhelming.
It's therefore important to do the following:
✓ Give the person sufficient time to meet the goal or
improve performance.
✓ Provide enough time for the person to practice or
learn what is expected and required for success.
In order to keep people from being frustrated, goals should be
ATTAINABLE.
The whole point of goal setting is to facilitate success.
SMART
SPECIFIC- has clearly defined targets
X I want to be in better shape.
√ I want to be able to run 5kms. Next week.
MEASURABLE- has concrete criteria to measure progress,
has defined beginning and end.
X I want to do well in biology.
√ I want to get at least 80% in the Biology Midterm Exam.
ATTAINABLE- consider what is possible to complete in the
timeframe you have available.
X I want to run the 100m sprint in FIVE seconds.
√ I want to run the 100m sprint within 15 seconds.
REALISTIC/ RELEVANT- consider how much free time you
have, how long each activity takes, and your personal activities
X I want to get As in all my subjects, join three new clubs, play
in the sports meet, and join the choral group.
√ I want to get As in all my subjects and join one new club.
TIME-BOUND- set deadlines to meet in order to accomplish
your goal
X I want to study for my Anatomy exam.
√ I will study for my Anatomy exam on January 12 and 13,
2017.
Setting goals increases motivation and achievement.
✓ For instance, Mitchell (1982) defines motivation as
"those psychological processes that cause the
arousal, direction, and persistence of voluntary
actions that are goal directed"
✓ The effects of goals on motivation and behavior,
however, depend on their properties.
✓ For example, it has long been known that giving
people specific goals to achieve rather than telling
them to do their best increases their motivation
(Locke & Brian 1966, 1967).

"Think about your intelligence, talents and personality are

just fixed of, can you develop them?" -Carol Dweck
WHAT IS MINDSET?
Mindset is as idea discovered by world renowned
Psychologist Carol Dweck, from Stanford University.

In her book, ‘Mindset’ she discerns between two attitudes:

• fixed mindset
• growth mindset.

Much of who you are on a day-to-day basis comes from your

mindset. Your mindset is the view you have of your qualities
and characteristics where they come from and whether they
can change.
Fixed mindset - set believe talent is everything. If they’re not
gifted with the ability to do something, they think they’re
doomed to be a failure. Their skills seem to be written down in
their genes, just like their looks, which is why they never try to
improve in something.
Growth mindset - comes from the belief that your basic
qualities are things you can cultivate through effort. Yes,
people differ greatly in ability, talents, interests, or
temperaments- but everyone can change and grow through
application and experience.
WHY IS MINDSET SO IMPORTANT?
Mindset may limit our potential or enables our success. It
often marks the difference between excellence and
mediocrity. It influences our self- awareness, our self-esteem,
our creativity, our ability to face challenges, our resilience to
setbacks, our levels of depression, and our tendency to
stereotypes among others.