UND SELF UNIT3 managing

• Learning - refers to change in potentiality (i.e.,knowledge or behavior) that results from experience
• Rote Learning - learning without understanding e.g. memorization
• Rational Learning - learning with understanding
• Motor Learning - the adaptation of movement to stimulirelating to speed and precision of performance
• Associational Learning - is learning through establishing relationship
• Appreciational Learning - process of acquiring attitudes, ideas, satisfaction, and judgment concerning values as well as the recognition of worth and importance which learner gains fromactivities
• Recency - Most recent impression or association is morel ikely to be recalled
• Frequency - Knowledge encountered most often is more likely to be recalled.
• Vividness - Learning is proportional to vividness of the process
• Exercise - Using what has learned will help its likelihood to be recalled
• Readiness - to learn is proportional to the efficiency of learning
• neurons become linked together through repeated useneurons: also called nerve cells, send and receive signal/information between different areas of the brain and entire body
• Faint Pattern - when you first begin to understand something (e.g., solving math problem), the neural pattern is there but weak
• Darker Pattern - when you try to solve the problem again from a fresh start without looking at the solution, you begin deepening that neuron pattern
• Darkest and Firm Pattern - when you can go over each step of solving a problem completely and concisely in your mind and had practice on related problems, you deepened and strengthened that neuron pattern, making learning permanent
• Physiological

  intake

  time-of-day energy

  mobility vs passivity

  perceptual preferences
• Environmental

  • light
  • sound
  • design
  • temperature
• Emotional

  • affect
  • motivation
  • persistence
  • responsibility
• Social

  • alone
  • in a pair
  • with peers
  • with an adult
• Task Aversion

  • We are less willing to do something we do not want to do (an unwelcome or difficult task) so we delay taking action
  • Students are less likely to procrastinate in classes they enjoy or inclasses related to their chosen major
• Uncertainty

  • Uncertainty creates the need for upfront and costly planning before a task can bestarted so we delay taking action
• Fear of Failure

  • The fear of making mistakes put pressure to make the best possible choices so wedelay taking action
• External Structure

  • Diversion of other tasks, social events or temptations, peer influence, amount of other appointments
• Current vs Future Selves

  • Some students intentionally delay a task to prioritize the well-being of their current selves
• Personality Traits

  • Some students work best under pressure; perfectionist students delay action due to fear of failure or overthinking; some students are lazy to approach tasks immediately
• Procrastination

  • response to a temporal negative feeling state
  • act of unnecessary but intentional (can be habitual) delaying or postponement of tasks
  • leads to poor academic performance and emotional discomfort
  • is not a problem of time management but rather of motivation
• POMODORO TECHNIQUE

  ✓ 25 minutes

  ✓ no interruptions

  ✓ focus

  ✓ reward!
• Self Regulated Learning

  • thoughts, feelings, and behaviors that are oriented to attaining goals.
  • proactive, self-directed process where the learner is:• aware of his/her strengths and limitations• personally set goals and task-related strategies• views learning as an activity that they do for himself/herself rather than as a covert event thathappens to him/her in reaction to teaching
  • not asocial in nature and origin.
  • student is his/her personal initiative, perseverance, and adoptive skill.
• GOAL

  • representation of desired states where states are broadly construed as outcomes, events, or processes property of equifinality – meaning a goal can be achieved in multiple means subgoals and even goals under a specific dimension are organized in a hierarchical pattern factor: how relevant (importance) the goal is and how long an individual is willing to strive (commitment) fora specific goal (Austin & Vancouver, 1996)
  • may change because of importance- commitment
  • has a hierarchy – from higher order goals to smaller
  • future oriented, multidimensional, and displays the
• SPECIFIC

  • clearly defined or identified
  • What Where When Why
  • I want to be an Outstanding Student of the Batch _____ of _____ (your course)
• Measurable

  • suggest an indicator of progress
  • I will maintain grades of “1.25” for at least 5 subjects for each semester
• Actionable (Achievable)

  • specify steps/plans, doable, realistic
  • I will create a study habit for each subject. I will order my priorities. I will _____
• Relevant

  • personally matters to you WHY
  • Becoming an Outstanding Student is important to me because _____
• Time Bound

  • has an end date or timeline
  • I want to be an Outstanding Student from Year 1 to 4, from 2023 to 2026. I will maintain integrity in all my works. I will not resort to cheating to get 1.25’s. I will record my goal and share it to one significant person for accountability.
• Self actualization: achieving one's full potential, including creative activities
• Esteem needs:

  prestige and feeling of accomplishment
• Belongingness and love needs: intimate relationships, friends
• Belongingness and love needs: intimate relationships, friends
• Safety needs: security, safety
• Physiological needs: food, water, warmth, rest