Part III

LEARNING TO BE A
Lesson 1:

BETTER STUDENT

By: ZAILA C. DECIN

 PHYSIOLOGICAL BASIS
OF LEARNING

The Human Brain

 The Limbic System
▪ Is located just beneath the
cerebrum on both sides of the
thalamus
▪ Is not only responsible for our
emotions but also many higher
mental functions such as
learning.
CEREBRUM
▪ Biggest part of the brain (approx. 75%)
▪ Most highly developed
▪ The thought and control center
▪ Function: For mental processes like THINKING, perceiving, and
producing and understanding LANGUAGE.

CEREBRAL CORTEX
▪ The higher brain center
▪ Covers the cerebrum
▪ Wrinkly, gray and folded
▪ Functions: determining intelligence, PLANNING AND
ORGANIZATION, and processing sensory information.
HIPPOCAMPUS
▪ Seahorse-shaped
▪ Consists of two horns curving back from the amygdala
▪ Location: deep in the temporal lobe
▪ Function: processing and storing short-term MEMORY, responsible
for the formation of new memories about past experiences, for
general declarative memory
▪ Anterograde amnesia=difficulties in forming new memories
▪ Retrograde amnesia=affect access to memories formed prior to
the damage

BASAL GANGLIA
▪ A group of nuclei
▪ Location: lying deep in the subcortical white matter of the frontal
lobes that organizes motor behavior
▪ Function: serves as a gating mechanism for PHYSICAL MOVEMENTS,
working memory, attention, and choosing from potential ACTIONS
THALAMUS & HYPOTHALAMUS
▪ Both are associated with changes in emotional reactivity.
▪ Thalamus: SENSORY “way-station”; connected to other limbic-
system parts
▪ Hypothalamus: interfere with several unconscious functions (e.g. LEGEND:
respiration) and some so-called MOTIVATED BEHAVIORS (e.g. Yellow: Thalamus
hunger) Orange: Hypothalamus

AMYGDALA Green: Pituitary gland

▪ A small almond-shaped structure

▪ Location: each of the left and right temporal lobes
▪ Aka the emotional center of the brain
▪ Fight-or-flight reactions
▪ Basis of reward and punishment
▪ Function: responsible for EMOTIONS, survival instincts, and memory
CORPUS CALLOSUM
▪ A thick band of nerve fibers
▪ Divides the cerebral cortex lobes into left and right hemispheres
▪ Connects the left and the right side of the brain
▪ Function: EYE MOVEMENT, maintaining the balance of arousal and
attention, tactile(physical) localization, sensory, and cognitive
information between the brain hemispheres

BRAIN STEM
▪ Connects the brain to the spinal cord
▪ Function: SENSORY NERVE SUPPLY TO THE FACE AND NECK,
regulation of cardiac and respiratory function, regulates the
central nervous system, and sleep regulation
The Human Brain
 The
PHYSIOLOGICAL
PROCESS OF LEARNING
 STIMULUS FROM
SENSORY
THE SENSATION
APPARATUS
ENVIRONMENT
Eyes, nose, ears,
tongue, skin, etc.

BRAIN: data PERCEPTION:

REACTION OR
maybe used or giving meaning
stored in memory
BEHAVIOR
to data
Brain chemicals
(hormones)
 STIMULUS FROM THE
ENVIRONMENT SENSATION
SENSORY APPARATUS

When you see a Good feeling

jasmine flower Eyes

BRAIN: data maybe used or stored in

memory PERCEPTION: giving meaning to REACTION OR BEHAVIOR
The next time you are asked data
to describe a jasmine Purity and
flower you will know how Give it as a gift
to describe it beauty
How to take good care of our
MEMORIZE

LISTEN TO MUSIC
 Metacognition
▪ The process by which a person is THINKING about,
monitoring, or observing his thinking process
(Flavel, 1979).
Meta means
“beyond’, therefore
2 ASPECTS: METACOGNITIVE
SKILLS involve
Self Appraisal thought processes
• Personal reflection on your knowledge and that are BEYOND
abilities ordinary thinking.

Self Management
• Mental Process you employ using what you
have in planning and adapting to complete a
task
 Metacognition
▪ It is important for learning to be a success,
and it typically involves SELF-REGULATION,
the awareness of one's strength and “Thinking about Thinking”
weaknesses and the strategies a person
would use to overcome and handle life Awareness of the scope and
difficulties. limitations of your current Skills

3 Components:
a. Metacognitive KNOWLEDGE
b. Metacognitive EXPERIENCE
c. Metacognitive STRATEGIES
 Metacognition
1st Component:
a. Metacognitive KNOWLEDGE
o knowing how the person learns his
Personal Variable
beliefs about learning in himself and - Evaluation of
others. Strengths and
o How the person processes information Weaknesses
 Metacognition
2nd Component:
b. Metacognitive EXPERIENCE
o affective aspect of the learning
process. Task Variable
o Positive emotions can motivate - What you
know/ think
the person to continue learning about the task
and
o a positive attitude directs the
person to accomplish the
learning task.
 Metacognition
3rd Component:
c. Metacognitive STRATEGIES
o strategy of a person to monitor
his learning progress. Strategy Variable
o To discipline the person by - What skills you
have in dealing
controlling his thinking activities with certain tasks
and
o keeping him on track towards
the completion of his learning
goals.
 Variables
Evaluation of Strengths
that affect and Weaknesses
how you
know
yourself as
a thinker Personal
Variable

Task Strategy
Variable Variable

What you know/

What skills you
think about the
have in dealing
task
with certain
tasks
 Types of Learning
ASSOCIATIVE
LEARNING
COGNITIVE
LEARNING
Classical
Conditioning Observation
al Learning
Operant
Conditioning Latent
Learning
 Types of Learning

ASSOCIATIVE Operant Classical

LEARNING Conditioning Conditioning

a conditioned stimulus
occurs through rewards and
A type of learning that takes becomes associated with an
punishments for behavior- unrelated UNconditioned
place by associating or
Reinforcement and stimulus, in order to produce a
connecting a stimulus to a
Punishment; Positive and behavioral response known as
response or response to a
Negative- (B.F. Skinner) a conditioned response.- (Ivan
reinforcement
Pavlov's experiment on dog.)
 Types of Learning

COGNITIVE Latent Observational

LEARNING Learning Learning
takes place through conscious mental activities like thinking, understanding, and remembering.
Latent Learning- - Learning without reinforcement. - The ability to screen and encode data in the brain, analyze and
assimilate new and stored
learning by observing others
Conscious mental learning without reinforcement.
- Modelling (observing and
activities like thinking, The ability to screen and encode
imitating a specific behavior)
understanding, and data in the brain, analyze and
- Attention, Retention,
remembering. assimilate new and stored data
Motor Reproduction, and
and retrieve it for use in a specific
Motivation/reinforcement –
situation -
(Albert Bandura)
 Study
1. Visual Strategies
2. Physical
3. Aural
4. Verbal
5. Logical
6. Social
7. Solitary
OTHER SKILLS that can help you in
exercising metacognition

Knowing your Limits

Modifying your Approach

Skimming

Rehearsing

Self-Test
OTHER TIPS you can use to help in
studying:
Make an outline of things you want to
learn.
Break down the task in smaller and more
manageable details
Integrate variation in your schedule and learning
experience
Try to incubate your ideas

Revise, summarize, take down notes, then reread

them
Engage what you have learned, do something about
it
Self- regulated learning
1. Have a Specific 2. Have a
Learning Goal in Learning 3. Be your
mind Strategy own teacher

5. Reinforce 4. Monitor
Yourself Progress

6. Evaluate your Take

progress and Boost
Corrective
goals Motivation
Action
Managing your own learning:
self-regulated learning
1. Have a plan Study Tips
2. Perfect Time
3. Perfect Place H-P-P-D-T-T-E
4. Do it daily
5. Test yourself
6. Teach others
aH PP D T TEh
y i o
7. Excellent Memory Reinforcement (ERM)
❑Take notes
❑Marginal notes
❑Topic outline / Chart / Map
❑Post-it
❑Think like a teacher (TLT)
❑Mnemonics
 How to Develop Good Study Skills
to sharpen your study skills, establish good work habits, and maximize your
educational experience.

Why Should YOU Study?

Through study you discover NEW and IMPORTANT INFORMATION. You also learn how new
knowledge that adds to what you already know. STUDYING helps you REMEMBER. For most of
us, our memory needs CONSTANT REVIEW to retain what's there. On average 50% of what we
learn is forgotten within 20 minutes. The next 25% is forgotten within 24 hours. The next 13%
is forgotten within one week. And most of what little remains is forgotten within a month.

Effective study has many benefits:

• You can improve your memory, your knowledge, and your grades.
• You can spend your time more productively and efficiently.
• You can increase your success in school and future endeavors.
• You can feel positive about yourself and your abilities.
• You can improve your attitude towards school and life.
 Are There Any Special Secrets To Studying?

There's NO MAGIC and there are NO SECRETS that will suddenly give you
good study skills. Like all skills, study skills are perfected over time through
consistent effort. There are, however, some common tips that will help you to
develop good study habits.

1. Turn breaks and snacks into a reward system for studying well.

2. Join a study group: divide up work, share ideas and test each other.

3. Use flash cards: use 3" by 5" cards to put questions or equations on. Put a
question on one side and the answer or data on the other. Go through the stack
discarding the cards you know, until you know the material on every card. Carry the
cards with you as a portable "notebook" and review them in spare moments.
 How Much Time is Enough?

Expect to spend 2-4 hours of outside study for every

classroom hour.

Spend your time wisely. Distribute your studying over a

period of time.

Don't try to do all of your studying in one session. Your

ability to learn and understand is greater in short sessions
than in long ones.

Take a ten minute break for each hour of study time.

 10,000 Hours of Practice
To be Exact

The 10,000 Hour Rule states:

it takes ten thousand hours deliberate practice to
become an expert

Contrary to the popular belief it’s not always innate

genius or talent that will make you a success.

It’s all about the hours of work that you put in, which
means anyone can do it.
 The Connections between School and Work

What you learn in school correlates directly with finding and

keeping a job, as well as succeeding in a chosen career. As you go
through school, think about how the skills, personal qualities, and
habits your are learning and demonstrating in class are related to job
and life success.
 Skills for School and Career
Skills School Application Career Application

Basic Skills Foundation for school work Foundation for work

tasks
Motivated to attend classes
Motivation Motivated to excel at
Solve case studies, equations work

Thinking Skills Creative experiments Solve work problems

Creative work solutions

Creativity Homework first
Work priorities in order

Control of Time
 Skills for School and Career
Skills School Application Career Application

Control of Money Personal budget Departmental budgets

Writing Writing reports, memos

Writing papers Presentations
Speeches
Classroom speeches Performance reviews
Test Taking
Tests in classes Selecting work
Information information
Selecting class information
Learning job skills
Learning Learning for classes
 Skills for School and Career
Skills School Application Career Application

Systems Learning college system Learning organization

Using work resources

Resources Using college resources
Using computer for
works.
Technology Using computer for papers
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Thank you for listening!
 CHAPTER ACTIVITY

NONE.
JUST APPLY THE
KNOWLEDGE YOU LEARN
FROM THIS LESSON ☺