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design learning experiences

Learning strategies

Cognitive science for learning

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First, we need to know what are the typical barriers students run into. Students can choose the module they want to enroll in. The choices will be based on the barrier they are facing. For example, Students who identify with “I feel I am not good at XX subject” can participate in the “growth mindset” module. Students who identify with “I do not know why I learn” can participate in the “self-authorship” module. I hope the barrier statements we craft can resonate with the students.

Second, we need to find the best way to present these powerful ideas. Some of these ideas are more embedded in the original texts, but these texts may be very challenging to read for high school students. We need to work together to figure out what materials would be most helpful.

Third, we need to find the Chinese version of the materials or translate them by ourselves.

Fourth, we need to learn the technology to produce modules on cell phones. We may find someone who knows how to do this or we may find a website or app that makes the process easier.

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We are thinking of a self-paced learning module on a cell-phone application. But if the technology is too time-consuming to figure out now, we will focus on preparing the materials for the workshop first (and later find someone who knows about coding to turn them into modules).

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Our work is built upon metacognition, growth mindset, self-authorship, motivation, memory processes

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"What powerful ideas can help students in traditional high schools to improve their abilities to learn?"
Jiabi He and I are collaborating on a project that brings cognitive-science and psychology-based study strategies for Chinese students in public schools.

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For example, systems of reward/punishment through test scores in schools may contribute towards a helpless pattern or endorsement of performance goals, as opposed to mastery-oriented response or learning goals (Dweck, 2000). I, myself, have for sure endorsed performance goals in the past; the fear of a low GPA outweighed my interest in the subject, and I chose a path that would allow me to obtain better grades, even when I am not as interested in the topic. Again, the current form of test-based assessment becomes a hurdle in attempts for more intrinsically motivated learning.

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Helpless v.s. Mastery-oriented Patterns: Nature or Nurture?

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Helpless v.s. Mastery-oriented Patterns: Nature or Nurture?

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When Dweck conducted the studies on helpless and mastery-oriented response, it seems that she was constructing these as trait-like properties that students carry. I think there are reasons to believe that these types of responses are trait-like, more stable qualities, but I also believe that they might, to some extent, be molded in the learning process.

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Adults, jumping to conclusions about children’s behaviors and assuming kids’ malignant intentions, often unintentionally stifle children’s curiosity and creativity.

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In particular, Ryan and Deci (2000) speak on how social environment can be either constructive or detrimental toward fostering intrinsic motivation. Relating this idea to what Dweck (2000) terms “helpless pattern” and “mastery-oriented pattern”, I wonder whether these patterns of behaviors or motivation are traits that individual students carry, or if they are learned in school and other social settings.

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However, adults often fail to foster an inclusive, understanding, and encouraging environment for curiosity. For example, at the preschool that I used to volunteer at, a child pushed and pulled at a bamboo can easily be regarded as willful or disrespectful, when what he was actually doing is simply watching the reflection of the bamboo in the windows.

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This week's reading (Ryan & Deci, 2000) again reminds me of how children are naturally curious beings. In my experience, young children are often the most exploratory and agency-filled people.