Understanding THE SELF Handouts and Notes for

the 1st Year Students in URS

Understanding The Self (University of Rizal System)

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 contemplate, turn your gaze
UNDERSTAN inward, and analyze the true

DIN nature and values that are

guiding your life.
•
G THE SELF
PRELIMINARIES
What if Socrates is still alive

today? “Isip, isip din kapag

MODULE 1: FROM THE may time” PLATO

PERSPECTIVE
• Plato was the student of Socrates.
OF PHILOSOPHY
• According to him, “soul” is the
PHILOSOPHY most
divine aspect of human being.
ETYMOLOGY
However, his concept of the divine
Greek word “philo” – loving and is not a spiritual being but rather
“sophia” – knowledge/wisdom one that has an intellectual
connotation.
DEFINITION
3 COMPONENTS TO THE SOUL
• At its simplest, Philosophy means
“loving knowledge” or “loving 1. The Appetitive (sensual)
wisdom”. The term as originally • The element that enjoys sensual
used by the Greeks meant “the experiences, such as food, drink
pursuit of knowledge for its own and sex.
sake”
• It is a set of ideals, standards or 2. The Rational (reasoning)
beliefs used to describe behavior • This is conscious awareness.
and thought. (Western Philosophy, This is the part of us that thinks
Eastern Philosophy…) and analyzes.
• Investigates the legitimacy of
concepts by rational 3. The Spirited (feeling)
argument concerning their • The one with lots of energy,
implications, relationships as power, emotions.
well as reality, knowledge,
When these are attained, the
moral judgment, etc.
human person’s soul becomes
SOCRATES just and virtuous.

• The Greeks were the ones who

seriously questioned myths and
moved away from them to
understand reality and respond to
perennial questions of curiosity,
including the question of the self.
• “The unexamined life is not
worth living" Downloaded by Arabella
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What does he mean by this?

• Self-knowledge, or the
examination of one-self, as well
as the question about how one
ought to live one’s life, are very
important concerns because
only by knowing yourself
can you hope to improve
your life. (Rappe, 1995)
• Socrates believed that you as
a person, should consciously
What if Plato is still alive today? still alive today?

Kung hindi ka manhid, tao ka! Kahit itabi mo ako sa taong

Kumpleto ka! rebulto, ako pa din ang
totoong tao.
ST. AUGUSTINE

• He was deeply influenced by

Plato’s ideas.
• Following view of Plato but
adds Christianity.
• Man is of a bifurcated nature
(meaning man is divided into
two parts)

1. Part of man dwells in the world,

and yearns to be with the Divine
(body)

2. The other part is capable of

reaching immortality. (soul)

Body - dies on earth.

Soul - lives eternally in

spiritual bliss with God.

What if St Augustine is still

alive today?

Wag kang mag-alala, lahat

tayo ay imortal sa kabilang
buhay!

ST. THOMAS AQUINAS

• Man = matter + form

• Matter – common stuff that
makes up
everything in the universe
• Form – essence of a substance
or a thing (what makes it what it
is)
• The body of human is similar to
animals/objects, but what
makes a human is his essence.
• The soul is what makes us
humans.

What if St Thomas Aquinas is

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RENE DESCARTES who believes that knowledge
comes from experiences and
senses)
• Father of Modern Philosophy
• The self is not an entity beyond
• There is so much that we should the physical body.
doubt. • You know that other people
• If something is so clear and are humans not because you
lucid as not to be doubted, that's have seen
the only time one should
believe.
• “Cogito ergo sum” – I think,
therefore I am.
• He asserted that everything
perceived by the sense could
not be used as proof of
existence because human
senses could be fooled. He
added that there was only one
thing we could be sure of in this
world, and that was everything
could be doubted. (He was
skeptical about the truth to
determine which beliefs
could be ascertained as
true)
• The only thing one can't
doubt is existence of the
self.

What if Rene Descartes is still

alive today?

Totoo ba ang mga

ulap? Totoo ba ang

rainbow? Totoo bang

kami na?

DAVID HUME

• Disagrees with all the

other aforementioned
philosophers.
• All knowledge is derived from
human senses.
• “One can only know what comes
from the senses and experiences
(he is an empiricist- someone
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 their soul, but because you see today?
them, hear them, feel them.
Bes, every Sunday ako
(again, senses)
nagsisimba. Banal ako.
What if David Hume is still alive
today?

Wag mo akong tanungin at

pagisipin ng 1+1, kapag
binigyan mo ako ng isang
mangga, at ng isa pang
mangga, ang alam ko,
dalawang mangga na yan.

IMMANUEL KANT

• Agrees with Hume that

everything starts with
perception/sensation of
impressions.
• There is a “mind” that regulates
these
impressions. The human mind
creates the structure of human
experience.
• Time, space, etc are ideas that one
cannot find in the world, but is built
in our minds.

What if Immanuel Kant is still

alive today?

Wag kang matakot sa ferris

wheel, hay naku, it’s all in the
mind!

GILBERT RYLE

• What truly matters is the

behavior that a person manifests
in his day-to- day life.
• Sense of self is derived from our
behaviors and actions.

For example you think of yourself as a

kind person because of your acts of
kindness. In Ryle’s view, your actions
define your own concept of “Self”

What if Gilbert Ryle is still alive

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MAURICE MERLEAU-PONTY • Psychologists are focused on how
the mind influences human
• Mind-body bifurcation is an behavior,
invalid problem. Mind and
body are inseparable. Mind
is part of the body, and body
is part of the mind. They need
each other.
• One’s body is his opening
toward his existence to the
world
• The living body, his thoughts,
emotions, and experiences are all
one.
• If you hate this subject, Merleau-
Ponty understands you.

What if Maurice Merleau-Ponty

is still alive today?

Kung gusto kong ligawan ako

ng crush ko, kailangang
magpaganda ako. Pero
bukas na lang, tinatamad na
ako e.

Module 2: SELF: FROM THE

SOCIOLOGY SOCIOLOGICAL PERSPECTIVE
• Sociology is a social science
concerned with the study of
social relationships and the
various ways these
relationships are patterned in
terms of our membership of
social groups.
• It studies human societies,
their interactions, and the
processes that preserve and
change them.

DIFFERENCE BETWEEN
PSYCHOLOGY AND
SOCIOLOGY

PSYCHOLOGY

• Focus is on the individual ,

what makes them unique

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 • Psychologists tend to look inward drives or instincts) on a different area
(mental health, emotional of the body. As a person grows
processes) physically certain areas of their body
SOCIOLOGY become important as sources of
potential frustration (erogenous
• Focus is on two or more people. zones), pleasure or both.
• Sociologists study the role of
society
in shaping human behavior.
• Sociologists tend to look
outward (social institutions,
cultural norms, interactions
with others)

THEORIES OF SELF-
DEVELOPMENT

When we are born, we have a

hereditary and genetic traits.
Nevertheless, who we are as human
beings progresses through social
interaction , both in the fields of
psychology and in sociology.

PSYCHOLOGICAL THEORIES

SIGMUND FREUD

• Founding father of psychoanalysis,

a
method for treating mental illness
and also a theory which explains
human behavior.
• Freud believed that events in our
childhood have a great influence on
our adult lives, shaping our
personality.
• A person matures through a
series of
psychosexual stages, namely:
oral, anal, phallic, latency,
and genital.

Freud's Psychosexual Stages

of Development

Each stage represents the fixation of

libido (roughly translated as sexual
1. Oral Stage (Birth to 1 year) adult) – last stage of personality
- libido is centered in a baby's development and begins at
mouth. puberty. It is a time of
adolescent sexual
2. Anal Stage (1 to 3 years) -
experimentation.
libido now becomes focused
on the anus, and the child ERIK ERIKSON
derives great pleasure from
• Created a theory of
defecating.
psychosocial development
3. Phallic Stage (3 to 6 years) based, in part, on the work of
- Sensitivity now becomes Freud.
concentrated in the genitals. • His theory included eight stages of
personality development beginning
4. Latency Stage (6 years with birth and ending with death.
to puberty) - The libido is • Self-development gives credit to
dormant. Child’s energy is social
directed towards school, aspects unlike Freud’s focus on basic
friendships, hobbies. human urges.
• Freud’s Theory centered on
5. Genital Stage (puberty to
psychosexual development whereas

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 Erikson’s focused on a didactic relationship. (one
psychosocial development teaches the other)

SOCIOLOGICAL THEORIES

CHARLES HORTON COOLEY

• He developed the theory called the

“looking-glass self” (1902)
• This theory states that a person’s
self grows out of society’s
interpersonal interactions and the
perceptions of others. People are
shaping themselves based on
other people’s perception
• The “looking-glass self has
three components.

Three Components of the

“Looking- glass self”

• First, we imagine how we

must appear to others.
• Second, we imagine the
judgment of that appearance.
• Finally, we develop our self
through the judgments of others.

GEORGE HERBERT MEAD

• He is regarded as one of the

founders of social
psychology. He developed the
“Theory of the Social Self”
• It explains how social experience
develops an individual’s
personality.
• Mead claimed that the self is not
there at birth, rather, it is
developed with social experience.
• No self interaction = no self
• He also developed the “Two side
of
self : “I” and”Me”
• According to him, a person
undergoes an active process,
not just a mere reflection of
society. The “I” and “me” have
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• “Me” is the product of what the
person has learned while
interacting with others and with
the environment (learned
behaviors, attitudes,
expectations)
• “I” is the part of the self that
is unsocialized and
spontaneous. It is the person’s
response to the community’s
attitude. (impulses, drives)

For example, you have learned that

stealing can get you to jail (“me” )
that’s your learned behavior ,
therefore, you will not steal. (“I”)
you are driven not to steal

KOHLBERG’S THEORY OF
MORAL DEVELOPMENT

LAWRENCE KOHLBERG

• How do people learn to decide

what is right (good) and what is
wrong (bad)?
• To understand this topic, he
developed a theory of moral
development that includes
three levels:

a. pre-conventional

• young children, who lack a

higher level of cognitive
ability, experience the world
around them only through
their senses.

b. conventional

• develops during teen years,

when youngsters become
increasingly aware of others’
feelings and take those into
consideration when
determining what’s “good”
and “bad.”
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c. post conventional Anthropological perspective
• is when people begin to think of focuses on the study of the full
morality in abstract terms, such scope of human diversity and the
as Americans believing that application of that knowledge to help
everyone has the right to life, people of different background.
liberty, and the pursuit of
happiness. At this stage, people
also recognize that legality and
morality do not always match
up evenly (Kohlberg 1981).
When hundreds of thousands
of Egyptians turned out in 2011
to protest government
corruption, they were using
post conventional morality.
They understood that although
their government was legal, it
was not morally correct.

GILLIGAN’S THEORY OF
MORAL DEVELOPMENT AND
GENDER

CAROL GILLIGAN

• According to her, Kohlberg’s

theory might show gender bias
since his research was only
conducted on male subjects.
• She set out to study
differences between how
boys and girls developed
morality.
• Gilligan’s research
demonstrated
that boys and girls do, in fact,
have different understandings
of morality.
• Boys tend to have a justice
perspective. Girls, on the other
hand, have a care and
responsibility perspective.

MODULE 3 FROM THE

PERSPECTIVE
OF ANTHROPOLOGY
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In anthropology the self came It considers the genetic and cultural
to be understood as a process origins of self, the role that self plays
that orchestrates an in socialisation and language, and
individual’s personal the types of self we generate in our
experience following which individual
she/he becomes self -aware
and self- reflective about
her/his place in society.

In this module you will learn that

every aspects of our lives can be
studied in the past, present or
future from anthropological
perspective that connects us to our
past and helps to prepare for the
future.

ANTHROPOLOGY

• is the field of social sciences

that focuses on the study of
man. This does not pertain only
to one aspect of man, but
rather on the totality of what
it means to be human,
• The fields looks into man’s
physical/ biological
characteristics, the social
relationship and the influence
of his culture from the dawn of
civilization up to the present.
• The main purpose of
anthropology is for us to
understand human biological and
cultural diversity, and the
origins of humans.

THE SELF IN CONTEMPORARY

ANTHROPOLOGY

In anthropology the self came to

be understood as a process that
orchestrates an individual's
personal experience following
which s/he becomes self-aware and
self-reflective about her or his
place in society (Taylor, 1989).

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journeys to and through adulthood. Studying these artifacts helps
We rely on others to tell us about our provide us with some insight about
self, and even to let us know we are what life was, like for people who
a self. left behind no written record.
• Archeologist’s focus is the past
person” or personhood is a bundle
and how it may have contributed
of roles, norms of behavior,
to the present ways of how people
expectations, responsibilities,
conduct their daily lives. As a
obligations that situate a human
result, what
being in social life...................The self is
an identification that negotiates
the tension/opposition between
being a person and being
unique human.

CONTEMPORARY
ANTHROPOLOGY

Person or personhood is a bundle of

roles, norms, of behavior,
expectations, responsibilities,
obligation that situate a human
being in social life. The self is an
identification that negotiates the
tension/opposition between being a
person and being unique human.

ATHROPOLOGY: THE FOUR

SUBFIELDS

ARCHEOLOGY - this refers to the

study of the ancient and
recent human past through
material remains. It analyzes the
physical remains of the past in
pursuit of a broad and
comprehensive understanding of
human culture.

Why Study of Archeology

Important in Understanding
the Self.

• Archeology provides us with the

opportunity to learn about past
cultures through the study of
artifacts, animal bones and
sometimes human bones.

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 archeologists have so far attach to objects and events as
discovered are the unique ways expressed through the language
in which human beings adapted that they use and their manner of
to changes in their environment communicating
in order for them to survive.
• Understanding the past may help
us
better understand our own
society and that of other
cultures.

LINGUISTIC ANTHROPOLOGY -
is the
interdisciplinary study of how
language influences social
life. It is a branch anthropology
that origins from the endeavor to
document languages, and has
grown over the past century to
encompass most aspects of
language structure and use.

HOW LINGUISTIC
ANTHROPOLOGY
CONTRIBUTES TO HUMAN
DEVELOPMENT

• Human survival is primarily

linked to their ability to
communicate and the essential
part of human communication
is language.
• Linguistic anthropologists’
interest focuses on using
language as a means to discover
a group’s manner of social
interaction and his worldview.
• In the contemporary society,
other forms of languages have
evolve which represent the
subculture of a particular group
such as the terms used in social
media and other group of people
or community.
• As societies change and
technologies develop so do the
symbols and meaning people
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BIOLOGICAL ANTHROPOLOGY deal with nutrition, child growth,
health in societies, the genetics of
Physical/ biological human populations, and adaptation
anthropology is the study of (adjustment) to the environment.
the past and present evolution
of the human species and is
especially concerned with
understanding the causes of
present human diversity.
Within this broad definition it
encompasses fields as disparate as
human palaeontology, evolutionary
biology, human genetics,
comparative anatomy and
physiology, primate behaviour,
human behavioural ecology, and
human biology.

• Human biology broadly covers the

areas of modern human biological
variation, human ecology,
nutrition and demography. What
makes physical/ biological
anthropology unique is that it
brings all of these areas to bear
on our understanding of the
human condition.

Why is biological
anthropology important?

• It seek to understand how

humans adapt to different
environments, what causes
disease and early death, and how
humans evolved from other
animals. To do this, they study
humans (living and dead), other
primates such as monkeys and
apes, and human ancestors
(fossils).
• The knowledge that biological
anthropologists gather on living
populations falls into several
overlapping categories, evolution
and biosocial variation are
underlying themes in studies that
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CULTURAL ANTHROPOLOGY

• is a branch of anthropology
focused on the study of
cultural variation among
humans. It is in contrast to
social anthropology, which
perceives cultural variation as
a subset of a posited
anthropological constant. The
umbrella term sociocultural
anthropology includes both
cultural and social
anthropology traditions.
• Cultural anthropologists
specialize in the study of
culture and peoples’ beliefs,
practices, and the cognitive
and social organization of
human groups.

Importance of Cultural
Anthropology

• Anthropologists have pointed

out that through culture people
can adapt to their environment
in non-genetic ways, so people
living in different environments
will often have different cultures.
Much of anthropological theory
has originated in an appreciation
of and interest in the tension
between the local (particular
cultures) and the global (a
universal human nature, or the
web of connections between
people in distinct
places/circumstances).
• Cultural anthropologists study
how people who share a
common cultural system
organize and shape the physical
and social world around them,
and are in turn shaped by those
ideas, behaviors, and physical
environments.
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CULTURE AND THE SELF and its contribution in shaping their
• How we see ourselves shapes individual personalities.
our lives, and is shaped by our
cultural context. Self-
perceptions influence, among
other things, how we think MODULE 4 - THE SELF FROM
about the world, our social THE
relationships, health and PSYCHODYNAMIC THEORY
lifestyle choices, community
engagement, political actions, A theory with Sigmund Freud as
and ultimately our own and the main proponent with his other
other people's well-being. followers the like of Jung, Adler,
• Social scientists have long Horney among others. Freud
understood that people in emphasizes that an individual’s
different parts of the world see behavior and feelings are influenced
themselves in different ways, but by his unconscious motives.
research has often been driven by According to Wilson (2002), the
a rather blackand-white — and unconscious mind comprises mental
some would say stereotypical — processes that are inaccessible to
view of what the differences are. consciousness but that influence
• Culture matters to the extent that judgments, feelings, or behavior.
it is normal for different Famously illustrated like an iceberg,
experiences to be felt by the Freud believes that the most
individuals in a given society. It is important part of the mind or the self
worth noting here that the of an individual is that part that is
perspectives in cultural matters invisible but forms the biggest chunk
usually provide a new insight into or humongous in size. Additionally,
the psychological processes. Freud put significance on childhood
• The experiences we go through in experiences from birth until age of
life are facilitated by the culture seven which has crucial impact on
we live in, because culture the individual’s personality.
provides or is the environment
BEHAVIORIST THEORY
which allows all these
experiences to take place A critique to then prevailing
(Warder, 1996). Psychodynamic theory, Behaviorist
• culture has such a greater like Pavlov, Thorndike, Skinner,
influence on an individual’s life and Watson believes that an
contributing majorly to the self individual’s behavior can be
concept of an individual. The described and explained not through
influence might either be mental events or to internal
negative or positive depending psychological processes (cognitive
on the type of culture that one and affective) but observed as an
has been brought up in. individual respond and react to
• It is important that individuals external stimuli coming from his
study and appreciate their culture environment.
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Behaviorist subscribe to the idea
that psychology is the science of
behavior not internal processes. For
the behaviorist your self and your
personality is based on your
reactions and responses to life
challenges and everything that is
observable in the naked eye and
that could be measured and
quantified.

Applied Behavior Analysis (ABA) is

a therapeutic technique
developed by behaviorist for
neurodiverse individuals ( autism
spectrum ADHD, etc.)

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SOCIAL COGNITIVE THEORY possess personal agency and that
they are motivated to use their free
Social Cognitive Theory was will to pursue things that will help
promoted by Albert Bandura, he them achieve their full potential as
believes that learning occurs in a human
social context with a dynamic and
reciprocal interaction of the person,
environment, and behavior.
Among the unique feature of the
theory is its emphasis on social
influence and its corresponding
external and internal social
reinforcement. The theory recognizes
the importance of past experiences
that influences reinforcements,
expectations, and expectancies.
These are factors that contributes to
the behavior of the person. This
theory believes that the self or an
individual’s personality is formed and
influenced by social forces and the
experiences derived and learned
through social interactions.

HUMANIST/EXISTENTIALIST
THEORY

emerged as a reaction to the

dominance of psychoanalysis and
behaviorism in the field of
psychology. Humanistic and
existential psychology is a
perspective that emphasizes looking
at the whole individual and stresses
concepts such as free will, self-
efficacy, self-actualization and
meaning. The theory aims to help
individual find meaning in their lives
thus realizing their full potential and
maximize their well-being. The
Humanist/Existentialist Theory’s
fundamental belief is that people are
innately good and that mental and
social problems are the product of
the absence and lack of awareness of
those positive qualities. The theory
also posits the idea that people
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beings. Humanist and Existentialist (shared humanity), accommodative
recognizes the individual’s need for surface values (hiya, utang na loob,
self- realization, finding meaning, pakikisama), confrontative surface
and personal growth is a key values (bahala na), and societal
motivator of all behavior. values (karangalan, katarungan, and
Kalayaan). Aside from using the
SIKOLOHIYANG PILIPINO
Western
(FILIPINO PSYCHOLOGY) AND
THE SELF

Most of the these psychology

concepts are from the West. As
Filipinos it is important to
understand the self from the
perspective of our own Filipino
Psychology. Dr. Virgilio
Enriquez is the proponent of
Sikolohiyang Pilipino (SP). He
defined Sikolohiyang Pilipino as the
study of diwa (psyche) which
refers to to the wealth of
ideas or essence and an entire
range of psychological
concepts from awareness to
motives to behavior. It is
anchored in the Filipino thought,
and experience as understood from
a Filipino perspective. For Enriquez
(1992) SP deals with identity and
national consciousness, social
awareness and involvement,
national and ethnic cultures, and
the application of indigenous
psychology. He proposed that the
core value of Filipino personality is
kapwa as a shared inner self is
important both psychologically and
philosophically. He also warned
however that Filipino does not
always concede, pakikibaka is a
valid aspect of pakikipagkapwa in
the face of injustice and adversity
(Enriquez, 1992). Enriquez identified
several core values of Filipinos such
as kapwa (shared identity),
pakiramdam (shared inner
perception), kagandahang loob
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thought and psychology to behavior
understand the self, it is important
also to learn and understand the self
from the perspective of Sikolohiyang
Pilipino of Filipino Psychology.

THE ADOLESCENT’S
PSYCHOLOGICAL SELF AND
MENTAL HEALTH

Having learned some psychological

theories that are used to understand
an individual or personality, the
organ which is the brain, for which
cognitive functioning and feelings
are interpreted should be studied as
well. Neuroscience discovered
several decades ago that the brain of
adolescents is still developing until
early adulthood. That part is the
pre-frontal cortex involved in high-
level cognitive functions such as
decision making, planning, inhibiting
inappropriate behavior, social
interaction and self-awareness. While
it is undergoing positive
development, it is also more
vulnerable to potentially negative
influences and poor decision making.
The limbic system that controls
emotions, and those parts that
provides rewarding feeling that
comes from taking risks, is
developing faster than the prefrontal
cortex which tempers risk- taking
behavior according to research
findings. An explanation why some
adolescents seems to be unruly,
disobedient and rebellious.

• misread or misinterpret social

cues and emotions
• get into accidents of all kinds
• get involved in fights
• engage in dangerous or risky

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Adolescents are less likely to: for a good mental health. Other
feelings or emotions did you
• think before they act experience. If you will come up with
• pause to consider the a theme what would be the
consequences of their actions dominant theme for your experience.
• change their You can share to class your
dangerous or drawing, symbol, or a quote from
inappropriate your journal entry.
behaviors

These brain differences don't mean

that young people can't make good
decisions or tell the difference
between right and wrong. It also
doesn't mean that they shouldn't
be held responsible for their
actions. However, an awareness of
these differences can help parents,
teachers, advocates, and policy
makers understand, anticipate,
and manage the behavior of
adolescents.

------------------------------

Mental health advocates have

been rallying around the slogan
“No Health without Mental
Health”. Fortunately for the
Philippines there is now a law on
mental health. RA 11036 or the
Mental Health Act, defines Mental
Health refers to a state of well-
being in which the individual
realizes one's own abilities and
potentials, copes adequately with
the normal stress of life, displays
resilience in the face of extreme
life events, works productively and
fruitfully, and is able to make a
positive contribution to the
community. So aside from
understanding the self from
different theoretical perspective,
the practical side of taking care of
the self and the mind should also
be practiced. Below are some tips
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TIPS FOR GOOD MENTAL concept of self as a male, female a
HEALTH blend of both or neither. How one
1. Build relationships perceive herself/ himself to be which
maybe the same or
2. Exercise and stay healthy

3. Develop gratitude

4. Identify and use your strengths

5. Create flow

MIDTERM

MODULE 7

1. Sex is the physical and

physiological differences between
male and female in their primary
and secondary sex characteristics.

2. Biological Sex is a sex assigned

to us at birth based on medical
factors, including your hormones,
chromosomes and genitals.

3. Sexual Responses are

natural sequence of responses
both men and women
experience distinctively upon
arousal.

4. Gender refers to social and

cultural distinctions associated with
being a male or female.

5. Gender Roles are roles that the

society expects individuals to act,
speak and behave in accordance
with their assigned sex.

6. Sexual Orientation is a pattern f

romantic or sexual attraction to
people of opposite, the same or
either of the sexes.

7. Gender Identity is an innermost

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different from their sex assignments. you may want to get married and/or
have children.
8. Human Immunodeficiency
Syndrome (HIV). It is a virus that
can be transmitted through
different routes: anal, oral,
vaginal, breast milk, during
childbirth and blood transfusions

9. Acquired Immunodeficiency
Syndrome (AIDS). This
syndrome compromises the
immunity of a person which places
her/ him bodily systems into more
serious complications leading into
death.

10. Copulation, a medical term

for sexual intercourse is a
reproductive act whereby male
genital (penis) enters the female's
reproductive tract (vagina).

11. . Puberty is a developmental

stage which vary between male
and female as they become
sexually mature, enabling them
with the capacity to reproduce.

12. Reproductive Health Law- a

law that guarantees access to
contraceptive methods, such as
fertility control, sexual education
and maternal care.

13. This stage is marked by

physical attraction. Lust is
driven by estrogen and
testosterone.

14. This stage, you begin to crave

for your partner's presence. You
feel excited and energetic as you
fantasize about the things you could
do together as a couple.

15. Attachment involves the desire

that have lasting commitment with
your significant other. At this point,
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Module 9 & 10 11. Legislative Power - vested in
both the government and the
1. Prayer -A spiritual communion
bicameral congress: the Senate (the
with God (or an object of
upper house)
worship), as in supplication, thanks
giving, adoration or confession. and the House of representatives
(the lower house).
2. Meditation - Mental exercise for
the purpose of reaching a heightened 12. Judicial Power -vested in the
level of spiritual awareness. It can Courts with the Supreme Court of the
induce feelings of calm as well as Philippines as the highest Judicial
improved concentration and body.
attention.
13. Supreme Court -the highest
3. Spiritual Practices - associated court within the hierarchy of courts
with better health and well-being. in many legal jurisdictions.

4. Spiritual Fellowship - can be a 14. Polítical Self -refers to a

source of social support that may representation of oneself about
provide a sense of belonging, him/herself. A public identity one
security and community. makes and constructs about
him/herself to be. Political position
5. Rituals - Repeated gestures or
based on the interest and
activities such as prayers and
perspective of one social
mantras.
organization.
6. Barang - is a malignant sorcery
15. Spiritual Self - relating to
that usually targets a person.
or affecting the human spirit or
7. Religious Person - someone soul as opposed to material self
who believes in a God or group of or physical things.
Gods and consciously adheres to
the beliefs of his/her religion.
FINALS
8. Spíritual Person - places little
importance on beliefs and tradition MODULE 11: Digital Self
and is more concerned with
growing and experiencing the DIGITAL SELF
meaning of life. CONTENT
9. Journaling - It can also help you
• What is social media?
become more aware of your inner
• What is Digital Citizenship?
life and feel more connected to
• 9 Elements of Digital
your experiences and the world
Citizenship
around you.
We Must Know
10. Executive Power -exercised by What is social media?
the government under the
leadership of the President. SOCIAL – refers to interacting with other
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 people by sharing and/or receiving class to showcase students the
information with them. possible paths to take in their prospect
careers opening their way to a future
MEDIA - refers to an instrument of
job. Understanding how e-commerce
communication, like the internet
works is a must, both as possible
(while TV, radio and newspapers are
customers and as potential
examples of more traditional forms
entrepreneurs.
of media)

From these two terms, we can pull a

basic definition together:

Social media are web-based 3. DIGITAL COMMUNICATION

communication tools that enable
Online communication has
people to interact with each other by
become so common that
sharing and consuming information.
students forget they are doing
What is Digital Citizenship? so in a virtual space, where
miscommunication happens
Digital citizenship is the continuously often. The Internet has given a
developing norms of appropriate, voice to anyone who needs it.
responsible, and empowered In turn, this requires empathy
technology use. and appropriate reactions from
its users.
As digital citizens, we have both rights
and obligations and that is why 4. DIGITAL LITERACY
learning more about the concept of
digital citizenship is crucial. Digital literacy also includes the ability
to differentiate between real and fake
1. DIGITAL ACCESS content, which can have a negative
impact on the lives of your students.
Although we live in a digital era, not
They need to learn which content is
everyone has access to technology.
good for them and what they should
As teachers, we should be aware of
avoid in order to lead a balanced life.
this digital divide. Not all students
can afford a computer, a smartphone 5. DIGITAL ETIQUETTE
and internet access. That’s why
educators need to provide suitable We should teach students to become
alternatives for each student’s needs. “digitally fluent”.

2. DIGITAL COMMERCE Digital etiquette shapes their online

behavior to respond positively to
Digital Commerce refers to selling and online content. In this way, their
buying things online and the online attitude is reflected in the real
necessity to tackle safety issues world and vice versa.
while using money in the digital
to anyone who needs it. In turn,
world. Technology is also used in
this requires empathy and
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 appropriate reactions from its work
users. of others
• Use supporting links, to help
6. DIGITAL LITERACY limit the amount of text
Digital literacy also includes the ability 8. DIGITAL LAW
to differentiate between real and
fake content, which can have a The online environment has room for
negative impact on the lives of your both positive and negative
students. They need to learn which interactions. Digital law deals with
content is good for them and what legal rights and restrictions
they should avoid in order to lead a governing technology usage.
balanced life.
To prevent any kind of online crime, no
matter how serious, students as digital
citizens need to know the law and how
it applies to them in particular.

7. DIGITAL ETIQUETTE

We should teach students to become

“digitally fluent”.
9. DIGITAL RIGHTS AND
Digital etiquette shapes their online RESPONSIBILITIES
behavior to respond positively to
online content. In this way, their The online world has its regulations and a
online attitude is reflected in the user has rights and responsibilities.
real world and vice versa. The Internet can also be used for
harmful purposes and anyone needs
protection against cyberbullying, for
Examples of Netiquette
instance. Schools should approach this
• Never write in capital letters subject in classrooms, hold students
• Try and acknowledge the accountable for their actions and also
report any misconduct in the virtual
other
person’s point of view environment.
• Don’t troll or insult 10. DIGITAL HEALTH AND
• Don’t publish others’ WELLNESS
personal
details on a public forum Students should be taught to protect
• Try and keep one-on-one themselves and others from potential
conversations out of group harm and ask for help if they need it.
chats to avoid irritating other Making use of online resources is a
members plus, but everyone should be aware of
• Keep different time-zones in the dangers as well.9. DIGITAL
mind SECURITY
• Acknowledge and credit the
Security in the online world is
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 important. When using devices at - frequently change
school or at home, students should your
be aware of potential malware password
attacks. Teachers should explain - use a 2-factor
how to prevent them from authentication application
happening and how to protect their
• Be cautious with free Wi-Fi
devices as much as possible.
• Learn how to identify
potential scams
(phishing)
5 Things to teach to develop
cyber- savvy students • Report any problems related
to cybersecurity.
• Always have an up-to-
date antivirus - Cybercrime is still crime,
no matter if it happens
• Never use weak password online.
- create complex and
unique passwords for each
account.

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 - best strategies to help struggling
MODULE 12: Learning to be a students learn?
better student

Learning Objectives
Fortunately for students, parents, and
At the end of the lesson, the student teachers, psychological scientists have
shall be able to: developed and evaluated the
effectiveness of a wide range of
1. Understand the theoretical learning techniques meant to enhance
underpinnings for how to manage academic performance. In this report,
and care for different aspects of the Dunlosky (Kent State University),
self. Rawson (Kent State University), Marsh
2. Acquire and hone of new skills (Duke University), Nathan (University
and learnings for better managing of Wisconsin–Madison), and
of one’s self and behavior. Willingham (University of Virginia)
review the effectiveness of 10
3. Apply these new skills to one’s commonly used learning techniques.
self and better functioning for a
better quality of life.
1. Practice testing

The most effective strategy according

Sometimes, studying is not enough to Dunlosky’s research is practice
to become excellent in school. testing. It consists of studying and
Attitude towards what you are doing reviewing by answering questions and
affects your performance as well. actively bringing information back to
Every student can do better or even mind. When this is done, information is
the best, if only they practice a reconsolidated, new connections are
helpful and healthy routine that created, and memory and
would lead them towards success. understanding are strengthened.
When reviewing topics in class,
Some students seem to breeze teachers should always include low-
through their school years, stake quizzes. These can be of various
whereas others struggle, putting types, as long as they demand active
them at risk for getting lost in our retrieval. Immediate feedback should
educational system and not be provided.
reaching their full potential. Parents
2. Distributed practice
and teachers want to help students
succeed, but there is little guidance Distributed practice is basically the
on which learning techniques are opposite of cramming. Research
the most effective for improving consistently shows that studying
educational outcomes. This leads small chunks of content spread out
students to implement studying over time is more effective than
strategies that are often ineffective, studying long blocks of the same
resulting in minimal gains in topic only once. To use it
performance. What then are the successfully, students should start
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preparing way ahead of their exam knowledge creates new connections
dates and organise their time with a and facilitates the development of
calendar. In the classroom, teachers schemes.
should review not only the previous
6. Rereading
lesson but also lessons from much
earlier. 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
3. Interleaved practice enhance their learning for that topic.
Interleaving is the strategy of
mixing up the order of questions
across different topics. Research
reveals this technique to be
particularly effective in when 7. Highlighting
teaching Math and parts of the Despite its popularity, Dunlosky
Science content. Commonly, reports performance after reading and
students learn strategy A and solve highlighting is not better than
a series of problems that demand performance after reading only.
strategy A, and then do the same
with strategy B. Interleaving would 8. Summarization
be to learn strategy A and
Paraphrasing the most important ideas
strategy B, and solve problems that
in a text can help to learn. However,
can demand one or the other in a
this technique only works after
pseudo-random order. This way,
students are properly trained in how to
students need to figure out the right
write summaries. Dunlosky suggests
strategy from the problem itself,
that this need for extensive training -
which leads to a deeper
which usually does not happen -
understanding of the topic and
reduces the applicability of the
better preparation for exams.
technique and that other less-
4. Elaborative interrogation demanding strategies should be
chosen instead.
This strategy involves asking and
answering Why and How questions. 9. Keyword mnemonic
That is, thinking about a subject in
This strategy is particularly used when
more depth and detail, which
learning new words or a foreign
strengthens connections in the
language. It involves using a keyword
brain.
to represent the new term. Research
5. Self-explanation does not support the effectiveness of
This strategy is used when students’ this technique.
explain how new information
10. Imagery for text
relates to things they already know.
Relating novel content to prior This technique consists of developing
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internal images that elaborate on the
material being studied.
Dunlonsky’s

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 research showed that the benefits of
mental imagery are short-lived. The
strategy also does not seem to be
widely applicable.

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

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aid students in thriving and
achieving in

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class. TA’s, office hours and study academics, like participation in
review sessions are amongst the extracurricular activities, such as
resources offered within specific intramural sports or college clubs.
classes. Additionally, many high Contrary to popular belief,
schools and colleges offer tutoring extracurricular activities increase
sessions free of charge to students a
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.

7. Extracurricular activities

Try to create a life outside of

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student’s overall college experience, When taking on a well-balanced
contribute to the learning process course load, students are more likely
and aiding in balancing scheduling to succeed because of realistic
skills. expectations in the

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

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work load that can be handled Every individual or organization
successfully. should have a vision and mission as
well, a set of dreams and big long-
11. Attendance
term goals that provide a solid base
This should be common sense – if for the goals you set. Your vision and
students go to class, they will likely mission inspire you and gives you
become more successful in the energy, guides you and gives all
course. Obviously, the course efforts a purpose. It connects goals
material is presented during class with your deepest motivations and
periods and students that are paying purpose.
attention tend to learn while in class
Lesson Proper:
and, thus, are more likely to perform
well on exams. Question to Ponder
12. Participation Is it possible for a person not to have
any goals?
Going to class is one thing but paying
attention and participating in class is Is it possible for a person to achieve
another. If you listen to the lessons, all his goal?
questions are likely to arise. If they
come up in class, ask! If you’re too What is goal?
shy in a large class, wait and ask the
According to Coon (2001) Goal is a
professor after class or during office
target of objective of a motivated and
hours. It’s important to know,
directed chain of behavior.
however, that if you’ve got a
question, it’s likely that other Goals are a form of self-regulation
students have the same question as adopted by humans to achieve
well. Whatever you do, DO NOT wait specific aims. By focusing people’s
until it comes time to study for the attention, goals facilitate responses
exam! that are compatible with people’s
objectives
MODU 13 Setting Goals
LE : and
Succes
Introduction:

“In order to succeed, people need a

“In order to succeed, people need a

sense of self-efficacy, struggle
together with resilience to meet the
inevitable obstacles and inequalities The anatomy of a goal – directed
of life.” behavior all begins within the
- individual a need which is lack or a
Albert Bandura deficit. The tension is a drive that
builds up and directs the individual

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towards the goal. When the goal is
reached the need is satisfied and
the tension/drive is

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reduced. The need and the drive the amount and quality of time spent
motivate the individual towards the doing it.
goal.
5. Goals motivate the
individual because it provide
a purpose/reason for his
Importance of Setting Goals:
behavior.
1. Setting goals direct the
individual’s behavior.

- When the individual

becomes aware of his needs, all of
his behavior will be directed
towards
satisfying this need, thus his goal.
Behaviors that will not bring him
closer to his goal are
then lessened or are totally
disregarded.

2. Goals, once set can

determine the individual’s
progress toward
accomplishing it.

- Is the individual taking his time or

devoting too little effort to reach the
goal? In other words, goals
serve as a measure of the
individual’s progress toward attaining
it.

3. Goals serve as guide to

discipline behavior.

- This will make sure that the

person does not divert from the right
track. Behavior that do not
contribute to attaining the goal are
scrapped to make way for behaviors
that do.

4. Goals keep the individual

busy so no time is wasted.

- To procrastinate is to achieve
nothing. The significance of
something is usually measured by

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- Goals keep the individual on his encountered on the way to his
feet, challenging him and giving goal.
meaning to his existence.

Question to Ponder:

• Tell me about a time when you

intentionally took on a task or
activity that required you to stretch
the limits of your strengths?

According to Bandura ,

Self - Efficacy refers to the

person’s beliefs about his capacity
to exercise some measure of control
over his behavior and over events
that take place around him.

Self - efficacy is a concept that is

neither biological nor hereditary.
Rather, it is an attribute that can be
learned and enhanced through the
following:

1. Mastery of Learning and

Skills. Practice is necessary
for the individual to have
mastery.
2. A Good Social Model.
Learning through observation
is best achieved when the
model is credible and
trustworthy.
3. A Persuasive Environment.
A social environment that is
supportive elevates the morale
of the individual and
encourages him to perform at
his best every time thereby
achieving his goals.
4. Physical Fitness.
Competence for a physical
skill initially requires that the
person is in good health.
5. Emotional Maturity. This
prepares the individual for the
challenges and failures
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Carol Dweck is a Standford should be considered in setting
psychologist who wrote the book, goals is to determine what the
Mindset: The New Psychology of person is really
Success(2006). This book is all
about the power of beliefs and how
it influences people’s lives. It also
tackles how changing these beliefs
alters every aspect of an
individual’s existence.

Mindset - A self-perception or “self-

theory” that people hold about
themselves.

Types of Mindsets

1. Fixed Mindset. A person

believes that their character,
intelligence and creativity are
innate/inborn and cannot be
changed or altered.
2. Growth Mindset. A person’s
basic qualities can be learned or
cultivated through hard work
and effort
Who is Edwin Locke?

Prof. Edwin Locke of the

University of Maryland proposed the ”
Goal Setting Theory.”

What is Locke’s goal setting

theory?

Edwin Locke and Gary Latham

conducted research into setting
goals. This resulted in the goalsetting
theory, which shows how goals and
feedback can be highly motivating
factors for employees. Locke’s Goal-
Setting Theory was created based on
five principles.

Five Goal Setting Principles

1. Clarity. The first thing that

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 trying to achieve. The S.M.A.R.T and self- management.
mnemonic is useful.
2. Challenge. Goal should be
challenge the person’s ability
to make him exert more effort
in learning something new and
growing along the way.
3. Commitment. This means
owning the goal and making it
one’s responsibility to make
sure that behaviors are
undertaken to achieve it.
4. Feedback. Suggestion should
be welcomed and wisdom from
the expert should be given due
consideration.
5. Task complexity. Complex
goals can overwhelm the
person and will take a longer
time to accomplish.

MODULE 14:
COGNITIVE LEARNING METACOGNITION AND
STRATEGIES STUDY STRATEGIES
Students who are able to
identify suitable learning strategies
in the proper situation are using
metacognition. If a student was
taught how to use concept map to
connect main concept with sub-
concepts using lines to connect
ideas, then that student is using
metacognition to complete a task.

Realizing that there is

something wrong with your solution
to a problem and finding a way to
check it is in itself again a form of
metacognition. It is an internal
guide that drives self-directed
learning. And, it also affects
students’ motivation to learn.

Metacognition according to
Paris and Winograd (1990) captures
two essential features self- appraisal

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 1. Self- appraisal refers to strength and weaknesses in
reflection about their own learning and processing
knowledge, states and abilities information. It is an understanding
and their affective abilities, of how mind works.
motivation
and characteristics 2. Task variables (Experience). It tells
of learners. you of what you know about the
2. Self -management refers to nature
“metacognition in action”. It
connotes feelings during
some cognitive activity that
relate to the process.

Dr. Josh Walker, from the Center for

Teaching and Learning at The
University of Texas at Austin, gives a
brief preview of what learning
scientists call metacognition --
thinking about thinking. The clip runs
at 1 minute, 47 s brief on Introduction
to
Metacognition
highlighting how a painter uses
metacognition.

Metacognitive process is important

for learning to be a success. It
involves selfregulation, the
awareness of one’s strength and
weaknesses. It is about
understanding how you learn, and
knowing when and how to use
particular strategies for learning and
or problem solving.

Metacognitive knowledge can

be divided into three
categories:

1. Knowledge variables.
(Person) It is about knowing how
the person learns. It refers to
what you recognize about your
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of a task and the processing ▪ What am I ask to do?
demands to complete a task. ▪ What strategies should I
choose?
Positive emotions and attitude
direct the person to finish a learning ▪ Is there strategy I used
task. earlier that could be
useful this time?
3. Strategy variables. These
are techniques used by the person
Monitoring. At this stage the learners
to monitor his learning progress. It
move ahead to implement their plans
answers the question, what you and monitor the progress of learning
know about different strategies to activities to achieve learning goals.
successfully accomplish a task. Activities like quizzes, feedback and
polls that survey what they struggle
What do metacognitive with and then utilize results to
strategies include? stimulate discussion allow them to
check themselves. Self-regulation
help students identify factors that
both help and hinder them to achieve
goals. It is a phase where learners
can also change strategies utilize if
they are getting the desired results.

At this phase learners should

ask questions like:

▪ Is the strategy working

or not?
▪ Is there a need to try
something different?

Below are figures that 2. Evaluation. The last phase in

summarize metacognitive strategies the process flow involves
(plan/organize, monitor/identify, reflection on how well you met
your learning objectives after
evaluate
completing a unit of study, or
and receiving feedback (such as
management of learning) and the test or assignment) refers to
process flow (plan/organize, monitor evaluation. It answers the
and evaluate). questions:
▪ Have I reached my goal?
What do you ask in each ▪ What worked?
phase of the process flow? ▪ Would I do things
differently the next
1. Planning. During this phase time?
learners think about learning
Metacognitive thinking and the
goals set by the teacher
learning cycle are completely
and think about how they are
going to accomplish a task. interlinked and heavily related
At this stage, the learner may to good practice in Assessment for
ask himself the following Learning. At each stage in the
questions: learning cycle, there are key
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questions that you will ask yourself ▪ Likes to talk
to support your learning process. to
self/others/hum/sing

Being aware of learning styles can

aid students in selecting appropriate
study strategies. Students unique
learning preference aids teacher in
planning for instruction. Learning
styles influence students’ ability to
acquire information, to interact with
peer and the teacher, and
participate in the learning process.
A student may have a combination
of learning styles. Knowing ones
learning styles can help him make
his learning challenging and
interesting for students. If they
know what type of learners they
are, they can have a clearer
picture of the learning process, and
be more consciousness of learning.

How to engage the seven

types of learners?

It’s generally accepted that

there are seven different learning
styles. Here we discuss strategies
to improve engagement of
students for each learning style.

1. Auditory and musical

learners- auditory learners
like to hear solutions and
examples explained to
them. They often have high
aptitude for distinguishing
notes tones in music and
speech.
Qualities associated with
auditory learners include:

▪ Possessing a good ear

for music
▪ May be distractible
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 subject. For math it may be
easy but for others it requires
2. Visual and Spatial – Visual more efforts and planning.
learners want to include
elements like pictures, 5. Physical and Kinesthetic –
images, maps and diagrams. Physical and kinesthetic
When it comes to self- driven learners
learning, encourage spatially
aware to sketch out their
use motor movements like drawing,
ideas, create mind maps and
role playing. They prepare to be
flowcharts. They often seek
physical engage with the materials
careers in journalism and
and the subject matter. Some
writing,
qualities associated with physical
law and politics Other learners include:
tactics that can be used ▪ Preference to get their
include: hands dirty.
▪ Energetic
▪ Sitting visual learners near
the front
▪ Using color codes and cues ▪ Action oriented and
▪ Encouraging note taking out going
and recopying notes ▪ The use of props and
during study models will greatly
benefit a kinesthetic
learner
3. Verbal- Verbal learning
includes writing and speaking.
6. Social and interpersonal
They have preference for
learners- Social learners
reading, writing, word games
show preference to groups
and poems. Verbal learners
and collaboration. There is
want to write down notes, talk
ease in learning when in
about concepts, and present
group. To engage a social
them as well. Qualities
learner, encourage
associated with verbal learners
both
include:
group
▪ Intellectual
collaboration and
▪ Bookworm
presentation.
▪ Good story teller
Interpersonal
4. Logical and mathematical- learners like to
Logical involves using “do and share “.
reasoning, arguments to To engage social
explain concepts and learner 
understanding. They are Consider:
interested in careers like
programming, ▪ Roleplaying
accountancy,
science, and historical events or
works of literature
research.
▪ Collaborating on math
Mathematical learners problems
appreciate any type of learning ▪ Working as a class on
that logically explains the comprehension
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 questions
▪ Some of the qualities
often associated with
this type of learner
include:
▪ Good communicator
▪ Sensitive and
empathetic

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 7. Solitary and
intrapersonal- Solitary
learners can be visual,
physical, verbal or logical
with preference to learning
by himself. Some of the
qualities often associated
with this type of learner
include:
▪ Independent
▪ Introspective
▪ Private

Sometimes it is difficult to engage a

solitary learner. He might be silently
sit at the back only to top the exam
at the of the semester. In a big
classroom with more than 50 students,
it is not easy to personalize the lessons,
but using a combination of mixed
learning approaches can help you cater
to each type of learning styles.

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MODULE 15: Managing your Is this a task I've done before
own Learning: Self-Regulated or something new? Does it
Learning build off of a task I've done
before? How
The Cycle of Self-Regulated
Learning
Self-regulated learning is a cyclical
process, wherein the student plans
for a task, monitors their
performance, and then reflects on
the outcome. The cycle then repeats
as the student uses the reflection to
adjust and prepare for the next task.
The process is not one-size- fits-all; it
should be tailored for individual
students and for specific learning
tasks (Zimmerman, 2002).
The figure to the right illustrates
the key steps of the process. These
steps are performed by the student,
but instructors play a vital role in
guiding and coaching students
through each step. The bullet points
below provide additional information,
and are drawn from Zimmerman
(2002) and Zumbrunn et al. (2011).

1. Plan, set goals, and lay

out strategies
This first step of the cycle may be
overlooked by many students as
they dive headlong into a task.
Encouraging students to establish a
plan before they start working on a
task will help them strategize right
from the start. Although students
may see this as taking a step
backward, it will ultimately help
them be more efficient with their
time and effort.

Guide students though this process

by helping them ask themselves
the following questions:

• Analyze the learning task.

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 much time will it take? How In this phase, students carry out the
much focus will I need? plan that was outlined in the
• Set goals. How will I forethought phase. Ideally, students
structure this task? What are can proceed with
the intermediate checkpoints
and sub-goals? Can I
complete an outline with two
weeks to go, and then a
rough draft one week prior to
the due date? That would
allow time to get extra help
as needed.
• Plan strategies. Will I need
resources from the library, a
color printer, help from my
lab partners, or an
appointment for office hours?
Given my needs, when
should I get started on this
task?
• Set expectations for the
outcome. Given how much
time I have available, my
strengths and weaknesses,
and my current standing in
the course, what type of
outcome would I like? Do I
need to "ace" this, or is it
OK if I can just complete it
successfully?
Instructor tips:

• When students are new to a

task, help them map out the
most effective strategies to
match the goal.

• Set intermediate, shorter

term goals along the
pathway toward a larger
goal.
• As students gain proficiency,
allow them to plan for
themselves.

2. Use strategies and

monitor performance
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confidence because they have extrinsic outcome of their grade. While
already established a detailed plan of grades are important, you can help
action. students reflect on how they think
they did on a particular assignment,
Here are some key points you
and why.
can use to coach students
through this phase.

 Use self-observation to reflect

on the actions taken by the
student and the effectiveness of
the results.

o For example, when I studied in a

quiet location in the library, I
completed the reading more
quickly than when I read at home.

 Because things don't always go

smoothly, have students make a
plan for what to do when
obstacles arise (Flanagan,
2014).

o For example, if I get stuck on the

math in this assignment, I will go
to the TA's weekly help session.

• Prompt students to stick with

the strategies, even though it
may be tempting to revert back
to known (but ineffective)
strategies. Unfamiliar approaches
may feel inefficient at first, but
learning the method can be as
important as learning the
material.
• Have the students monitor their
progress on the intermediate
goals, and the strategies they are
using. At the same time, you can
also monitor their progress and
offer feedback (see structuring
feedback for self- regulated
learning).

3. Reflect on performance
Many students focus solely on the
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This self-reflection can help them about and evaluate your own
understand why they earned a thinking processes (Brown, 1987)
certain grade and how to improve and is a part of being a self-
their performance. Activities like an regulated learner because self-
regulatory strategies provide the
exam wrapper can solidify this
mechanisms for students to
process. regulate
• Ask students to evaluate their
own performance and their
results. Students should
compare their performance to
their original goal, rather than
comparing themselves to others.
• Reflect on the effectiveness of
strategies used. Did they select
an appropriate strategy? Did
they follow through with the
selected strategy?
• Encourage students to attribute
poor outcomes to the effort
made and/or the strategy used.
Students should be coached to
not attribute failure to lack of
ability.

• Help students manage their

emotions, and in time, direct
them toward productive lines of
thinking about how they can
improve their performance.
Even if their outcome is not
what they had hoped, they can
still learn from the experience.
• A key part of this process is that
students use this reflection to
plan for the next task. How will
they adapt their planning,
strategy, time management,
and self-monitoring?

Metacognition can be defined

as the executive functions that
control actions or the ability to
recognize thinking patterns and
evaluate them (Weinert, 1987) and
is a portion of the continuum of
self-regulation.
Metacognition is the ability to think
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their cognition and learning to organize the content they already
(Zimmerman, 1989). knew about the inquiry problem). The
Metacognitive control is the performance phase includes
decisions, both conscious and non-
conscious, that we make based on
the output of our monitoring process
(Schwartz & Perfect, 2002).
Metacognitive monitoring and
control can be a useful tool in
helping students to identify
scientific thinking and to check their
own thinking for alignment with a
scientific way of knowing. Since
metacognition and self-regulation
are related, it is possible that self-
regulatory processes can be useful
in developing metacognition in
students.

Self-regulated learning
diagram
Figure 1. Self-Regulated Learning

Corno & Mandinach (1983) have

found that metacognitive
engagement can be learned by
training in self- regulation of learning.
As described from a social-cognitive
perspective, self- regulated learners
enter three phases that are cyclically
related: forethought, performance,
and self-reflection as illustrated in
Figure 1 (Zimmerman, 2000). The
forethought phase partially refers to
analyzing tasks and setting process-
oriented goals (e.g., asking students
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implementation of the task and self- conditions by being metacognitively
monitoring (e.g., asking students to aware of his/her own learning. The
conduct hands-on inquiries and to intervention, Metacognitive
monitor their progress). The self- Prompting Intervention – Science
reflection phase refers to the use of (MPI-S),
standards to make self-judgments
about the performance (e.g.,
students compare their activities in
the inquiry against one aspect of the
nature of science). Because
students continue to cycle through
the self-regulation feedback loops,
when students enter successive
iterations of the loop, they have
more sophisticated forethought,
performance, and self- reflection.
There is evidence that attainment of
high levels of academic
achievement requires a self-
regulatory dimension of competence
in addition to basic talent and high-
quality instruction (Zimmerman &
Kitsantas, 2007).

From this theoretical

foundation, a metacognitive
prompts intervention (MPI-S) has
been developed and tested
experimentally with 8th grade
students for 3 years. This
intervention is based on a 4-phase
developmental training approach
from Zimmerman's work (2000)
that includes observation,
emulation, self-control, and self-
regulation. Observation entails
vicarious induction from a proficient
model. Emulation is a duplication of
the general pattern of the model.
The self control- phase occurs when
the student independently uses the
strategy in similar contexts, and the
self-regulation phase occurs when
the student can adapt the use of
the strategy across changing
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consisted of metacognitive prompts who self-regulates should be able to
such as examples, checklists, and think about and evaluate their ideas
questions for each of the chosen according to a scientific way of
aspects of the nature of science. knowing. One reason
MPI-S was composed of examples for
the observation phase, a checklist for
the emulation phase, a short
checklist and a few questions for the
self- control phase, and questions
eliciting student rationale for
decisions for the self-regulation
phase.

Students exposed to the

intervention showed statistically
significant higher levels of content
knowledge and knowledge about the
nature of science than students not
exposed to the intervention. Effect
size was measured by Cohen's d for
the content measure and the nature
of science measure. The effect size
for the content measure was d = .5
and for the nature of science
measure was d = .8. In addition,
qualitative findings revealed that the
experimental group made choices
based on evidence in the inquiry unit.
However, the control group differed
to authority, even when it conflicted
with the evidence presented in the
activity. When asked what it was to
think scientifically, the experimental
group responded that the modules
taught them that scientists use their
prior understandings to explain new
phenomena and that their
explanations require a large amount
of detail.

Self-regulated learning can be

used as a non-didactic instructional
tool to relate the aspects of the
nature of science to students on a
metacognitive level as students
engage in scientific inquiry. A student

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that teachers as well as students the self-regulation feedback loops,
have difficulty understanding the when students enter successive
nature of science is their lack of iterations of the loop, they have
exposure to the same inherent more sophisticated forethought,
ways of knowing as a scientist performance, and self- reflection.
(Hogan, 2000). Self-regulated There is evidence that
learning strategies could provide a
framework that can scaffold naïve
views of the nature of science to
more developed views of the nature
of science.

Self-regulated learning

diagram Figure 1. Self-

Regulated Learning

Corno & Mandinach (1983) have

found that metacognitive
engagement can be learned by
training in self-regulation of
learning. As described from a social-
cognitive perspective, self-regulated
learners enter three phases that are
cyclically related: forethought,
performance, and self-reflection as
illustrated in Figure 1 (Zimmerman,
2000). The forethought phase
partially refers to analyzing tasks
and setting process-oriented goals
(e.g., asking students to organize
the content they already knew
about the inquiry problem). The
performance phase includes
implementation of the task and self-
monitoring (e.g., asking students to
conduct hands-on inquiries and to
monitor their progress). The self-
reflection phase refers to the use of
standards to make self-judgments
about the performance (e.g.,
students compare their activities in
the inquiry against one aspect of the
nature of science). Because
students continue to cycle through
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attainment of high levels of academic showed statistically significant higher
achievement requires a self- levels of content knowledge and
regulatory dimension of competence knowledge about the nature of science
in addition to basic talent and high- than students not exposed to
quality instruction (Zimmerman & the
Kitsantas, 2007).

From this theoretical foundation, a

metacognitive prompts intervention
(MPI- S) has been developed and
tested experimentally with 8th grade
students for 3 years. This
intervention is based on a 4-phase
developmental training approach
from Zimmerman's work (2000) that
includes observation, emulation, self-
control, and self- regulation.
Observation entails vicarious
induction from a proficient model.
Emulation is a duplication of the
general pattern of the model. The self
control- phase occurs when the
student independently uses the
strategy in similar contexts, and the
self-regulation phase occurs when
the student can adapt the use of the
strategy across changing conditions
by being metacognitively aware of
his/her own learning. The
intervention, Metacognitive
Prompting Intervention – Science
(MPI-S), consisted of metacognitive
prompts such as examples,
checklists, and questions for each of
the chosen aspects of the nature of
science. MPI-S was composed of
examples for the observation phase,
a checklist for the emulation phase, a
short checklist and a few questions
for the self- control phase, and
questions eliciting student rationale
for decisions for the self-regulation
phase.

Students exposed to the intervention

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intervention. Effect size was
measured by Cohen's d for the
content measure and the nature of
science measure. The effect size for
the content measure was d
= .5 and for the nature of science
measure was d = .8. In addition,
qualitative findings revealed that
the experimental group made
choices based on evidence in the
inquiry unit. However, the control
group differed to authority, even
when it conflicted with the evidence
presented in the activity. When
asked what it was to think
scientifically, the experimental
group responded that the modules
taught them that scientists use their
prior understandings to explain new
phenomena and that their
explanations require a large amount
of detail.

MODULE 16: The Social and

Dimensions of Stress

Life is a challenge. Each day

people wake up and face
challenges. There is no easy task
but that is how it is to survive and
exist in an ever-changing modern
world.

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Unfortunately, as people carry – on but it may trigger anxiety, sadness,
with their tasks and routines, they fear and other stressful feelings. For
experience stress. Stress is defined instance, if one hears or read in the
as a mental and physical condition newspaper that a child is kidnaped,
that people encounter when they one would be upset
have to adjust or adapt to
environmental events.

People under stress react differently:

pacing, eating too much, crying a
lot , smoking and drinking more
than usual. At times, they are also
physically violent, hitting others or
throwing things.

Although stress has been involved as

a factor in illness, some degree of
stress is normal, necessary and
unavoidable. Stress acts as
motivation to make one adjust his
behavior to meet challenging
demands. For instance, reviewing for
an examination or going to a job
interview, one would experience a
form of stress or anxiety. At times,
pleasant stress or negative
stress.

Pleasant stress or eustress is

experienced by one’s body as an
unpleasant stimulus but becomes a
source of motivation. This happens
when the achievement of a goal is
expected.

Negative stress or distress causes

pain in the mind and in the body
that makes the person literally sick.
This results from hopelessness and
helplessness caused by the
stressor. For instance, review got so
frustrated which is enough to stress
the body and mind of the graduate
architect student.

Neustress- this neutral or negative

stress is caused by a disturbing event
that does not affect a person directly
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deeply and he would experience • it targets on controlling or
emotion related to stress but his changing the sources of
response is just mild because he is stress
• it tackles the source in a
not directly involved. (Hales&Hales, practical manner
2016)

Sources of Stress

Stressors have a major influence

upon one’s mood and sense of well-
being, behavior and health. Acute
stress responses in young, healthy
individuals may be adaptive and
typically do not impose a health
burden. However, if the threat is
unremitting particularly in older or
unhealthy individuals, the long term
effects of stressors can damage
help. For young adults, stressors
may come from the following:

1. school demands and

expectations
2. Separation anxiety
3. Romantic relationship or the
lack of it
4. Family demands and
expectations
5. Demands of social life
Sources of Coping and
Strength § Coping with
Stress

Types of Coping

What is coping? Coping refers

to the strategies you use to deal or
imagined problems to protect
yourself against negative emotions.
It refers to adaptive strategies you
employ in an attempt to reduce
stress. It helps you control your
reactions and continue with your
daily activities. Coping involves
putting in conscious effort to
minimize or tolerate stress.

1. Problem – focused coping

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 • strategies include What are the sources of social
employing problem- stress?
solving techniques, time
management; getting The sources of social stress include (but
relevant social support. are not limited to):
2. Emotion- focused coping
• it involves lowering, if not
eliminating,

negative
emotional

responses
(i.e.,embarrassment)
• it is an option when
the
source of stress is external
and beyond the person’s
control
• strategies include
distraction, talking out
or verbalizing
your problem, prayer, and
meditation.
3. Cognitive coping
• it involves a conscious
intellectual activity of
managing stressful
situations you use your
mind to combat stress-
inducing thoughts.
The Social and Cultural
Dimensions of Stress

What is social stress? It is a state of

mental or emotional strain or tension
resulting from adverse or very
demanding circumstances arising
from the

person’s social environment

relationships ( Sattler&Kirsch, 2014).
There are several sources of social
stress, and they can affect almost
every area in your life. Social stress
gets aggravated when you have little
capability to change your
circumstances.

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 • Problems with work or
earning an income;
• Parenting;
• Education;
• Sex and socialization;
• Immigration status or language;
• Personal, physical
and
psychological health; §
Peer pressure;
and
• Social marginalization.

Stress and Filipinos

The effect of culture on stress and

coping is so pervading that the
people within the cultural group
does not notice it. But when cultural
contexts are compared, the
differences between how people
deal with stress become striking.

American anthropologist and professor,

Mary Catherine Bateson (1968), told
an anecdote about her experience
of losing a premature infant while
she was here in the Philippines. She
noted the differences on how
Americans and Filipinos express
sympathy over the loss of a loved
one. Bateson described that while
Americans will shake hands, nod the
head sadly and say “ we are sorry
for your loss”- they will make a
hasty retreat and leave the family to
mourn in private. Bateson observed
that Filipinos- other than expressing
sympathy for the loss –would ask
questions and will get to talk about
your beloved departed at length.
She added that the primary
assumption in Filipino culture is that
those who suffered a loss should not
be left mourning alone (as cited in
Alwin, 2007).

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 Types of Coping:
1. Problem-focused Coping
MODULE 17: SOURCES AND
COPING STRESS 2. Emotion-focused Coping

SOURCES OF COPING 3. Cognitive Coping

AND STRENGTH Problem-focused Coping

Our emotions and how we It targets on controlling or changing

the source of stress.
handle it reflect our image and
‘self’. The ways by which we It tackles the source in practical
manner.
express our varied emotions
Strategies include employing
whether positive or negative
problem- solving techniques; time
manifest our identity and management; getting relevant social
support
personality.
Emotion-focused Coping
What is STRESS?
It involves lowering, if not
In general, stress is a state of mental eliminating, negative emotional
responses (i.e., embarrassment).
or emotional strain or tension
resulting from adverse or very It is an option when the source of
stress is external and beyond the
demanding circumstances. It is a person’s control.
mental and physical response to
Strategies include distraction, talking
the demands of your environment. out or verbalizing your problem,
prayer, and meditation.
Coping with STRESS
Cognitive Coping
Coping refers to the strategies you It involves a conscious intellectual
use to deal with real or imagined activity of managing stressful
situations.
problems to protect yourself against
negative emotions You use your mind to combat stress-
inducing thoughts.

Strategies for cognitive coping

include:

Reframing –changing the way you

view experiences or events, ideas,
concepts and emotions to find
alternatives that are more positive.

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Challenging negative thinking –
questioning the rationality of
your

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Positive self-talk –sometimes referred Positive Coping Strategies for Stress
to as “positive affirmations”; you talk
to yourself in a positive manner.

Count to ten –giving you time to gain

control of your emotions.

Cost-benefit analysis –asking how

yourself beneficial your thoughts,
emotions, or actions are. “Is it worth
it?”

Smell the roses –a way of telling

yourself to relax.

Keeping perspective –breaking down

problems into little tasks and
knowing which the problems need
to be addressed right away as
compared to those that to do not
need much attention.

Reducing uncertainty – as the saying

goes, “lamang ang may alam”,
gathering as much information as
you can about your problem. It helps
if you gather positive information
rather than negative ones.

Using imagery/visualization –
imagery as a relaxation tool.

Behavioral coping Strategies

These are ways of dealing with stress

by taking action to modify behavior.
Some behavioral coping strategies
include:

Physical Exercise

Relaxation

Breathing

Smile and laughter Time

Management Social Support/friends

Seeking Professional help

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Physical and Lifestyle Tolerance for ambiguity

Strategies Abdominal

breathing and relaxation Low-

stress diet

Regular exercise

Downtime

Mini-breaks

Time Management

Sleep hygiene

Choosing a

nontoxic Material

security

Emotional

Strategies

Social support and

relatedness Self-nurturing

Good

communication

Assertiveness

Recreational

activities Emotional

release Sense of

humor

Cognitive Strategies

Constructive thinking

Distraction

Task-oriented

Acceptance
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Philosophical/Spiritual Strategies

Consistent goals or purpose to

work toward

Positive philosophy of life

Religious/spiritual life and commitment

Culture can affect stress and

coping process in four ways
(Aldwin, 2007):

Cultural context shapes the kind of

stressor that an individual is likely to
experience. For example, Europeans
find crowded places stressful because
they crave privacy, while Filipinos are
delighted to see a crowd (Uy! May
kasiyahan!). Culture may also affect
the appraisal of certain event. For
instance, “noise” is stressful. But,
what kind of noise? Some people find
the Philippine streets –with all the
honking, peddling, and shouting –
noisy. Yet, they have no problem
listening to their songs on high
volume.

Culture affects an individual’s coping

strategies (as was displayed by the
Mary Catherine Bateson’s story).

Culture provides different time-

honored tool/mechanisms by which
an individual can cope with stress.

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