Lesson 1: Learning to Be a Better Learner

Name: Minio Franz M. Vosotros Course & Yr: BIT-CT Section: 1F

Lesson Preparation/ Review/Preview

Knowing the “self” is not enough. Since “who you are” is partly made up of your
choices, you must have the ability to choose especially to be a better “you” in the school
setting, your knowledge of yourself should at least enable you to become a better student.

This lesson will present several techniques that you can adapt depending in your
situation and preferences to make you a better learner. Learning should not just mean
studying for your quizzes and exams in school. Learning could also occur outside the confines
of a book or classroom, like when you want to acquire a new move on your favorite sport, or
the skills for a certain hobby, among others. Furthermore, the techniques here are not the only
techniques available, and months or years from now, new ways on how to study better will be
discovered or rediscovered. What is important at this moment is that you learn how to learn
these things.

TASK NO.1:
How Do You Think About Thinking?

Directions: Answer the Metacognitive Awareness Inventory (MAI) to assess your

metacognitive processes then evaluate yourself as a learner by answering the following
questions below which you will post at our e-classroom board. 1. Do you agree with the results
of your MAI? Why or why not?
Ans:

2. Make a list of your “Top 3 Tips/ Secrets for Studying” based on your personal
experiences/ preferences.

Ans:
 3. Is your MAI result consistent with your Top 3 Tips/ Secrets for Studying?
Ans:

The Inventory

Check True or False for each statement below. After you complete the inventory, use the scoring
guide.
True False

1. I ask myself periodically if I am meeting my goals.

2. I consider several alternatives to a problem before I answer.

3. I try to use strategies that have worked in the past.

4. I pace myself while learning in order to have enough time.

5. I understand my intellectual strengths and weaknesses.

6. I think about what I really need to learn before I begin a task.

7. I know how well I did once I finish a test.

8. I set specific goals before I begin a task.

9. I slow down when I encounter important information.

10. I know what kind of information is most important to learn.

11. I ask myself if I have considered all options when solving a

problem.

12. I am good at organizing information.

13. I consciously focus my attention on important information.

14. I have a specific purpose for each strategy I use.

15. I learn best when I know something about the topic.

16. I know what the teacher expects me to learn.

17. I am good at remembering information.

18. I use different learning strategies depending on the situation.

19. I ask myself if there was an easier way to do things after I finish a
task.

20. I have control over how well I learn.

21. I periodically review to help me understand important relationships.

22. I ask myself questions about the material before I begin.

23. I think of several ways to solve a problem and choose the best
one.

24. I summarize what I’ve learned after I finish.

25. I ask others for help when I don’t understand something.

26. I can motivate myself to learn when I need to.

27. I am aware of what strategies I use when I study.

28. I find myself analyzing the usefulness of strategies while I study.

29. I use my intellectual strengths to compensate for my weakness.

30. I focus on the meaning and significance of new information.

31. I create my own examples to make information more meaningful.

32. I am a good judge of how well I understand something.

33. I find myself using helpful learning strategies automatically.

34. I find myself pausing regularly to check my comprehension.

35. I know when each strategy I use will be most effective.

36. I ask myself how well I accomplish my goals once I’m finished.

37. I draw pictures or diagrams to help me understand while learning.

38. I ask myself if I have considered all options after I solve a problem.

39. I try to translate new information into my own words.

40. I change strategies when I fail to understand.

41. I use the organizational structure of the text to help me learn.

42. I read instructions carefully before I begin a task.

43. I ask myself if what I’m reading is related to what I already know.

44. I reevaluate my assumptions when I get confused.

45. I organize my time to best accomplish my goals.

46. I learn more when I am interested in the topic.

47. I try to break studying down into smaller steps.

48. I focus on overall meaning rather than specifics.

49. I ask myself questions about how well I am doing while I am

learning something new.

50. I ask myself if I learned as much as I could have once I finish a

task.

51. I stop and go back over new information that is not clear.

52. I stop and reread when I get confused.

 TASK NO.2:
Complete Me!

Directions: Fill in the appropriate key terms to complete the diagram below. Then using the guide
questions below, discuss your diagram and make a video to be posted in our e-classroom.

METACOGNITION

Two Aspects:

Four Types of Learners

Three Variables:

Guide Questions:
1. What is metacognition?
Ans:
 2. Differentiate the two aspects of metacognition.
Ans:

3. How are the three variables of metacognitive knowledge related to each other? Give
an example.
Ans:

4. Describe the four types of learners.

Ans:
 TASK NO.3:

A. Scenario: You are about to study for your final examinations and it is as if the universe
conspired for a heavy finals week, 5 of your subjects provided at least three new reading
materials and topics one week before the examination period. Create a diagram or a schedule
using at least five of the metacognitive strategies, skills, and studying techniques mentioned in
this lesson on how you would prepare for the next seven days before your final examination.
Ans:

B. Do you agree or disagree with the saying “If you teach a person WHAT to LEARN, you are preparing
that person for the past. If you teach a person HOW to LEARN, you are preparing that person for the
future”? Explain your answer. How is the second sentence of the saying related to metacognition? Provide
an example of your answer.
Ans:

LESSON @

TASK NO.1:
How Efficacious Are You?

Directions: Answer the Self-Efficacy Questionnaire and evaluate yourself as a learner by

answering the following questions below which you will post at our e-classroom board.

1. Do you agree with the results of the self-efficacy questionnaire? Why or why not?
Ans:

2. Give at least 3 reasons that you think may have influence how you view your
capabilities.
Ans:

3. Do you think you can improve your self-efficacy? Give at least 3 reasons as to why.
Ans:
Self-Efficacy Questionnaire

Please select one response that best describes you by encircling the number that
corresponds to your answer. Be honest, since the information will be used to help you in school
and also help you become more prepared for in your career. There are no right or wrong answers.
Very Mostly Somewh Not Not like
much like me at like much me at all
like like
me 4 me 3 me 1
5
2

1. I can learn what is being taught in class this year. 5 4 3 2 1

2. I can figure out anything if I try hard enough. 5 4 3 2 1

3. If I practiced everyday, I could develop just about any 5 4 3 2 1

skill.
4. Once I’ve decided to accomplish something that’s 5 4 3 2 1
important to me, I keep trying to accomplish it,
even if it is harder than I thought.
5. I am confident that I will achieve the goals that I 5 4 3 2 1
set for myself.
6. When I am struggling to accomplish something 5 4 3 2 1
difficult, I focus on my progress instead of feeling
discouraged.

7. I will succeed in whatever path I choose. 5 4 3 2 1

8. I will succeed in whatever college major I choose. 5 4 3 2 1

9. I believe hard work pays off. 5 4 3 2 1

10. My ability grows with effort. 5 4 3 2 1

11. I believe that the brain can be developed like a 5 4 3 2 1

muscle.
12. I think that no matter who you are, you can 5 4 3 2 1
significantly change your level of talent.
 13. I can change my basic level of ability considerably. 5 4 3 2 1

TASK NO.2:
Complete Me!

1. What is self-efficacy?
Ans:

2. Differentiate the two aspects of self-efficacy.

Ans:

4.Give examples for each of the four main sources of influence which develop and maintain self-efficacy.

Ans:

TASK NO.3:

A. Self-Efficacy Collage
Directions: Make a collage of your own perceived self-efficacy using Dr. Albert Bandura’s four
sources of influence for the development and maintenance of self-efficacy.

B. Read each statement carefully and identify whether the person described possesses (A)
high assurance in his/ her capabilities or (B) doubt his/ her capabilities. Write the letter of your
answer in the space provided.
____ 1. After being dumped by his “crush”, Daniel feels depressed and thinks that he would
no longer have the courage to face Kathryn again.

____ 2. Enrique was dumped by his “crush” too but he thinks that it is because he need to put
more effort, be more of a gentleman, be more kind and thoughtful. In that way, he could get
Liza’s affections.

____ 3. Sarah loves singing so much and one of her goals is to be a pop star someday.
Everyday she attends voice lessons and practices even when her coach is not around. Then
she joined “The Voice”, her coach suggested that her singing piece will be Whitney Huston’s
famous song which was very difficult to master. However, Sarah did not give up no matter
how difficult it was.

____ 4. Matteo’s passion is to be a triathlete. That is, he needs to master swimming, running,
and biking. When his coach told him that his performance is poor, he felt discourage. He did
not show up on their next training.

____ 5. Among the 50 grade 12 students, Justin ranks second as top notchers of the class. His
goal is to be number 1. With this, he tries to learn more about how he could learn best. He
increased his study time and develop more study techniques.