Module 11.1: LEARNING TO BE A BETTER LEARNER

• Information processing model


  A simple way to visualize how we acquire information and store and retrieve it
• Cognitive processes in information processing

  1. Encoding

  2. Storage

  3. Retrieval

  4. Transformation
• Encoding


  The process of taking in information from the environment and assigning meaning to it
• Storage


  When information is held temporarily in short-term memory while it is processed or transferred into long-term memory for more permanent storage
• Short-term memory


  Allows you to hold information in your mind for a short period, just long enough to use
• Long-term memory


  Allows you to store information for an extended period of time
• Explicit memory


  The form of long-term memory that you can consciously recall
• Implicit memory


  The long-term memory you can't consciously recall, but that affects your behavior
• Retrieval


  Accessing previously stored information from either short-term or long-term memory in order to utilize it for a current task
• Transformation


  Transforming information into a more useful form, such as organizing it in different ways or using reasoning and problem-solving skills to come up with a solution
• We are Homo sapiens or the "wise man". We think in a more complex level than our ancestors and most, if not all, of the other beings
• Being called wise, not only do we think, but we are also capable to think about thinking, like how we think of things and why we think in a certain way about things
• Metacognition


  Thinking about thinking
• Metacognitive knowledge


  What you know about how you think
• Metacognitive regulation


  How you adjust your thinking process to help you learn better
• Skills that can help in exercising metacognition

  • Knowing your limits
  • Modifying your approach
  • Skimming
  • Rehearsing
  • Self-Test
• Types of metacognitive learners

  • Tacit learners
  • Aware learners
  • Strategic learners
  • Reflective learners
• Self-regulated learner


  A student who has the capability to study things on their own as well as accurately their progress
• Development of self-regulation

  1. Adherence

  2. Identification

  3. Internalization
• Tips for studying

  • Using a study timetable plan
  • Breaking down tasks into smaller details
  • Integrating variation in schedule and learning
  • Incubating ideas
  • Taking, summarizing, and revising notes
  • Engaging with what you've learned
• It is awareness of the scope and limitations of your current knowledge and skills (Meichenbaum 1985 in America Institute for Research 2010). Due to this awareness, metacognition enables the person to adapt their existing knowledge and skill to approach a learning task, seeking for the optimum result of the learning experience (American Institute for Research 2010).
• metacognition basically has two aspects: self-appraisal and self-management of cognition (Paris and Winnograd1990 in Papeleontiou-Louca 20013). 
• Self-appraisal is your personal reflection on your knowledge and capabilities while self-management is the mental process you employ using what you have in planning and adapting to successfully learn or accomplish a certain task
• “tacit” learners are unaware of their metacognitive processes although they know the extent of their knowledge. 

  Second, the “aware” learners know some of their metacognitive strategies but they do not plan on how to use these techniques. 

  Third, “strategic” learners, as the

  name implies, strategize and plan their course of action word toward a learning experience.

  Lastly, the “reflective” learners reflect on their thinking while they are using the strategies and adapt metacognitive skills depending on their situations.
• Self-regulation develops in basically three steps:

  1. Adherence: A young child will do one thing because he/she is told to do so.

  2. Identification: A child will do one thing because he/she likes the person asking

     him/her to do.

  3. Internalization: An individual will do something because he/she values it.
• metacognition is for the student to be self-regulated learner.
• According to Zimmerman (2002), self-regulation transforms mental abilities to academic skills. Self-regulated students want to learn, they do not need to be told to study and learn. They seek to learn.
• “tacit” learners

  • unaware of their metacognitive processes although they know the extent of their knowledge. 
• “aware” learners

  • know some of their metacognitive strategies but they do not plan on how to use these techniques. 
• “strategic” learners

  • strategize and plan their course of action word toward a learning experience.
• “reflective” learners

  • reflect on their thinking while they are using the strategies and adapt metacognitive skills depending on their situations.
• Self-regulation develops in basically three steps:

  1. Adherence: A young child will do one thing because he/she is told to do so.
• Self-regulation develops in basically three steps:

  2. Identification: A child will do one thing because he/she likes the person asking   him/her to do.
• Self-regulation develops in basically three steps:

  3. Internalization: An individual will do something because he/she values it.
• Self-appraisal

  • your personal reflection on your knowledge and capabilities
• self-management

  • mental process you employ using what you have in planning and adapting to successfully learn or accomplish a certain task