MANAGING AND CARING FOR THE SELF

In this section you are expected to develop your own self-care routine plan to demonstrate
your understanding of managing and caring for one’s self. This section focuses on learning
to be a better student, goal setting for success and taking charge of one’s health.

A. LEARNING TO BE A BETTER STUDENT

There is no doubt that being the better student is advantageous. The better student you are,
the more you will learn, and that knowledge will serve you well throughout your life.

HOW LEARNING HAPPENS IN THE HUMAN BRAIN

To understand the way learning occurs in the brain, here’s a brief primer.

 Learning is simply what the brain does. Whether you are studying Math, refining your
dance moves, remembering a conversation with a dear friend, or reading the lecture
notes, it’s all about learning.
 Learning is a physical process in which new knowledge is represented by new brain cell
connections. The strength and formation of these connections are facilitated by
chemicals in the brain called growth factors.
 As a result of breakthroughs in neuroscience research, including neuroimaging and
neuroelectric monitoring of neurons (brain cells) firing, we now can observe how the
brain responds during learning. These technologies provide visible representations of the
brain's response to instructional practices, revealing neurological activity as information
travels from the body's sensory intake systems through the attention and emotional
filters, forming memory linkages and activating the highest cognitive networks of
executive function (Accessed July 27, 2020 from
http://www.ascd.org/publications/books/119008/chapters/How-the-Brain-Learns-
Best.aspx).
 Brain is an enormous network of neurons. Each tiny neuron is a pretty complicated little
machine. Each neuron connects with many other neurons. It “listens” for electrical and
chemical signals from other neurons and fires its own signal, an action potential, when it
receives enough input from the neurons that connect to it. The action potential gets
“heard” by other neurons and influences their firing as well. Put together billions and
billions of these neurons into a network; wire up some of the inputs to senses like vision,
touch, and hearing; wire up some of the outputs to muscles… and you get an amazingly
complex system capable of thought, learning, memory, and emotion (Accessed July 27,
2020 from https://www.forbes.com/sites/quora/2018/01/26/what-processes-aretaking-
place-in-our-brains-when-we-learn-new-things/#2f6543a951f9).
 The article below presents evidence based explanation on how the brain learns.
How the Brain Learns
Accessed July 27, 2020 from
https://trainingindustry.com/articles/content-development/how-the-brainlearns/ The brain
acts as a dense network of fiber pathways consisting of approximately 100 billion (1010)
neurons. The brain consists of three principle parts – stem, cerebellum and cerebrum – as
shown in Figure 1 below. Of the three, the cerebrum is most important in learning, since this
is where higher-ordered functions like memory and reasoning occur. Each area of the
cerebrum specializes in a function – sight, hearing, speech, touch, short-term memory, long-
term memory, language and reasoning abilities are the most important for learning:

So how does learning happen? Through a network of neurons, sensory information is

transmitted by synapses (see Figure 2) along the neural pathway and stored temporarily in
short-term memory, a volatile region of the brain that acts like a receiving center for the
flood of sensory information we encounter in our daily lives.
Once processed in short-term memory, our brain’s neural pathways carry these memories
to the structural core, where they are compared with existing memories and stored in our
long-term memory, the vast repository of everything we have ever experienced in our lives.
This process occurs in an instant, but it is not always perfect. In fact, as information races
across billions of neurons’ axons, which transmit signals to the next neuron via synapse,
some degradation is common. That’s why many of our memories are incomplete or include
false portions that we make up to fill holes in the real memory.
Neuroscientists have long believed that learning and memory formation are made by the
strengthening and weakening of connections among brain cells. Recently, researchers at the
University of California Irvine’s Center for the Neurobiology of Learning and Memory proved
it. In experiments with mice, they were able to isolate and observe the actions of the brain
while learning a new task. Researchers found that when two neurons frequently interact,
they form a bond that allows them to transmit more easily and accurately. This leads to
more complete memories and easier recall. Conversely, when two neurons rarely
interacted, the transmission was often incomplete, leading to either a faulty memory or no
memory at all.
As an example of this, consider your daily commute. You don’t really need to think
consciously about how to get to work, because it is a trip you have taken so many times that
the memory of how to navigate is ingrained. The neurons that control this memory have
communicated so often, they have formed a tight bond, like a group of old friends
Contrast your daily commute with the experience of driving to a location you have never
visited. To make this trip, your brain has to work much harder. You need to get directions,
write them down or print them and then pay extra attention to road signs along the way. In
this case, the neurons involved in navigating to this new destination have not shared
synapses frequently before and so they communicate incompletely or inefficiently. This
requires forming new connections within the brain, which results in greater conscious effort
and attention on our part.
This research has important implications for learning, especially regarding how we acquire
new knowledge, store it in memory and retrieve it when needed. When learning new things,
memory and recall are strengthened by frequency and recency. The more we practice and
rehearse something new and the more recently we have practiced, the easier it is for our
brain to transmit these experiences efficiently and store them for ready access later. This
process is called fluency.
Another recent study at the Martinos Center for Biomedical Imaging, Department of
Radiology, Massachusetts General Hospital and Harvard Medical School found that the
structural core of the brain receives sensory information from different regions and then
assembles bits of data into a complete picture that becomes a memory of an event. This
memory is strengthened by multiple sensory inputs. For example, if we both see and hear
something, we are more likely to remember it than if we only hear it.
If we experience an emotional reaction to something – fear, anger, laughter or love – that
emotion becomes part of the memory and strengthens it dramatically. In recalling
memories, subjects who had experienced an emotional reaction were far more likely to
remember the event and with higher accuracy than those who simply witnessed an event
without any emotional attachment. That explains why highly emotional events – birth,
marriage, divorce and death – become unforgettable.
What does this neuroscience research suggest about learning? We need to ensure that
learning engages all the senses and taps the emotional side of the brain, through methods
like humor, storytelling, group activities and games. Emphasis on the rational and logical
alone does not produce powerful memories.
A third recent discovery at the University of Michigan’s Biopsychology Program confirmed
that the brain behaves selectively about how it processes experiences that enter through
our five senses. The brain is programmed to pay special attention to any experience that is
novel or unusual. It does this by making comparisons between the new information brought
through the senses and existing information stored in our brain’s long-term memory. When
the brain finds a match, it will quickly eliminate the new memory as redundant.
When new information contradicts what’s already stored in memory, however, our brains
go into overdrive, working hard to explain the discrepancy. If the new information proves
useful to us, it becomes a permanent memory that can be retrieved later. If this new
information does not seem useful or if we do not trust its source, we are likely to forget it or
even reject it altogether, preferring to stick with the information we already possess
Since learning inherently requires acquisition of new information, our brains’ propensity to
focus on the novel and forget the redundant makes it a natural learning ally. In fact, our
brains are hard wired to learn, from the moment we are born. Our native curiosity is driven
by our brain’s inherent search for the unusual in our environment.
On the other hand, past memories can be an impediment to future learning that contradicts
previous information. As we age and gain more experience, we tend to rely too much on our
past knowledge. We may miss or even reject novel information that does not agree with
previous memories. Recent brain research is unlocking many of the mysteries of learning.
Learning professionals should stay abreast of these developments and derive learning
methods based upon the way the brain learns naturally.

The table below summarizes the three recent research findings and their implications for
training
Table 1: Learning Implications of Brain Science

Recent Brain Research Finding Implications for Learning

Frequency and recency of neuron synapses Increase frequency through practice and
 increase memory maintain fluency through use
Emotions strengthen memory Appeal to and engage emotions while
learning
Learning causes changes to the physical Engaging in learning increases our ability to
structure of the brain learn throughout our lives
Memories are stored in multiple parts of Engage all senses when learning
the brain
Our brains are programmed to focus on Learning should tap into the brain’s natural
new and unusual inputs curiosity and intrinsic motivation

Source: Ford, Donald J. How the Brain Learns. Accessed July 27, 2020 from
https://trainingindustry.com/articles/content-development/how-the-brain-learns

METACOGNITION AND STUDY STRATEGIES

Source: Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding
the Self. Malabon City: Mutya Publishing House Inc.

The brain serves as the control unit of the body. Human beings’ physiological, behavioral
and cognitive functions depend on it. The brain can perform many forms of complex and
covert behaviors like thinking and other higher order functions like metacognition

Metacognition is often defined as “thinking about your own thinking.” In 1979, it was
termed by American developmental psychologist John H. Flavell. Cognition means thinking
while Meta means beyond so the phrase means beyond thinking. It is a person’s awareness
of ones thoughts and one’s ability to control it. Metacognition is a higher order thinking
which control the cognitive process involved in the learning process.

Metacognition consists of two components: the knowledge and regulation (Lai, 2011;
Flavell, 1979). The learner’s awareness of one’s ability to understand and learn concepts,
and knowledge about one’s learning strategies is called metacognitive knowledge while the
learner’s ability to observe one’s method of thinking, planning, evaluate the effectiveness of
the own learning strategies and identifying the outcomes is called metacognitive regulation.

Metacognitive knowledge has three types. First, the declarative knowledge (person
knowledge) is the understanding of ones capacities. It is one’s subjective assessment. For
example Albert is aware that he has above average mathematical ability and Diane assessed
her knowledge in arts as excellent. Second is the procedural knowledge (task knowledge) it
is the person’s awareness of one’s knowledge and assessment whether a task is easy or
difficult. For example, Albert thinks that painting is a difficult task while Diane considers the
task as easy and stress-free. Last is the strategy knowledge (conditional knowledge) is the
person’s ability to use strategies to acquire information, learn new skills or understand
concepts. It also refers to one’s ability to cope or adapt other strategies to different
situations. For example, Diane would like to learn more about algebra and considered
lecture as ineffective, so she tried other methods like answering online algebra tests and
participation in group studies.

Metacognitive regulation on the other hand is a person’s ability to monitor and assess their
knowledge. Monitoring involves observing one’s knowledge and assess whether one did
well or not. A person may also evaluate the outcome or output of one’s knowledge and
distinguish whether such outcome is what the person expected and whether it can be
improved.

Metacognition has an important role in acquiring knowledge or skill therefore it is important

to teach learners metacognitive control. Metacognitive strategies can be taught and learned
gradually. Teaching students self-evaluation skills help facilitate learning. Below are some
metacognitive study strategies that students may use to learning effectively

Here are some metacognitive study skills and strategies:

1. Listening to your own thoughts by speaking clearly.

2. Self-monitoring. Observing and evaluating one’s behavior or performance on specific
task.
3. Reflection. Think deeply about what is being learned.
4. Awareness of rubrics. Identify basis for evaluation which aids in planning and
decision making.
5. Self-tests.
6. Observing overt teacher demonstration and modeling.
7. Comprehension. Knowing the meaning of the text being read or concept being
learned.
8. Rehearsing. Repeatedly doing a skill or acquiring information and adapting strategies
to ensure better performance or retention.
9. Knowing one’s limits. Awareness of one’s mental and physical capacities for specific
task.
Being aware of one’s traits and capacity leads to a better understanding of ourselves.
Assessment tools help a person identify these traits.
MANAGING YOUR OWN LEARNING: SELF-REGULATED LEARNING
Source: Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding
the Self. Malabon City: Mutya Publishing House Inc.
Students who are conscious of their strengths and weaknesses, and can induce themselves
to undertake and improve their learning are self- regulated learners. The ability to manage
ones learning is definitely an advantage for individuals.
In the Self-Regulated Learning model, pioneered by Barry Zimmerman, self-regulation is
composed of three phases: forethought, performance control and self-reflection. In the first
phase, (forethought) the selfregulated student expects and prepares for the approaching
learning task. Then in the second stage (performance control) the student organizes and
performs the procedures while learning. This consists of self-talk and self-monitoring to
make the most of the learning opportunity. In the last phase, (self reflection) the self-
regulated student reflects at the end of the learning task. The student matches the result of
their performance to their objectives.

Questions that a self-regulated student asks themselves

Phase 1: Forethought Phase 2: Performance Phase 3: Self-Reflection

Control

When is the best time for Am I following the plan Did I meet the goal?
me to get the task done? correctly?

Where is the best place to Am I focused or not? Which condition distracted

complete the task? me or helped me succeed?

How will I start? What strategies can I use to Which strategies are most
help me keep working? effective?

Zimmerman (2001) and colleagues claimed that when students become engaged, they take
greater responsibility for their learning and their academic performance improves. The self-
regulated learning (SRL) model uses a continuing sequence of planning, practice and
evaluation.

The illustration below shows the series of feedback cycles

What is the problem?

-Review prior performance

Plan it
-Conduct a task analysis
 Am I doing the plan
Did the plan work?
Evaluate it Practice it correctly?
-Self-evaluate strategy use
-Set processing goals to
and goal achievement
implement a learning
-Maintain or adapt the strategy
strategy
-Self-observe your strategic
behavior and outcomes