Learning and

Caring for the Self

–
The Better Learner
Chapter Topics
▪ Functions of Education
▪ Metacognition and Learning Strategies
▪ Managing your own Learning

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Let’s
Start
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Education
Education is a group’s formal system of
teaching knowledge, values and
skills. Such instruction stood in
marked contrast to the learning of
traditional skills such as farming or
hunting, for it was clearly intended
to . develop the mind.

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Functions of Education
Education contributes to the well-being
of the self. The intended
consequences of people’s actions are
known as manifest functions, while
those that are not intended are called
latent functions. The functions of
education which are both manifest
and latent functions will become
evident.

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Functions of Education
1. Teaching Knowledge and Skills.
Education’s most obvious manifest
function is to teach knowledge and
skills. Each society must train the
next generation to fulfill its
significant positions. From a
functionalist perspective, this' is the
reason that schools are founded,
parents support them and taxes are
raised to finance them.

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Functions of Education
2. Cultural Transmission and Social
Integration. Durkheim stressed the role
of formal education as a conserver of
culture. The social institution of education
reflects rather than transforms the social
structure, Lester Ward sees this institution
as an instrument of social improvement
where the educated person gains
happiness as valuable by product. It can
also be viewed as the means by which the
status quo obtains or keeps power, wealth
and prestige.

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Functions of Education
3. Gatekeeping. Gatekeeping, or determining
which people will enter what
occupations. is another major function of
education. Essential to the gatekeeping
function is tracking, sorting students into
different educational programs on the
basis of real or perceived abilities. Tests
are used to determine which students
should be directed into “college prep”
programs, while others are put onto a
vocational track.

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Functions of Education
4. Promoting Personal Change. Learning
critical thinking skills helps to promote
personal change. Schools teach students to
think for themselves to critically evaluate
ideas and social life. One consequence is
that the further people go to school, the
more open they tend to be to new ways of
thinking and doing things. People with
more education tend to hold more liberal
ideas. While those with less education
tend to be more conservative.

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Functions of Education
5. Promoting Social Change. The
educational institution also
contributes to social change by
sponsoring research. Some
academic research has had an
explosive impact on society
literally, in the case of atomic
and hydrogen weapons that
were developed in part from
university research.

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Functions of Education
6. Mainstreaming. A new function of
education is mainstreaming. This is
incorporating people With disabilities
into regular social activities. As a
matter of routine policy; students
with disabilities used to be placed in
Special schools. Educators concluded
that m these settings disabled
students attend regular schools.

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Functions of Education
In the Philippines, education has always been
one of the pillars of national development,
given its capacity to provide the country
with competent and skilled manpower.
Viewed as a key investment that can
break the poverty cycle, it provides the
Filipino youth with knowledge and skills
to actively participate in productive and
profitable activities aimed at improving
their quality of life and improvement of
the overall aspect of the self.

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Learning to be Better Students
Learning is when one learns something.
Learning is learning how to do something.
(Cecareli et,al,2014).

However, the best definition should be to put

emphasis on the students’ relatively
change of behavior brought about by
experience and practice as a result of
learning.

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Learning to be Better Students
Ornstein (1990) defines learning as e reflective
process whereby the learner either
develop new insight and understanding or
change and restructures his mental
processes. Lardizabal (1991) Opines that
learning Is an Integrated on-golng process
occurring within the learner, enabling him
to meet specific aim, fulfil his needs and
interest and cope with the learning
process. (Vega 8! Prieto. 2006).

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Cognitive and Metacognitive of Learning
Throughout the history of learning.
psychologists provide important
information on human learning,
development and motivation. There are
psychological principles that pertain to the
learners and the learning process that are
focused on cognitive and metacognltive
factors (APA. 2005)

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Cognitive and Metacognitive of Learning
▪ Nature of the learning process. The
learning of complex subject matters is
most effective when it is purposive
process of constructing manning from
knowledge. acquisition and experience.

▪ Goals of the learning process. The

successful learner, overtime with support
and instructional guidance, can create
meaningful. coherent representations of
knowledge.

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Cognitive and Metacognitive of Learning
▪ Construction of knowledge. The
successful learner can link new
information with existing knowledge in
meaningful ways.

▪ Strategic thinking. The successful learner

can create and use a stock of thinking end
reasoning strategies to achieve complex
learning goals.

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Cognitive and Metacognitive of Learning
▪ Thinking about thinking. Higher strategies
for selecting and monitoring mental
operations facilitate creative and critical
thinking.

▪ Context learning. Learning is influence by

environmental factors. culture technology
and instructional practices (Vega 8:
Prieto.2006).

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Metacognition Knowledge and Skills
According to Onrod (2004) as cited by Vega and
Prieto. (2006) Meta Cognition includes
knowledge and skills.

▪ Be aware of one’s own learning and memory

capacity and of what learning activities 'can
realistically be accomplished.
▪ Know what learning strategies are effective.
One should realize that meaningful learning
is more effective than rote learning

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Metacognition Knowledge and Skills
▪ Plan an approach to a learning activity
that is surely effective and ' meaningful.
▪ Use effective learning strategies. Take
detailed note of lecture or activities of
those difficult to remember.
▪ Know effective strategies to relieve
previously stored knowledge.

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Rules for Learning
Learning is a permanent change in behavior
brought about by experience,
maturation, and performance. A learner
can effect change in his learning by
following simple rules.

1. Learning is active. Learning is not just

“soaking up” or absorbing knowledge.
The learner has to take active part in the
learning process

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Rules for Learning
2. Learning requires practice. Learning does
not mean remembering every word read. It is
the major ideas and meaning that one has to
keep in mind.

3. Distributed learning is favorably better

than cramming. This refers to the spreading
out the study over a period of time. This will
make one remember the materials easily. In
cramming studied materials will crowd the
mind that results to confusion.

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Rules for Learning
4. Learning should be meaningful. Correct
learning requires understanding the
phrases ,and sentences but also analyzing
chain of words to a certain order.

5. Learning is helped by feedback. Taking

active part in class discussions will give one
plenty of feedback from classmates and
teacher. Feedback is a kind of technique that
makes one know how he/she is in class
activities (Frando& mores 2006).

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Managing One’s Own Learning
Recent research findings reveal that:

1. Students who are anxious or depressed get lower

grades /lower achievement scores
2. Students who can delay gratification earn better
grades
3. Students who respond to setbacks with hope and
resilience vs. anger and hopelessness achieve
higher academic and social success
4. Low levels of empathy are associated with poor
achievement

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Managing One’s Own Learning

Thus, managing one’s own learning does not

specifically involve establishing study habits
only. It also entails developing and
enhancement of self-awareness and self-
management.

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Self-Awareness as a Tool for Learning
Self-Awareness is the ability to accurately sense and
identify personal feelings, along with the ability to
understand and evaluate them. To be fully aware of one’s
feelings he must first identify them, and then one must
acknowledge and accept them.

Self-awareness is concerned with knowing about one’s

own internal states, preferences, resources, and
perceptions.

As one person become more self-aware, he/she

becomes better able “to be in touch with his/her own
feelings

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Self-Awareness as a Tool for Learning
Self-awareness is very important to achieving
success at work. Not being in touch with one’s
own feelings in sufficient degree can handicap
one’s overall effectiveness.

Individuals who have high self-awareness are able

to conduct accurate self-appraisals, are self-
confident, are authentic, welcome feedback,
perceive situations accurately, and are willing to
take risks for what they believe to be right.

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Self-Awareness as a Tool for Learning
The Self-Awareness duster contains three basic
competencies or subcategories:

1. Emotional self-awareness is the ability to

recognize people’s own emotions; and their
effects, in identifying how they react to cues in the
environment, and understand how their emotions
affect their overall performance

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Self-Awareness as a Tool for Learning
Individuals with these competencies below are highly developed:
1. Are aware of their feelings .
2. Understand the connection between their own feelings and
what they think, do, and say
3. Know why certain feelings occur in themselves
4. Recognize how their feelings affect their performance
5. Understand the implications of their actions
6. Are aware of how they are guided by their values and goal
7. Accurate self assessment _ «
8. Self-confidence

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Self-Awareness as a Tool for Learning
The Self-Awareness duster contains three basic
competencies or subcategories:

2. Accurate self-assessment is the process of

identifying one’s inner resources, abilities,
strengths, and acknowledging and accepting one’s
limits. It is based on the desire to receive feedback
and new perspectives about oneself and is
motivated by the desire for continuous learning
and self-development.

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Self-Awareness as a Tool for Learning
Individuals with these competencies below are highly developed:

1. Have a sense of humor about themselves

2. Are knowledgeable of their own strengths and weaknesses
3. Have the ability to be reflective to learn from experience
4. Are receptive to candid feedback, new perspectives,
continuous learning, and self-development

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Self-Awareness as a Tool for Learning
The Self-Awareness duster contains three
basic competencies or subcategories:

3. Self-confidence is one’s own belief in one’s

capability to accomplish a task. Self-
confidence includes acknowledging and
affirming that one is the best person for the
task that one is doing. It is also about
conveying one’s ideas and opinions in a
confident manner and having a positive
impact on others.

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Self-Awareness as a Tool for Learning
Individuals with these competencies below are highly
developed:

1. The belief that they are the most capable person

for the task
2. The ability to present themselves in an assured,
unhesitating manner
3. The courage to voice views that may be
unpopular and to ' go out on a limb when
following their convictions
4. The ability to be decisive and to make sound
decisions despite uncertainties and pressures

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How to Improve Self-Awareness
Here some ideas that will help improve one’s correct level of
self‘ awareness.
1. Increasing one’s self-awareness will require serious
thought and effort.
2. Person will have to be objective about himself/herself
and his/her own perceptions as he/she examines inner
feelings and explore reactions to be the people and events
in his/her school life.
3. Specifically, a person will have to summon the courage
to objectively examine the ways that he/she makes
appraisals, tune in to their senses, and get in touch with
their feelings.
4. A person will have to learn how to identify his/her true
intentions and pay close attention to his/her actions.

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Tips for Developing Self-Awareness
Emotional Self-Awareness
1. Pay attention to the physical reactions
aroused in one’s body during learning
situations
2. Keep a journal where one writes down his
behaviors and inner feelings when faced
with learning situations on a daily basis

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Tips for Developing Self-Awareness
Accurate Self-Assessment
1. When interacting with people with whom
they feel comfortable, ask for their
constructive feedback about their actions
and behaviors.
2. Make a list of what people believe to be
their strengths as well as any areas where
development is needed, and then compare
their own list and a similar list prepared
by someone else.

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Tips for Developing Self-Awareness
Self-Confidence

1. Adjust one’s thinking and behaviors so that

they closely match those of someone whose
models that trait of self-confidence-with that
model in mind, act decisively, instead of self-
consciously watching other’s every move.
2. Find someone one can trust who would be
willing to help one to objectively analyze
his/her abilities

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Self-Management as a Tool for Learning
1. Self-Management is the ability to understand a person’s emotions and then use
that understanding to turn situations to one’s benefit.
2. Self-management is also the ability to use one’s feelings to reason well and act
intentionally‘ .
3. Self-management is important because when people are able to better
managing their emotions, they do better in school and in life.
4. People who are good managers of their emotions are open to change, effective
in mood management, consistent in stress management, they are intentional,
productive, and behave in a reasonable and rational way

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

1. Emotional self-control is the ability to keep

impulsive feelings and emotions under control.
It is being able to restrain negative actions when
provoked, when faced with opposition or
hostility from other people, or when working
under pressure.

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

▪ Individuals with these competencies are highly

developed:
▪ Deal calmly with stress .
▪ Display impulse control and restraint
▪ Stay posed and positive. even in trying moments
▪ Think clearly and stay focused under pressure

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

2. Trustworthiness is maintaining standards of

honesty and integrity. It ' includes
communicating intentions. ideas. and feelings
openly, and welcoming openness and honesty in
others.

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

▪ Act ethically and are above criticism .

▪ Build trust through reliability and authenticity
▪ Are authentic what a person sees is what he/she
gets .
▪ Have a tough stance, even if they are unpopular
▪ Confront unethical action in others .

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

3. Conscientiousness is about taking responsibility

for personal performance. It reflects an
underlying drive for being reliable and
delivering quality work.

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

▪ Follow through on commitments and keep

promises
▪ Hold themselves accountable for meeting their
objectives
▪ Are organized and careful in their work
▪ Pay attention to detail

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

4. Adaptability is the ability to be flexible and

work effectively within a variety of changing
situations and with various individuals and
groups.

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

▪ Can smoothly handle multiple demands, shifting

priorities, and rapid change a .
▪ Are flexible in how they see events .
▪ Adapt plans, behavior, or approaches to fit
major changes in situations .

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

5. Optimism is about seeing the world as a glass

that is “half-full” rather than “half-empty”. It
is the ability to see good in others and in the
situations at hand. Threats are viewed merely as
opportunities that am he acted upon and taken
advantage of to achieve optimal outcomes.
.

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

▪ See opportunities rather than threats

▪ Have mainly positive expectations about others
▪ Have hopes that the future will be better than the
past

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

6. Initiative is the ability to identify a problem,

obstacle, or opportunity and take action on it.
People with initiative are consistently striving to
do better, to experience new challenges. and to
be held accountable for their actions and ideas.

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Self-Management as a Tool for Learning
The Self-Management cluster contains six basic
competencies or subcategories:

▪ Seek out fresh ideas from a wide variety of

sources
▪ Act rather than wait
▪ Entertain original solutions to problems, and
generate new ideas
▪ Take fresh perspectives and risks in their
thinking

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Tips for Improving Self-Management
Emotional Self-Control

1. Make a list of all the things that trigger people to

lose control. Crate a strategy to prevent the these
triggers form causing them to lose composure
and self-control. .
2. Reduce your stress through physical activity and
other types of relaxation.

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Tips for Improving Self-Management
Trustworthiness

1. Spend some time exploring the values and principles

that people feel most strongly about and write down
the important notes. Next to each one, examine
whether one’s behavior is consistent with these values,
and ask themselves what they would need to do
differently in order to be more genuine and be true to
their beliefs.
2. Consider the issues on which one is willing to act
against all opposition. Clarify for oneself what is and
is not worth fighting for.

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Tips for Improving Self-Management
Conscientiousness

1. Keep a detailed journal for all school requirements needed to accomplish

2. Build routine checks into a person’s calendar to ensure devotion to declines, policies, and standards. In
the event that he/she finds something that does not reach the desired standard or that will take much
longer than the time frame given, work through his/her plan to give the task at hand more time and
effort

Adaptability is the ability to be flexible and work effectively within a variety of changing situations and
with various individuals and groups.

3. Periodically review one’s study habits. When current strategies are not working stop and see that
strategies and change the plan of activities and behavior.
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Tips for Improving Self-Management
Optimism

1. For two or three days, make a list of all the difficulty

one encountered, and write down the consequences
next to each one. Note that when one’s feelings are
pessimistic in nature, positive activity is shortened, but
when 0an feelings are Optimistic in nature, positive
energy flows.
2. Try to change a person’s thoughts from negative to
positive.

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Tips for Improving Self-Management
Initiative

1. Make a list of all the external factors that

affect people’s learning behavior and of all
the internal factors affecting it.
2. Then map out the steps needed to
capitalize on those Opportunities and take
actions to prevent significant problems.

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Key Ideas
An education is a formal system of teaching
knowledge, values, and skills.

The learning of complex subject matters is mod

effective when is most purposive process of
constructing meaning from knowledge.
Learning is a permanent change in behavior brought
about by experience, maturation, and
performance.
Managing one’s own learning also involves self-
awareness and self-management

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Thanks!

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References
▪ Frando, M., & Isip, L. (2019). Understanding the Self.
Mandaluyong City, Philippines: Books Atbp.
Publishing Corp.
▪ Google Images.

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