Chapter 12

CHAPTER 12
LEARNING TO
BE A BETTER
STUDENT
At the end of the chapter, you should be able to:
❑ explain learning and how it works in humans;

❑ identify the parts of the brain involved in learning;
❑ describe the importance of neuroplasticity and its
implications on learning;
❑ discuss the influence of metacognition and self
regulation in learning; and
❑ choose and apply strategies to improve learning.
o According to neuroscientists,
learning new knowledge and A skills
everyday keeps the structures of the
brain changing and increases its
ability to learn.
o This chapter discusses theories and

concepts that explain the nature
and dimensions of learning.
o Metacognition and self-regulated

learning are also discussed along
with suggestions and strategies on
how to improve learning and
become a better student.
Behaviorists define learning
as a relatively permanent
change in behavior as a result
of practice or experiences.
Cognitive psychologists
define learning as a process
that leads to change as a result
of experience.
o In other words, learning is the acquisition of
knowledge, skills, and attitudes through
experience.
o It is a transformational process that leads to
personal growth and development.
o Learning helps an individual to adapt to the
constantly changing environment.
o It starts at birth and continues throughout life.
o It is a constant process that can result from
direct and indirect experiences.
o Individuals learn from one another through
observation and imitation.
o Learning is important to the survival of human
beings because it enables them to discover new
knowledge, technology, and interventions.
What happens
in the brain
during
learning?
Humans have the capacity to
learn new skills and adapt to new
environments.
Development and learning are

powerful agents of change
throughout one’s life that induce
structural and functional
plasticity in the neural systems of
the brain (Galvan, 2010).
Neuroplasticity
▪ The process of neuroplasticity is the
ability of the brain to change
throughout one’s life.
▪ It involves the addition of new
neurons, new interconnections
between neurons, and the
reorganization of information
processing areas.
▪ The ability of the brain to change
happens in two ways; it could be
through an increase in the number of
synapses between neurons or a
change in the function and structure
of the neurons.
Neuroplasticity video explained.
https://www.youtube.com/watch?v=ELpfYCZa87g
Neurons
❑ are the basic building blocks of the nervous system
that transmit impulses or messages.
❑ Every neuron is made up of a cell body (soma),
dendrites, and an axon.
❑ Neurons vary according to their functions and
locations.
❑ The impulses that travel along

neurons are electrochemical in
nature.
❑ Neurons are not totally connected
and are separated by a small gap Parts of a Neuron explained:
separates neurons. https://www.youtube.com/watch?v=O2kuU2mZzeU
https://www.youtube.com/watch?v=6qS83wD29PY
Synapse
A neuron transmits
impulses or messages
to another neuron
through a junction
called synapse.
Neurotransmitter
▪ are the electrochemicals that connect
and allow the transmission of impulses
from one neuron to another.
▪ Several neurotransmitters are

associated with memory and learning
such as:
o acetylcholine,
o glutamate,
o dopamine, and
o norepinephrine
Neuron synapse animation

https://www.youtube.com/watch?v=ecGEcj1tBBI
Neurotransmitters
Cerebral Cortex ⮚ is the wrinkled layer
of the brain.
✔ The process of
neuroplasticity, or
changes in the
structure functions of
the neurons in the
brain, usually
happens in the
Cerebral cortex explained cerebral cortex.
https://www.youtube.com/watch?v=dNngOlsLuGI
Cerebral Cortex ❑The cerebral cortex is packed with
neurons and is responsible for the most
sophisticated information processing in
the brain.
❑The cerebral cortex plays a key role in
human learning, thought, memory, and
language (Rathus, 2017).
The cortex is divided into four lobes:
o the frontal,
o parietal,
o temporal, and
o occipital
❑Each lobe is responsible for processing
the different types of sensory
information.
FRONTAL LOBES The frontal lobes are the largest lobes
in the human brain and they are also the
most common region of injury in traumatic
brain injury. The frontal lobes are important
for voluntary movement, expressive
language and for managing higher level
executive functions. Executive functions
refer to a collection of cognitive skills
including the capacity to plan, organize,
initiate, self-monitor and control one’s
responses in order to achieve a goal. The
frontal lobes are considered our behavior
and emotional control center and home to
PARIETAL LOBES
The parietal lobes are
located near the back and
top of the head. They are
important for processing
and interpreting
somatosensory input.
For example, they inform us about objects in our external environment through
touch (i.e., physical contact with skin) and about the position and movement of
our body parts (proprioception). The parietal lobes are also responsible for
integrating sensory input, and construction of a spatial coordinate system to
represent the world around us.
TEMPORAL LOBES
The temporal lobes sit behind
the ears and are the second
largest lobe. They are most
commonly associated with
processing auditory information
and with the encoding of The dominant temporal lobe, which
memory. The temporal lobes are is the left side in most people, is involved
in understanding language and learning
also believed to play an and remembering verbal information. The
important role in processing non-dominant lobe, which is typically the
affect/emotions, language, and right temporal lobe, is involved in
certain aspects of visual learning and remembering non-verbal
information (e.g. visuo-spatial material
perception. and music).
OCCIPITAL LOBES
The occipital lobes sit

at the back of the
head and are
responsible for visual
perception, including
colour, form and The occipital lobe is the major
visual processing centre in the
motion.
brain.
A leader in the field
of neuroplasticity
research, suggests
that learning new
knowledge and skills
everyday keeps the Dr. Michael
structures of the Merzenich
brain in constant
change which
increases its ability
to learn.
METACOGNITION
AND
SELF-
REGULATED
LEARNING
Metacognition
⮚is the awareness of
one’s thinking and the
strategies one uses to
learn.
⮚is simply defined as

cognition about cognition
or thinking about thinking.
Identifies two components of metacognition:
1.Metacognitive knowledge
⮚ includes knowledge of one’s
own cognitive abilities,
knowledge of cognitive
tasks, and knowledge of the
strategies to complete the
cognitive tasks.
2.Metacognitive regulation
John Flavell (Lai, 2011)
Psychologist ⮚ refers to how an individual
monitors and controls his or
her cognitive processes.
Self-Regulated Learning (SRL)
❑ 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.
❑ It is a process of taking control of and

evaluating one’s own learning and
behavior.
❑ It is a self-directed process through which

students transform their mental abilities
into academic skills.
SRL explained:
https://www.youtube.com/watch?v=8wfBYm964BU
Self-Regulated Learning (SRL)
❑ It is also a cyclical process in which the student

plans for a task, monitors his or her
performance, and reflects the outcome.
❑ The cycle is then repeated as the student
uses his or her reflections to adjust and
prepare for the next task.
❑ Thus students practice their self-
regulation learning by setting goals,
selecting and using strategies,
monitoring their performance, and
reflecting on their learning outcomes
(Zimmerman, 2008).
SRL explained:
https://www.youtube.com/watch?v=8wfBYm964BU
Three essential components of
self-regulated learning
1. Planning
⮚ increases efficiency, control, and motivation.
2. Problem solving
⮚allows students to learn to think and look for solutions when
faced with adversities. self-evaluation.
3. Self-evaluation
⮚increases self-awareness that leads to the better understanding
of one’s own emotions, strengths, and weaknesses.
GENERAL BENEFITS OF METACOGNITION
AND SELF-REGULATION IN LEARNING
▪ Increase students’ knowledge and understanding of different subject matters

▪ Help students understand the kinds of information they need to successfully solve a problem in
school
▪ Help students choose the most appropriate and useful learning strategies to improve their
learning capabilities
▪ Help students organize daily tasks in school
▪ Help students identify strengths and weaknesses in their academic performance
▪ Allow students to learn ideas from others such as their teachers and fellow students
▪ Allow students to give and receive feedback in their own thinking and performance
▪ Develop students’ autonomy and control
▪ Improve students’ academic performance and help them become successful
▪ Develop students’ high sense of self-efficacy and self esteem
HOW TO DEVELOP METACOGNITIVE AND
SELF-REGULATED LEARNING BEHAVIORS
▪ Set your short-term and long-term academic goals in your studies. Identify the
negative outcomes if you don’t achieve your goals as well as the positive
outcomes when you achieve them.
▪ Make a self-help plan to achieve your academic goals. Think and select
strategies to achieve your goals such as staying focused, avoiding distractions,
and developing skills to manage your time efficiently.
▪ Monitor your academic performance and progress. Use a chart to monitor your
work outcomes. When faced with difficult tasks, seek social support when you
need it. Look for inspiration to keep you motivated in achieving your academic
goals. When confronted with difficulties, always think and keep working toward
your goals and the future.
▪ Reflect on what you have learned and accomplished. Reflection helps you
develop your strengths and overcome your weaknesses.
DISCOVER
1. Behaviorists define learning as a relatively

permanent change in behavior as a result of practice
or experiences.
2. Neuroplasticity is the ability of the brain to change
throughout life. It involves the addition of new
neurons, new interconnections between neurons,
and the reorganization of information processing
areas.

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CHAPTER 12

❑ explain learning and how it works in humans;

o This chapter discusses theories and

o Metacognition and self-regulated

Development and learning are

❑ The impulses that travel along

▪ Several neurotransmitters are

Neuron synapse animation

The occipital lobes sit

⮚is simply defined as

❑ Zimmerman (2002) defines self-regulated learning (SRL)

❑ It is a process of taking control of and

❑ It is a self-directed process through which

❑ It is also a cyclical process in which the student

▪ Increase students’ knowledge and understanding of different subject matters

1. Behaviorists define learning as a relatively

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