This document discusses learning styles and how to become a better learner. It defines learning and lists factors that affect the learning process, including characteristics of learners and psychological bases. There are different types of learning discussed - associative learning involving conditioning, and cognitive learning involving thinking and reasoning. Metacognition, or thinking about thinking, allows learners to be aware of their own strengths and weaknesses and employ self-regulation strategies. The document also explores different learning styles such as visual, auditory and kinesthetic, and stresses the importance of discovering one's own preferred learning style to maximize learning potential.

1. TOPIC 1 : LEARNING
TO BE A BETTER
LEARNER
HUM312

2. Learning – According to Coon (2001), it is a relatively permanent changes in
behavior brought about by practice and experience. This involves acquisition
of information or skills toa person where this can change what they think or
feel
FACTORS THAT AFFECTS THE PROCESS OF LEARNING
1.Characteristics of learners:
Example :
1. Intelligence - Ability to acquire and apply knowledge and skills.
2. Psychological condition - someone who is functioning at a satisfactory
level of emotional / behavioral adjustment.
3. Mindset - refers to our belief/ people fixed mindset believe that these
qualities inborn, fixed and unchangeable.
4. Interest – state of wanting to know or to learn about something.

3. 2. Psychological Basis of Learning :
Example:

4. 2. Psychological Basis of Learning :
Example:

5. 2. Psychological Basis of Learning :
Example:

6. 2. Psychological Basis of Learning :
Example:

7. 2. Psychological Basis of Learning :
Example:

8. Physiological Process of Learning :
How to take good care
of our Brain:
1. Read
2. Write
3. Memorize
4. Listen to Music
5. Do crosswords
6. Play Board games
7. Exercise your brain
8. Eat food for the
brain
9. Meditate
10. More sleep

9. TYPES OF LEARNING
1. ASSOCIATIVE LEARNING- A type of learning that takes place by associating
or connecting a
stimulus to a response or response to a reinforcement.
➢ Classical Conditioning - a conditioned stimulus becomes associated with an
unrelated unconditioned stimulus, in order to produce a behavioral response
known as a conditioned response.- (Ivan Pavlov)
Examples:
1. The aroma of your mother’s cooking makes you happy (The aroma reminds you
of your loving mother.)
2. Hearing a certain song makes you feel sad. (The song reminds you of a past
relationship.)

10. ➢ Operant Conditioning- - occurs through rewards and punishments for
behavior - Reinforcement and Punishment; Positive and Negative- (B.F.
Skinner)
Examples:
1. Studying hard for the quiz because you expect good grades.
2. Taking your vitamins everyday so you won’t get sick.
2. COGNITIVE LEARNING- A type of learning that takes place through
conscious mental activities like thinking, understanding, and remembering.
➢ Latent Learning- Learning without reinforcement. - The ability to screen and
encode data in the brain, analyze and assimilate new and stored data and
retrieve it for use in a specific situation (Cognitive Maps- Edward Tolman)
Example: Learning the disaster drills may prove useful when real disaster strikes.

11. ➢ Observational Learning- - learning by observing others - Modelling
(observing and imitating a specific behavior) - Attention, Retention, Motor
Reproduction, and Motivation/reinforcement – (Albert Bandura)
Example: Carlos saw his friend studying and got a high grade so Carlos studied
hard too. (Carlos imitated the behavior because of the positive results.)
“As Homo sapiens or the so-called “wise men”, we are able to think in a
complex level than our ancestors. Being called wise, we are able to think and
to think what we think. As what they say, it’s like your brain thinks about itself
then thinks about how it thinks itself.
Studies show that when you are able to think what you think, how you process
information, and how you utilize techniques, you have a higher chance of
improving your learning process.”

12. METACOGNITION
Meta means “beyond’, therefore Metacognitive Skills involve thought
processes that are BEYOND ordinary thinking.
“thinking about thinking” - Awareness of the scope and limitations of your
current Skills
The process by which a person is THINKING about, monitoring, or
observing his thinking process.
➢ It is important for learning to be a success, and it typically involves
SELF-REGULATION, the awareness of one's strength and weaknesses
and the strategies a person would use to overcome and handle life
difficulties.

13. 2 Aspects of Metacognition
1. Self - Appraisal - personal reflection on your knowledge and abilities.
2. Self - Management - mental process you employ using what you what
you have in planning and adapting to complete a task.
3 Components:
a. METACOGNITIVE KNOWLEDGE
✓ knowing how the person learns his beliefs about learning in himself and
others.
✓ How the person processes information and
✓ the strategies he uses to optimize his learning.
Personal Variable - Evaluation of Strengths and Weaknesses

14. b. METACOGNITIVE EXPERIENCE
✓ affective aspect of the learning process.
✓ Positive emotions can motivate the person to continue learning and
✓ a positive attitude directs the person to accomplish the learning task.
Task Variable - What you know/ think about the task
c. METACOGNITIVE STRATEGIES
✓ strategy of a person to monitor his learning progress.
✓ To discipline the person by controlling his thinking activities and
✓ keeping him on track towards the completion of his learning goals.

15. 3 Variables affecting how we assess ourselves:
1. PERSONAL VARIABLE - Evaluation of your strengths and weaknesses in
learning.
2. TASK VARIABLE - What you know and think of the task and what strategies are
needed.
3. STRATEGY VARIABLE - What strategies you already have in dealing tasks.
METACOGNITIVE SKILLS:
1. KNOWING YOUR LIMITS - Know your scope and limitation of your resources.
2. MODIFYING YOUR APPROACH - Recognizing that your strategy is not
appropriate with the task so you have to look for other strategies.
3. SKIMMING - Browsing on your materials and keeping an eye on key words,
phrases, or sentences.

16. METACOGNITIVE SKILLS:
4. REHEARSING - Not only repeatedly talking or writing, but make a personal
interpretation or summary of learning experience.
5. SELF – TEST - Testing your comprehension of learning experience or skills you have
acquired during learning.
4 types of learners
1. TACIT LEARNERS - Unaware of metacognitive processes though they know the extent
of their knowledge.
2. AWARE LEARNERS - Know some of their metacognitive strategies but do not plan to
use them.
3. STRATEGIC LEARNERS - Strategize and plan their course of action toward a learning
experience.
4. REFLECTIVE LEARNERS - Reflect their thinking while using strategies and adapt
other metacognitive skills.

17. LEARNING
❖ Knowledge acquired by systematic study in any field of scholarly
application.
❖ The act or process of acquiring knowledge or skill.
❖ Psychology. The modification of behavior through practice, training, or
experience.
DISCOVERING YOUR LEARNING STYLE
As a lifelong learner, you need to know how to learn to maximize your learning
potential. Everyone process information differently. Knowing your preferred
learning style can increase your effectiveness in school or at work and can
enhance your self-esteem. Knowing how you learn best can help you reduce
frustration, focus on your strengths, and integrate various styles.

18. LEARNING STYLES:
1. Visual Learners
Visual learners prefer to see information and read material. They learn more effectively
with pictures, graphs, illustrations, diagrams, timelines, photos, pie charts, and visual
design. They like to contemplate concepts, reflect, and summarize information in writing.
They might use arrows, pictures, and bullets to highlight points. Visual learners are often
holistic in that they see pictures in their mind that create feelings and emotion.
Visual learners tend to:
• Remember what they see better than what they hear.
• Prefer to have written directions they can read
• Learn better when someone shows them rather than tells them
• Like to read, highlight, and write summaries
• Keep a list of things planning the week
• Tend to be quiet in class and watch facial expressions
• Like to read for pleasure and to learn
• May want to be an interior designer, a drafter, a proof reader, a writer, or an artist

19. LEARNING STYLES:
2. Auditory Learners
Auditory learners prefer to rely on their hearing sense. They like tapes and music, and they
prefer to listen to information, such as lectures. They like to work in study teams and enjoy
class discussions. They like to talk, recite, and summarize information aloud. Auditory
learners may create rhymes out of words and play music that helps them concentrate. When
they take study breaks, they listen to music or chat with a friend.
Auditory Learners tend to:
• Remember what they hear better than what they see
• Prefer to listen to instructions
• Like to listen to music and talk on the telephone
• Plan the week by talking it through with someone
• Use rhyming words to remember
• Learn best when they hear an assignment as well as see it
• May enjoy being a disc jockey, trial lawyer, counselor, or musician

20. LEARNING STYLES:
3. Kinesthetic Learners
Kinesthetic learners are usually well coordinated, like to touch things, and learn best by
doing. They like to collect samples, write out information, spend time to outdoors, and relate
to the material they are learning. They like to connect abstract material to something
concrete.
Kinesthetic Learners tend to:
• Create an experience
• Use hands-on activities and computer games
• Build things and put things together
• Use models and physical activity
• Draw, doodle, use games and puzzles, and play computer games
• Take field trips and collect samples
• Relate abstract information to something concrete
• May enjoy being a chef, a surgeon, a medical technician, a nurse, an automobile mechanic,
an electrician, an engineer, a police officer, or a dancer.

21. Because each of us has our own unique set of abilities, perceptions, and
needs, learning styles vary widely. Besides visual, auditory, and kinesthetic
learning styles there are other, more specific styles, and some people may
have more than one learning style. Everyone has his or her own way of
learning.
We all learn differently, and we each have our own style of studying. No two
people are exactly the same when it comes to study preferences. To get the
most out of your studying, it's important to better understand what works for
you, and what doesn’t.

22. 1. Set goals
2. Adopt and stick to a study schedule
3. Stay well-rested
4. Take advantage of educator
resources
5. Healthy study techniques for proper
exam preparation
6. Develop note taking skills
7. Join extracurricular activities
8. Study buddies
9. Take advantage of school resources
10.Take on manageable course load
11.Attendance
12.Participation
TIPS TO BE
A BETTER
STUDENTS

23. 1. Ask questions
2. Be positive
3. Complete assignments/homework
4. Do more than required
5. Establish a routine
6. Follow directions
7. Get a tutor
8. Listen in class
9. Maintain focus
10.Read, read, read
11.Set goals
12.Stay away from trouble
13.Stay organized
14.Study, study, study
15.Take challenging classes/teachers
BECOMING
AN OUTSTANDING
STUDENT

24. IMPROVING ONE’S STUDY HABITS:
If you want to succeed in school, try to apply the following techniques:
1. Plan when you are going to study. Set a fixed schedule for studying. Students who
whimsically and sporadically study do not perform well as those who have set a study schedule.
Even if you are all caught up in your studies, following a schedule will help you manage your
time well.
2. Never cram. Successful students typically space their work schedule into shorter periods of
time. Spacing your study sessions will reduce the risk of forgetting during written examinations.
3. Set a specific for each study session. Simply studying without direction is not effective. You
need to know what exactly you want to accomplish each study session. Each specific study
objective must in harmony with your overall academic goal.
4. Never procrastinate your planned study session. Successful students. Do Not
Procrastinate. Procrastination leads to rushing and rushing consequently leads to errors.

25. 5. Start with the most difficult subject. When you give more time in studying the most
difficult subject, it would be faster to work on the less difficult ones; thus enabling you to
complete the work.
6. Make sure you are not distracted while studying. Free yourself from any form of
distraction. When you are distracted while studying, you will lose your train of thought and
unable to focus. Both will lead to poor and
ineffective study habits.
7. Join study groups. Working in groups will benefit you in three ways:
1) get help from others when you are struggling to understand a concept,
2) complete assignments more quickly,
3) teach others. Effective students use groups effectively.
8. Review your notes, schoolwork and assignments over the weekend. Reviewing what
you have learned for the week over the weekend will make your long-term-memory system
work more efficiently. Our long-
term memory system keeps information for longer storage and use. Forgetting is less likely
to happen during examinations when information are stored in our long-term memory.

26. OTHER STUDY TIPS:
1. Make an outline of the things you want to
learn.
2. Break down the task in smaller and more
manageable details.
3. Integrate variation in your schedule and
learning experience.
4. Incubate your ideas.
5. Revise, summarize, and take down notes.
6. Engage what you have learned.