Lesson 11: Learning to be a Better Student Flashcards
what are the 3 form of environment
- physical
- social
- cultural
which affects all areas of our health and safety conditions.
physical environment
includes our family and other people we come into contact with daily
social environment
includes the language used during family interaction, the food we eat, the customs and traditions of the place we come from, or the religious group we belong.
cultural environment
Is defined as a relatively permanent change in behavior that is brought about by experience
learning
Cacioppo & Freberg presented the three main types of learning, namely:
-associative
-non-associative
-observation
occurs when we make a connection or an association between two events
associative learning
process of learning the associations
conditioning
what are the 2 forms of associative learning
- classical conditioning
-operant conditioning
who is the proponent of classical conditioning
Ivan Pavlov
It is forming associations between pairs of stimuli that occur sequentially in time.
classical conditioning
refers to something that must be learned
conditioned
refers to factors that are reflexive or that occur without any learning.
unconditioned
refers to an environmental event whose significance is learned
conditioned stimulus (CS)
has innate, built-in meaning to the organism
unconditioned stimulus (UCS)
are learned reactions
conditioned responses (CRs)
don’t need to be learned; they appear without prior experience with a stimulus.
unconditioned responses
It is forming associations between behaviors and their
consequences. Increasing behaviors that is
followed with rewards.
operant conditioning
is a process by which a stimulus increases the probability of a preceding behavior to be repeated
reinforcement
is any stimulus that increases the probability that a preceding behavior will occur again.
reinforcer
refers to a stimulus that decreases the probability that a prior behavior will occur again.
punishment
A stimulus added to the environment that brings about an increase in a preceding response.
positive reinforcer
Refers to an unpleasant stimulus whose removal leads to an increase in the probability that a preceding response will be repeated in the future.
negative reinforcer
Weakens a response through the application of unpleasant stimulus.
positive punishment
It consists of the removal of something pleasant.
negative punishment
Involves changes in the magnitude of responses to a single stimulus rather than the formation of connections between stimuli
non-associative learning
2 types of non-associative learning
- habituation
-sensitization
Reduces our reactions to repeated experiences that have already been evaluated and found to be unchanging and harmless.
habituation
Increases our reactions to a wide range of stimuli following exposure to one strong stimulus.
sensitization
Is also called imitation or modeling
observational learning
It is a learning that occurs when a person observes and
imitates behavior.
observational learning
4 main processes of observational learning
- attention
- retention
- motor reproduction
- reinforcement
is needed to reproduce the model’s actions
attention
To attend to what the model is saying or
doing.
attention
Is done by encoding the information and keeping it in memory so that you can retrieve it.
retention
It is the process of imitating the model’s actions.
motor reproduction
It is observing whether the model’s behavior is followed by a consequence.
reinforcement
Is commonly defined as “thinking about thinking” or awareness and understanding of one’s thinking and cognitive processes
metacognition
It helps individual better manage cognitive skills which lead to identification on one’s weaknesses which can be corrected thus constructing new cognitive skills
metacognition
uses of metacognition
● Helps students plan, monitor, and modify their mathematical problem-solving
● helps promotes autonomy and resiliency
what are the metacognitive strategies
- self-instruction
- self-monitoring
talking one’s self through a task or activity
self-instruction
checking one’s performance; often involves a checklist
self-monitoring
why set goals?
The first step of successful goal achievement is goal setting.
The theory explains that people can have different mindsets towards different aspects of their lives, like intelligence and learning.
mindset theory (carol dweck)
what are the types of mindset
- fixed mindset
-growth mindset
Those who attribute their successes on innate ability
fixed mindset
Majority of people who are “””” do not set another goal after a setback because they are easily discouraged. They also see feedback as criticisms rather than an opportunity for self-growth, and they easily give up.
fixed mindset
Those who attribute their accomplishments on learning, effort, training, and practice
growth mindset
Majority of individuals who possess a growth mindset strive harder despite of challenges, and see feedback constructively to better improve next time
growth mindset
is essentially linked to task performance.
goal setting theory (edwin locke)
Specific and challenging goals along with appropriate feedback contribute to higher and better task performance.
goal setting theory (edwin locke)
what are the 5 effective goal setting principle
- clarity
- challenge
- commitment
- feedback
- task complexity
a clear, measurable goal is more achievable than one that is poorly defined. When the goal is clear, you will know what you are trying to achieve
clarity
The more challenging the goals are, the more people become motivated. However, it is important to consider a careful balance to ensure the right degree of challenge.
challenge
This means putting deliberate effort into attaining the goal you set
commitment
Other than setting a goal, it is also good to listen to feedback on how you are progressing towards the attainment of your goal
feedback
The more you set challenging goals, the more complex the process will become. If the goal becomes complex, it is helpful to break down larger tasks into smaller, more attainable steps, so as not to become overwhelmed as you go along the way.
task complexity
meaning of S.M.A.R.T
s- specific
m- measurable
a- achievable
r- relevant
t- time-bound
I have to increase my scores during examination to increase my overall average to qualify for an academic scholarship.
specific
My scores during minor and major examinations have to reach 95% of the total score per exam.
measurable
I will ask my classmates who do well in Chemistry and Physics to teach me on the topics that I don’t clearly understand.
achievable
I will reduce the financial requirements every semester. Better grades will also open more opportunities for me.
relevant
I have four days to prepare for the quiz in Chemistry and five days to prepare for Physics; four weeks to prepare for the midterm so I have plenty of time to do personal study, and meet my classmates and teachers to help me with my weak points in these courses.
time-bound
goal setting tips:
- write down your goals
- stick with your goals
In this way, it will be easier to keep track how far or near are you in reaching it. In writing your goals, use “I will” and frame your goal statement positively.
goal setting tip: write down your goals
Whatever challenges you may face on the process of achieving your goal, you need to be convinced that with hard work and commitment, everything will be possible.
goal setting tip: stick with your goal
