Portfolio umesh
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This document summarizes Umesh Shahi's favorite assignments, journals, and lessons from an online course. It discusses assignments on how the brain learns and metacognition. Favorite journals included self-assessment and visualizing accomplishments. Shahi liked Week 5 which covered memory, learning, and deep level processing. Key lessons included self-management, lifelong learning, and emotional intelligence. A self-assessment showed areas of strength and improvement. A career assessment suggested software developer or teacher based on personality type.
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Makayla Havens took a Learning Frameworks course and found it very helpful. She learned about herself through assignments like self-assessment and goal setting. Her favorite module covered time management and self-discipline. Makayla realized she uses her inner critic too often and wasted too much time. She improved her acceptance of personal responsibility and plans to continually work on time management and understanding herself. Makayla recommends the class to help students succeed and provides study tips.
1. knowing oneself.pptx
The document discusses a personal development course that aims to help students understand themselves better during adolescence. The course objectives are to have students analyze their developmental changes, skills, relationships and career development. It provides techniques for managing stress and mental health issues. Various class activities and assignments are described, such as a self-concept inventory, discussions on ideal and actual self, and a talent show. The importance of understanding one's strengths and weaknesses is emphasized to improve self-acceptance and relationships.
05cognitive reframing and EXTERNALIZING the PROBLEMTh.docx
|05|cognitive reframing and EXTERNALIZING
the PROBLEM
“The most common way people
give up their power is by
thinking they don’t have any.”
Alice Walker
EXTERNALIZING THE PROBLEM | 79
Where We Have Been
In Chapter 4, you learned to identify, acknowledge, and accept how your feelings and emotions can affect your
personal narratives. More importantly, you learned that you are someone who experiences feelings and emotions, but
you are separate from them—they do not define you. You were also introduced to insights and strategies that allow
feelings to move through you, rather than overtake you, so that you can minimize the chance of feelings and emotions
becoming problematic and taking your personal narrative hostage. Finally, you learned breathing exercises and were
introduced to guided mindfulness and meditation as a route to quiet your thoughts and connect you to the calming
influence of the present moment.
Where We Are Going
In this chapter, we will introduce you to the concept of neuroplasticity, the brain’s ability to be “plastic” or
“changeable” in nature by actually growing new neural pathways when tasked with creating new thinking patterns, at
any age (Figure 1). Understanding and embracing neuroplasticity is important as you begin to update your thinking
patterns and form more helpful ways of responding to difficult feelings, emotions, and stressors.
Gearing Up
» To begin to understand the concept of neuroplasticity and recognize that with it
comes an invitation to shift your relationship to your mindset problems
» To begin to maximize your brain’s neuroplasticity as you form new thinking
patterns
» To begin to learn about the important role of cognitive reframing as you foster
new ways of responding to feelings, thoughts, and beliefs
» To begin to understand the concept and practice of externalizing your problems
» To begin to identify your main problem and learn the scope of its current
influence in your life
» To begin to develop a new relationship to your problem(s)
Figure 1. Our brains are capable of
growing new neural pathways at any
age.
You will also discover that you cannot always trust your thoughts as they are often stuck in the cycle of delivering
faulty information based on self-limiting and even self-sabotaging beliefs (see the discussion on self-talk in Chapter 2).
Because this is so common for many, you will be taught how to “prime yourself” to maximize your brain’s potential for
neuroplasticity when self-limiting beliefs do in fact surface; you’ll do this by following a process that starts with simply
pausing and noticing.
Next, you will be introduced to cognitive reframing, a concept that allows you to view the same information or
experience, but through a different and more productive frame.
Lastly, you will be introduced to the narrative concept of externalizing problems. This concept holds the potential to
liberate you from problems that previously you may ha.
05cognitive reframing and EXTERNALIZING the PROBLEMTh.docx
|05|cognitive reframing and EXTERNALIZING
the PROBLEM
“The most common way people
give up their power is by
thinking they don’t have any.”
Alice Walker
EXTERNALIZING THE PROBLEM | 79
Where We Have Been
In Chapter 4, you learned to identify, acknowledge, and accept how your feelings and emotions can affect your
personal narratives. More importantly, you learned that you are someone who experiences feelings and emotions, but
you are separate from them—they do not define you. You were also introduced to insights and strategies that allow
feelings to move through you, rather than overtake you, so that you can minimize the chance of feelings and emotions
becoming problematic and taking your personal narrative hostage. Finally, you learned breathing exercises and were
introduced to guided mindfulness and meditation as a route to quiet your thoughts and connect you to the calming
influence of the present moment.
Where We Are Going
In this chapter, we will introduce you to the concept of neuroplasticity, the brain’s ability to be “plastic” or
“changeable” in nature by actually growing new neural pathways when tasked with creating new thinking patterns, at
any age (Figure 1). Understanding and embracing neuroplasticity is important as you begin to update your thinking
patterns and form more helpful ways of responding to difficult feelings, emotions, and stressors.
Gearing Up
» To begin to understand the concept of neuroplasticity and recognize that with it
comes an invitation to shift your relationship to your mindset problems
» To begin to maximize your brain’s neuroplasticity as you form new thinking
patterns
» To begin to learn about the important role of cognitive reframing as you foster
new ways of responding to feelings, thoughts, and beliefs
» To begin to understand the concept and practice of externalizing your problems
» To begin to identify your main problem and learn the scope of its current
influence in your life
» To begin to develop a new relationship to your problem(s)
Figure 1. Our brains are capable of
growing new neural pathways at any
age.
You will also discover that you cannot always trust your thoughts as they are often stuck in the cycle of delivering
faulty information based on self-limiting and even self-sabotaging beliefs (see the discussion on self-talk in Chapter 2).
Because this is so common for many, you will be taught how to “prime yourself” to maximize your brain’s potential for
neuroplasticity when self-limiting beliefs do in fact surface; you’ll do this by following a process that starts with simply
pausing and noticing.
Next, you will be introduced to cognitive reframing, a concept that allows you to view the same information or
experience, but through a different and more productive frame.
Lastly, you will be introduced to the narrative concept of externalizing problems. This concept holds the potential to
liberate you from problems that previously you may ha.
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05cognitive reframing and EXTERNALIZING the PROBLEMTh.docx
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Portfolio umesh
- 1. UMESH SHAHI • COMPUTER SCIENCE STUDENT • SEFT MOTIVATIONG • SPIRITUAL • COURAGEOUS • CURIOUS
- 2. MY FAVOURITE ASSIGNMENTS / DISCUSSIONS DISCUSSION: HOW THE BRAIN LEARNS It helped to understand the mechanism of learning. It helped to learn the idea of how to create the strong and broad neural network in brain. It helped to know the importance of quality and quantity of processing. METACOGNITION WORKSHEET It helped to think about our own thinking. It helped to understand metacognition, stage theory and bloom’s taxonomy and to implement them in our life. HOW TO GET THE MOST OUT OF STUDYING I learnt the importance of deep level processing. Besides, it helped to recognize the distractions. And I leant how to achieve deep level learning.
- 3. MY FAVOURITE JOURNALS JOURNAL ENTRY: SELF –ASSESSMENT Due to this activity, I could figure out my strengths and the things to improve. I could focus on my strengths and the things to improve in the coming days. It was a clear cut picture of my qualities for my present and future. VISUALISATION OF ACCOMPLISHMENT (JOURNAL ENTRY 11) It helped to visualize of accomplishment of one of my dream. Due to this activity, I was determined to accomplish my dream at any cost. It helped to concentrate on the path I chose. UNDERSTAND OUR OWN EMOTIONS (JOURNAL ENTRY 29) Due to this activity, I leaned to feel any emotions occurring in me. Once I can feel and recognize the emotions, it would be easier to manage it.
- 4. THE WEEK I LIKED THE MOST: WEEK 5 I learnt about the memory and the information. There was a discussion about how to get the most out of learning. It was a video tutorial. It was very informative regarding learning, especially deep level processing. It helped me to understand how to achieve deep level leraning.
- 5. I WILL CARRY THESE LESSONS TO MY NEXT SEMESTER: MASTERNING SELF-MANAGEMENT ADOPTING LIFE LONG LEARNING DEVELOPING EMOTIONAL INELLIGENCE
- 6. SELF-ASSESSMENT: The first and the second scores are: First score Second Score 68 80 1. Accepting personal responsibility 75 72 2. Discovering self-motivation 57 46 3. Mastering self-management 21 48 4. Employing interdependence 71 80 5. Gaining self-awareness 72 80 6. Adopting lifelong learning 28 52 7. Developing emotional intelligence 72 8. Believing in myself It gave me clear picture of what I should focus on. I will accomplish my goal on the strength of what I have.
- 7. GRAYSON LINK: TYPE FOCUS My code is SIC ( Social 30, Investigative 28, Conventional 26) The career for me: Software developer, Elementary school teacher I want to be software developer. For this, I should have 4 years bachelor in computer science. I should have strong mathematics and science background. Software developing is a growing field. A talented candidate can serve better in this field.