SELF Module 12 LEARNING TO BE A BETTER STUDENT

UNIT 3 MANAGING AND CARING SELF

Module 12 Learning to be a Better student

WRITER:

MARIA SHARON K. VILLARUEL

Instructor I,
MAED in Guidance and Counseling,
Certified Human Resource Professional (CHRP)
Guidance Coordinator.

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Learning Objectives
At the end of the lesson, the student shall be able to:

1. Understand the theoretical underpinnings for how to manage and

care for different aspects of the self
2. Acquire and hone of new skills and learnings for better
managing of one’s self and behavior.
3. Apply these new skills to one’s self and better functioning for
a better quality of life.

Sometimes, studying is not enough to become excellent in school. Attitude towards

what you are doing affects your performance as well. Every student can do better or
even the best, if only they practice a helpful and healthy routine that would lead them
towards success.

Some students seem to breeze through their school years, whereas others struggle,
putting them at risk for getting lost in our educational system and not reaching their full
potential. Parents and teachers want to help students succeed, but there is little
guidance on which learning techniques are the most effective for improving educational
outcomes. This leads students to implement studying strategies that are often
ineffective, resulting in minimal gains in performance. What then are the best strategies
to help struggling students learn?

Fortunately for students, parents, and teachers, psychological scientists have

developed and evaluated the effectiveness of a wide range of learning techniques
meant to enhance academic performance. In this report, Dunlosky (Kent State
University), Rawson (Kent State University), Marsh (Duke University), Nathan
(University of Wisconsin–Madison), and Willingham (University of Virginia) review the
effectiveness of 10 commonly used learning techniques.

1. Practice testing
The most effective strategy according to Dunlosky’s research is practice testing.
It consists of studying and reviewing by answering questions and actively
bringing information back to mind. When this is done, information is
reconsolidated, new connections are created, and memory and understanding
are strengthened. When reviewing topics in class, teachers should always
include low-stake quizzes. These can be of various types, as long as they
demand active retrieval. Immediate feedback should be provided.

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2. Distributed practice
Distributed practice is basically the opposite of cramming. Research consistently
shows that studying small chunks of content spread out over time is more
effective than studying long blocks of the same topic only once. To use it
successfully, students should start preparing way ahead of their exam dates and
organise their time with a calendar. In the classroom, teachers should review not
only the previous lesson but also lessons from much earlier.
3. Interleaved practice
Interleaving is the strategy of mixing up the order of questions across different
topics. Research reveals this technique to be particularly effective in when
teaching Math and parts of the Science content. Commonly, students learn
strategy A and solve a series of problems that demand strategy A, and then do
the same with strategy B. Interleaving would be to learn strategy A and strategy
B, and solve problems that can demand one or the other in a pseudo-random
order. This way, students need to figure out the right strategy from the problem
itself, which leads to a deeper understanding of the topic and better preparation
for exams.
4. Elaborative interrogation
This strategy involves asking and answering Why and How questions. That is,
thinking about a subject in more depth and detail, which strengthens connections
in the brain.
5. Self-explanation
This strategy is used when students’ explain how new information relates to
things they already know. Relating novel content to prior knowledge creates new
connections and facilitates the development of schemes.
6. Rereading
Also a very popular technique, rereading seems to only help with knowing, but
not with understanding. That is, it improves students’ ability to recall something
as old, but does not enhance their learning for that topic.
7. Highlighting
Despite its popularity, Dunlosky reports performance after reading and
highlighting is not better than performance after reading only.
8. Summarization
Paraphrasing the most important ideas in a text can help to learn. However, this
technique only works after students are properly trained in how to write
summaries. Dunlosky suggests that this need for extensive training - which
usually does not happen - reduces the applicability of the technique and that
other less-demanding strategies should be chosen instead.
9. Keyword mnemonic
This strategy is particularly used when learning new words or a foreign language.
It involves using a keyword to represent the new term. Research does not
support the effectiveness of this technique.
10. Imagery for text
This technique consists of developing internal images that elaborate on the
material being studied. Dunlonsky’s research showed that the benefits of mental
imagery are short-lived. The strategy also does not seem to be widely applicable.

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Here’s some outline simple changes you can make and soon you'll be on your way to
becoming the student you've always wanted to become.

1. Set goals
Goals, both short and long-term, are a great way to measure your success. If you
don’t have goals in sight, you have nothing to achieve or strive for in your
courses. If you set concrete goals for yourself, it’s easier to become motivated
and measure your success in those goals. Make sure your goals are realistic!
While you should challenge yourself, you shouldn't set yourself up for failure,
either. Remember, you can always set higher goals once you've achieved your
first set.

2. Adopt and stick to a study schedule

Scheduling is vital to maintaining a healthy learning balance and keeping up with
rigorous courses.

3. Stay well-rested
If you’re awake and alert, you’re certainly more likely to absorb information given
in class, during study sessions and in class activities and participation. Think of it
as an equation: awake + alertness = A’s.

4. Take advantage of educator resources

In addition to attending class, there are a variety of resources available to aid
students in thriving and achieving in class. TA’s, office hours and study review
sessions are amongst the resources offered within specific classes. Additionally,
many high schools and colleges offer tutoring sessions free of charge to students
who seek extra help with their courses.

5. Healthy study techniques for proper exam preparation

Study techniques considered “healthy” include balance, time-management and
avoiding all-night study “cram” sessions. Information is certainly easier to absorb
when reviewed in increments, rather than procrastinating until the last minute.

6. Develop note-taking skills

Listening and taking notes actively during class not only ensures the recording of
accurate information, but also reinforces the information through recording the
information as you take it in. Have you ever gone back to your notes when it
comes time to study for the exam and find that they are illegible or difficult to
understand? It's helpful to go over your note after class and either rewrite them or
outline the key information while it's still fresh in your mind. You'll find it's much
easier to utilize your notes and retain clearer information, come exam time.
Clearly, it also provides you with any important information that was only
mentioned in class when it comes time to review and study the exam material.

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7. Extracurricular activities
Try to create a life outside of academics, like participation in extracurricular
activities, such as intramural sports or college clubs. Contrary to popular belief,
extracurricular activities increase a student’s overall college experience,
contribute to the learning process and aiding in balancing scheduling skills.

8. Study buddies
Collaborating with other students is a great way to learn - as long as you're sure
to choose students who you'll stay on task with. Try finding various students in
your class, rather than friends you already have. It can expand your social group
and you're more likely to stay focused on the school work. Students who form
study groups with one another can often learn more through learning by
teaching. When students explain concepts to one another, they are able to learn
and absorb the information more easily. Inversely, students that may need
clarification on areas of study are able to ask peers in order to be able to better
understand the course materials.

9. Take advantage of school resources

Utilizing school resources for setting goals and creating positive study habits
tremendously aids in a student’s success. School resources are abundant and
students who take advantage of such resources are much more likely to
succeed. Such resources include the utilization of school libraries, career centers
and school centers that provide tutoring and knowledge (for example: student
writing centers, math centers, etc).

10. Take on a manageable course load

When taking on a well-balanced course load, students are more likely to succeed
because of realistic expectations in the work load that can be handled
successfully.

11. Attendance
This should be common sense – if students go to class, they will likely become
more successful in the course. Obviously, the course material is presented
during class periods and students that are paying attention tend to learn while in
class and, thus, are more likely to perform well on exams.

12. Participation
Going to class is one thing but paying attention and participating in class is
another. If you listen to the lessons, questions are likely to arise. If they come up
in class, ask! If you’re too shy in a large class, wait and ask the professor after
class or during office hours. It’s important to know, however, that if you’ve got a
question, it’s likely that other students have the same question as well. Whatever
you do, DO NOT wait until it comes time to study for the exam!

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Activity 1: THINK-PAIR-REPAIR

In this twist on think-pair-share, pose an open-ended question to your class and ask
students to come up with their best answer. Next, pair learners up and get them to agree
on a response. Get two pairs together, and the foursome needs to do the same thing.
Continue until half the group goes head to head with the other half. If your students are
online, breakout rooms in your conferencing software let you do the same thing

Activity 2: METACOGNITION AWARENESS INVENTORY (MAI)

Think of yourself as a learner. Read each statement carefully. Consider if the

statement is true or false as it generally applies to you when you are in the role of a
learner (student, attending classes, university etc.) Check () True or False as
appropriate. When finished all statements, apply your responses to 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.

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TRUE FALSE

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.
This survey and scoring guide are attributed to Schraw, G. & Dennison, R.S. (1994). Assessing
24. I summarize what I’ve learned after I finish.
metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
25. I ask others for help when I don’t understand
26. I can something.
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 weaknesses.
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.

This survey and scoring guide are attributed to Schraw, G. & Dennison, R.S. (1994). Assessing
metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

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Metacognitive Awareness Inventory (MAI) Scoring Guide

Directions
For each True, give yourself 1 point in the Score column.
For each False, give yourself 0 points in the Score column.
Total the score of each category and place in box. Read the descriptions relating
to each section.

KNOWLEDGE ABOUT COGNITION

DECLARATIVE KNOWLEDGE DECLARATIVE KNOWLEDGE SCORE

 The factual knowledge the learner needs before 5. I understand my intellectual
being able to process or use critical thinking related strengths and weaknesses.
to the topic 10. I know what kind of information
 Knowing about, what, or that is most important to learn.
 Knowledge of one’s skills, intellectual resources, 12. I am good at organizing
and abilities as a learner information.
 Students can obtain knowledge through 16. I know what the teacher
presentations, demonstrations, discussions expects me to learn.
PROCEDURAL KNOWLEDGE 17. I am good at remembering
 The application of knowledge for the purposes of information.
completing a procedure or process 20. I have control over how well I
 Knowledge about how to implement learning learn.
procedures (e.g., strategies) 32. I am a good judge of how well I
 Requires students know the process as well as understand something.
when to apply process in various situations 46. I learn more when I am
 Students can obtain knowledge through discovery, interested in the topic.
cooperative learning, and problem solving
CONDITIONAL KNOWLEDGE TOTAL
 The determination under what circumstances
specific processes or skills should transfer
 Knowledge about when and why to use learning 8
procedures
 Application of declarative and procedural knowledge
with certain conditions presented
Students can obtain knowledge through simulation
PROCEDURAL KNOWLEDGE SCORE CONDITIONAL KNOWLEDGE SCORE
3. I try to use strategies that have worked in the 15. I learn best when I know
past. 15. I learn best when I know something something about the topic.
about the topic.
14. I have a specific purpose for each strategy I 18. I use different learning
use. 18. I use different learning strategies strategies depending on the
depending on the situation. situation.
27. I am aware of what strategies I use when I 26. I can motivate myself to learn
study. 26. I can motivate myself to learn when I when I need to.
need to.

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33. I find myself using helpful learning strategies 29. I use my intellectual strengths
automatically. to compensate for
my weaknesses
35. I know when each strategy I
use will be most effective
TOTAL TOTAL
4 4
REGULATION OF COGNITION
PLANNING PLANNING SCORE
 Planning, goal setting, and allocating resources 4. I pace myself while learning in
prior to learning order to have enough time.
INFORMATION MANAGEMENT STRATEGIES 6. I think about what I really need to
 Skills and strategy sequences used to process learn before I begin a task.
information more efficiently (e.g., organizing, 8. I set specific goals before I begin
elaborating, summarizing, selective focusing) a task.
COMPREHENSION MONITORING 22. I ask myself questions about the
 Assessment of one’s learning or strategy use material before I begin.
DEBUGGING STRATEGIES 23. I think of several ways to solve a
 Strategies to correct comprehension and problem and choose the best one.
performance errors 42. I read instructions carefully
EVALUATION before I begin a task.
 Analysis of performance and strategy effectiveness 45. I organize my time to best
after a learning episode accomplish my goals.
TOTAL /7
INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE
9. I slow down when I encounter important 1. I ask myself periodically if I am
information meeting my goals.
13. I consciously focus my attention on 2. I consider several alternatives to a
important information. problem before I answer.
30. I focus on the meaning and significance of 11. I ask myself if I have considered
new information all options when solving a problem.
31. I create my own examples to make 21. I periodically review to help me
information more meaningful. understand important relationships.
37. I draw pictures or diagrams to help me 28. I find myself analyzing the
understand while learning. usefulness of strategies while I study
39. I try to translate new information into my own 34. I find myself pausing regularly to
words check my comprehension.
49. I ask myself questions about how
41. I use the organizational structure of the text
well I am doing while learning
to help me learn
something new.
43. I ask myself if what I’m reading is related to
what I already know
47. I try to break studying down into smaller
steps.
48. I focus on overall meaning rather than
specifics.
TOTAL /10 TOTAL /7

This survey and scoring guide are attributed to Schraw, 45. I organize my time to best
accomplish my goals.G. & Dennison, R.S. (1994). Assessing metacognitive awareness. 9|Page
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DEBUGGING STRATEGIES SCORE COMPREHENSION MONITORING SCORE

25. I ask others for help when I don’t understand 7. I know how well I did once I finish
something a test.
40. I change strategies when I fail to 19. I ask myself if there was an
understand. easier way to do things after I finish a
task.
44. I re-evaluate my assumptions when I get 24. I summarize what I’ve learned
confused. after I finish.
51. I stop and go back over new information that 36. I ask myself how well I
is not clear. accomplish my goals once I’m
finished.
38. I ask myself if I have considered
52. I stop and reread when I get confused. all options after I solve a problem.
50.I ask myself if I learned as much
as I could have once I finish a task.
TOTAL 5 TOTAL 6

Activity 3: REFLECTION PAPER

Ask the student to answer the following questions:

1. What is the most important thing I learned personally?

2. What are some of the potential obstacles you may face in becoming what
you want?
3. What actions are you taking today to help you reach your goals in the
future?

References
J. Dunlosky, K.A Rawson, E.J. Marsh, M.J. Nathan, & D.T. Willingham .(2013).
Improving Students’ Learning with Effective Learning Techniques: Promising Directions
from Cognitive and Educational Psychology.Psychological Science in the Public
Interest, 14(1), 4-58. Dol.10.1177/15929100612453266
https://www.fastweb.com/student-life/articles/how-to-be-a-better-student
How to use Breakout rooms in Zoom for Teaching and learning
virhttps://www.youtube.com/watch?v=VkK5WEf6xgktually.

https://inspiringtips.com/ways-to-be-a-better-student/
https://www.psychologicalscience.org/publications/journals/pspi/learning-
techniques.html

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https://services.viu.ca/sites/default/files/metacognitive-awareness-inventory.pdf

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