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UTS Chapter 12

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6 views

UTS Chapter 12

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avoeilish8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 12- LEARNING TO BE A BETTER STUDENT

Learning- In cognitive psychologists define reflecting on their learning outcomes (Zimmerman,


learning as a process that leads to change as a 2008). The three essential components of self-
result of experience. In other words, learning is regulated learning are planning, problem solving,
the acquisition of knowledge, skills, and attitudes and self-evaluation. Planning increases efficiency,
through experience. It is a transformational control, and motivation. Problem solving allows
process that leads to personal growth and students to learn to think and look for solutions
development. when faced with adversities. Self-evaluation
increases self-awareness which leads to the
What Happens in the Brain during the better understanding of one's own emotions,
Learning? strengths, and weaknesses.
The process of neuroplasticity is the ability of HOW TO DEVELOP METACOGNITIVE AND
the brain to change throughout one's life. It SELF-REGULATED LEARNING BEHAVIORS
involves the addition of new neurons, new
interconnections between neurons, and the  Set your short-term and long-term
reorganization of information processing areas. academic goals in your studies. Identify
the negative outcomes if you don't achieve
Neurons, the basic building blocks of the nervous your goals as well as the positive
system, consist of a cell body, dendrites, and an outcomes when you achieve them.
axon. They transmit electrochemical impulses
 Make a self-help plan to achieve your
through synapses, separated by a small gap.
academic goals. Think and select
Neurotransmitters, including acetylcholine,
strategies to achieve your goals such as
glutamate, dopamine, and norepinephrine, are
staying focused, avoiding distractions, and
associated with memory and learning.
developing skills to manage your time
Cerebral Cortex is responsible for the most efficiently
sophisticated information. The cortex is divided  Monitor your academic performance and
into four lobes; frontal, parietal, temporal, and progress. Use a chart to monitor your
occipital each are responsible for processing work outcomes. When faced with difficult
different types of information tasks, seek social support when you need
it. Look for inspiration to keep you
METACOGNITION motivated in achieving your academic
is the awareness of one's thinking and the goals. When confronted with difficulties,
strategies one uses to learn. Metacognition is always think and keep working toward
simply defined as cognition about cognition or your goals and the future. Reflect on what
thinking about thinking. you have learned and accomplished.
 Reflection helps you develop your
TWO COMPONENTS OF METACOGNITION strengths and overcome your weaknesses
JOHN FLAVELL (LAI, 2011)
Metacognitive knowledge includes knowledge of
one's own cognitive abilities, knowledge of
cognitive tasks, and knowledge of the strategies
to complete the cognitive tasks.
Metacognitive regulation refers to how an
individual monitors and controls his or her
cognitive processes.

SELF-REGULATED LEARNING
Zimmerman (2002) defines self-regulated
learning (SRL) as the process in which students
systematically direct their thoughts, feelings, and
actions toward the attainment of their academic
goals. Thus students practice their self-regulation
learning by setting goals, selecting and using
strategies, monitoring their performance, and

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