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2. Learning involves blend knowledge of declarative knowledge/content knowledge and procedural knowledge/transferable knowledge.

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2. Learning involves blend knowledge of declarative knowledge/content knowledge and procedural knowledge/transferable knowledge.

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3. Both works emphasize knowledge and the skills to apply knowledge as important competencies students need to develop, that is, deeper learning or mastery.

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3. Both works emphasize knowledge and the skills to apply knowledge as important competencies students need to develop, that is, deeper learning or mastery.

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4. Motivation is important to success as a core academic content area.

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4. Motivation is important to success as a core academic content area.

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5. Provide learners with challenging tasks.

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5. Provide learners with challenging tasks.

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1. Learning begins with how teachers instruct VS learning begins with how students learn

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1. Learning begins with how teachers instruct VS learning begins with how students learn

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2. Education intervention based on 21st century skills VS education intervention based on learning principles

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2. Education intervention based on 21st century skills VS education intervention based on learning principles

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1. Four stages in the development of mastery

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1. Four stages in the development of mastery

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There are 4 stages in the development of mastery: unconscious incompetence, conscious incompetence, conscious competence and unconscious competence (How Learning Works, p.96-97). I want to know more about this development and want to know how we could design curriculum to support students’ foreign language learning based on these 4 stages, aiming at helping students develop unconscious language proficiencies. Because many students still find it hard to use English even after 6-10 years learning in school in China, it should be very necessary to reflect on the curriculum design including leveled learning goals and learning activities.

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2. “To ensure that students’ practice has a significant effect on learning, the practice they do should be at an appropriate level of challenge and, as necessary, accompanied by the appropriate amount and type of support (How Learning Works, p.131)”.

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2. “To ensure that students’ practice has a significant effect on learning, the practice they do should be at an appropriate level of challenge and, as necessary, accompanied by the appropriate amount and type of support (How Learning Works, p.131)”.

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1. Expectancies and vales interact to influence the level of motivation to engage in goal-directed behavior (How Learning Works, p.70)”.

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1. Expectancies and vales interact to influence the level of motivation to engage in goal-directed behavior (How Learning Works, p.70)”.

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2. Cognitive competencies show consistent, positive correlations with desirable educational, career, and health outcomes (Education for Life and Work, p.4). 

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2. Cognitive competencies show consistent, positive correlations with desirable educational, career, and health outcomes (Education for Life and Work, p.4). 

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How could learning objectives in cognitive, intrapersonal, and interpersonal domains be integrated into students’ learning goals in curriculum design?

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How could learning objectives in cognitive, intrapersonal, and interpersonal domains be integrated into students’ learning goals in curriculum design?