What We Do

Implementing our Strategies (Activity Design and Rationale)

• Conceptual Objective 

  • Core Understanding:

Students should understand the critical roles of self-regulation, cognitive flexibility, and motivation in learning. These key cognitive processes enable learners to adapt effectively to various educational settings and personal challenges. Self-regulation is crucial as it empowers students to manage their own learning pace and style effectively. This autonomy boosts their confidence and motivation, allowing them to take risks and learn from mistakes within a supportive environment. Cognitive flexibility involves adapting one's thinking and behavior in response to diverse perspectives held by others, which is vital in varied and dynamic educational settings. Recognizing individual learning needs and employing inclusive teaching practices are important for fostering cognitive flexibility in the classroom. Both cognitive flexibility and self-regulation are essential for tailoring educational experiences to meet the unique needs of each student, ensuring that all learners can thrive, regardless of their initial circumstances. Motivation, the internal drive that propels students toward their educational and personal goals, is also critical. By nurturing motivation through supportive feedback and recognizing diverse learning needs, students are more likely to stay engaged and persevere in their studies, even when faced with challenges.

According to "How People Learn II," self-regulation refers to learning that focuses on metacognition, strategic action, and the motivation to learn. It involves managing the cognitive, affective, motivational, and behavioral components necessary to adjust actions and goals for achieving results. Executive function is also important as it encompasses the cognitive and neural processes that help us plan, sequence, initiate, and sustain our behaviors toward achieving a goal. Additionally, students will explore the significant impact of self-regulation and executive function on learning, as detailed in "How People Learn II." Through structured and unstructured activities, they will discover how these processes can be developed to enhance learning outcomes, equipping them with the skills necessary to navigate various learning environments successfully.

• Purpose:

Understanding these cognitive processes is crucial for educators to develop strategies that foster an inclusive and supportive learning environment, accommodating various learning styles and needs. This insight is vital in promoting the development of 'just educators' who are equipped to support and advocate for all students, ensuring equitable learning opportunities.

• Activity Structure

  • Activity Description: Students will engage in interactive and reflective activities to highlight the roles of memory, executive function, and self-regulation in learning. These include self-reflection and a beginning-of-class survey, group discussions, lectures, a Jeopardy game based on the content, and a group discussion and end-of-class survey to conclude.

    • Self-reflection Time and Beginning-of-class survey: Participants reflect on their learning processes and complete a survey to capture their initial thoughts.

    • Self-reflection Time and Beginning-of-class survey: Participants reflect on their learning processes and complete a survey to capture their initial thoughts.

      1. Self-reflection question: If you had a 'mental toolbox,' what three 'tools' do you think you use the most when you learn something new? List them and briefly describe how you use each in your learning process.

      2. Beginning-of-class survey

    • Group Discussion: Facilitated discussion on self-regulation and its impact on learning.

      1. Group Discussion: Share the 'tools' you listed in your entry ticket with your group. Discuss how these tools might change or evolve as you face different learning environments or challenges. Can you think of a situation where a particular tool was especially useful or another where it fell short?

    • Lecture: Insights from the chapter (How People Learn II) on how cognitive processes like memory and executive function support learning.

      1. Self-awareness, Sensitivity, Discernment, Insight

    • Jeopardy Game: Interactive game based on lecture content to reinforce learning with rewards for correct answers.

      1. Rewards: 1st place–$10 Safeway gift card, 2nd place–toy, 3rd place–snacks/candies

    • Self-reflection and Group Discussion: Second reflection phase followed by group discussion to synthesize learning.

      1. Self-reflection question: Imagine you could enhance one cognitive 'superpower' based on what we learned today about executive function, self-regulation, or memory. Which one would you choose to improve, and how do you think enhancing this ability would change the way you learn and interact daily?

      2. Group Discussion: Share your chosen cognitive 'superpower' with your group. Discuss why you chose this particular ability and how you think it might help you in your academic, personal, and professional life. Reflect on any common themes or differences in your group regarding the chosen abilities and discuss how these preferences reflect your individual learning styles and challenges.

    • End of Class Survey: Students complete a survey to evaluate their understanding and the effectiveness of the session.

    • Physical Structure:

      1. The room will be arranged to support the different activities: flexible seating for discussions to encourage openness, a classroom style will be set up for lectures to focus attention, and students will be allowed to gather in groups for the Jeopardy game to promote collaboration.

    • Time Breakdown:

      1. Entry Ticket & Initial Reflection: 5 mins

      2. Group Discussion on Self-Regulation: 5 mins

      3. Lecture on Cognitive Processes: 30 mins

      4. Jeopardy Game: 10 mins

      5. Final Reflection & Discussion: 5 mins

      6. End of Class Survey: 5 mins

Materials 

• Physical and Digital Tools:

  • Basic supplies: Paper, beginning-of-class & end-of-class surveys, pens, whiteboards, markers (count the score)

  • Digital resources: PowerPoint lectures and preparing for the Jeopardy game

https://www.playfactile.com/lvbtf0lhr9 (Jeopardy game link)

• Advanced preparations: Arrange for prizes for the Jeopardy game winners (e.g., toys, candies, snacks, small card rewards for winners).

Connection to Strategies 

1. Positive Reinforcement and Constructive Criticism (Strategy 1):

   • The Jeopardy game and the interactive lectures incorporate verbal praise and immediate feedback, fostering a motivational and supportive learning environment. Constructive feedback during group discussions helps refine understanding and encourages growth.

2. Inclusive Reward System (Strategy 2):

   • Diverse learning needs are recognized through tailored activity formats, both verbal praise and physical rewards, and differentiated questions in the Jeopardy game, ensuring that all participants feel valued and supported regardless of their learning style.

3. Personal Reflection and Diverse Sharing (Strategy 3):

   • Beginning-of-class and end-of-class self-reflection periods, surveys, and open-ended discussion questions promote personal insight and inclusivity. This strategy helps participants appreciate diverse perspectives and enhances empathy among them.

4. Advancement of Racial Equity and Cultural Diversity (Strategy 4):

   • Discussions are designed to embrace all perspectives, regardless of race, and to recognize cultural diversity, providing a safe space for all students to freely express their views. For the Jeopardy games, questions related to learning in a cultural context are designed to give students a more comprehensive view of various learning methods. Additionally, lectures on self-awareness will address experiences of racial inequality and discuss how we can promote racial equity by acknowledging diverse learning needs among students. This approach encourages critical thinking and helps build a more equitable learning environment.

• Impact Assessment

  • Observable Characteristics and Data Collection:

    • 1. Surveys: Beginning-of-class and end-of-class surveys to measure changes in understanding and perceptions of cognitive processes.

      • Measure changes in students’ understanding and perceptions of cognitive processes related to self-regulation, cognitive flexibility, and motivation by allowing them to self-reflect on their learning needs.

      • Conduct beginning-of-class surveys to establish baseline levels of students' confidence, motivation, and concentration. End-of-class surveys will reassess these areas to evaluate any changes or improvements. This approach will help in quantifying the impact of the teaching strategies on students' self-reported levels of these cognitive attributes.

      • By conducting beginning-of-class and end-of-class surveys, my group can measure changes in students' confidence and motivation levels. Observable characteristics in the surveys might include self-reported increases in students' belief in their capabilities and a heightened eagerness to tackle educational challenges.

      • Questions related to students’ comfort levels with diverse learning strategies and content can help measure their openness and readiness to engage in discussions about diversity.

    • 2. Observation: Monitor engagement levels and behavioral indicators of understanding during activities (e.g., participation in discussions and enthusiasm in the game).

      • Monitor engagement levels and behavioral indicators of understanding during classroom activities.

      • We will measure their engagement levels by observing how many students raise their hands to answer questions before the Jeopardy game, how many actively participate during the game, and how many raise their hands to answer questions after the game. 

      • Continuous observation during class activities to assess engagement and participation. Observers will look for increased enthusiasm, participation in discussions, and willingness to engage in complex tasks. This qualitative data will provide insights into the effectiveness of the strategies employed to boost confidence and motivation and enhance concentration.

      • My group might note greater participation in discussions and a willingness to initiate activities, reflecting higher confidence and motivation. An increase in hand-raising before and after the Jeopardy game could be a direct indicator of boosted confidence.

      • During class, my group can look for active engagement in discussions, willingness to explore different perspectives within their groups, and participation in and negotiation with one another during diverse group activities.

First impact goal–Instill confidence and motivation in students 

• These two methods directly assess shifts in confidence and motivation, core components of the first impact goal. The use of dynamic, engaging formats (like the Jeopardy game) not only makes the learning process enjoyable but also actively nurtures the trust students have in their own abilities and their internal drive toward achieving their personal goals.

Second impact goal– To enhance students' concentration on learning

• Concentration is key to educational growth, and by creating a supportive environment through targeted teaching strategies, you are directly enhancing students' ability to concentrate. Observations and surveys help quantify and qualify how these environmental adjustments aid in maintaining student focus, thereby supporting your second impact goal.

Third impact goal– Students to feel comfortable on the topic of diversity in learning

• In order to foster an inclusive atmosphere, aligning seamlessly with observing and surveying signs of comfort and proactive engagement with diversity is essential. These two assessment methods ensure that all students feel valued and supported, promoting a holistic approach to personal development and acknowledging diverse educational needs.

Presentation Analysis

Group Presentation Analysis: Focus

• • In the beginning-of-class survey, the survey asked participants (all students attended the class) to rate their agreement with the statement: "I am aware of the strategies I use when learning new information," using a scale of 1 heart for "strongly disagree" to 5 hearts for "strongly agree." Five participants chose 2 hearts. Eleven participants chose 3 hearts. Six participants chose 4 hearts, while two participants chose 5 hearts.

    • (Open Question Findings) Participants provided various reasons for finding certain learning experiences interesting. Many highlighted the importance of engagement and fun in the learning process, emphasizing that material presented in an enjoyable and interactive manner captured their interest. The connection to real-world applications and relatability of the content were also frequently mentioned, with participants noting that understanding how information applied to their lives or society made it more intriguing. Several respondents appreciated challenges to their existing knowledge and enjoyed deep research on specific topics. The style of presentation by instructors and the alignment of topics with personal interests and passions were significant factors as well. Additionally, the ability to physically apply learned concepts and engaging with others' ideas were cited as interesting aspects.

  • In the end-of-class survey, the survey asked participants to rate their agreement with the statement: "I am now aware of more strategies I can use when learning new information than I was at the beginning of class today." Nine participants strongly agreed with this statement. Thirteen participants agreed. Four participants were neutral. 

  • Another end-of-class survey question asked participants how likely they are to set specific learning goals for themselves in future learning activities compared to before today’s class. Eight participants reported that they are much more likely to set specific learning goals, indicating a significant shift in their approach to learning. Nine participants stated that they are more likely to set specific goals compared to before the presentation, showing a moderate increase in their intention to set learning goals. Nine participants indicated that they are about the same in their likelihood to set specific goals as they were before the presentation.

    • 1. • (Open Question Findings) Participants provided various responses to the question: "Has your opinion about what makes learning interesting changed today? If so, how?" Some noted specific elements, such as the importance of games and the role of metacognition and emotional regulation in making education more compelling. One participant highlighted the value of diverse activities, while another was pleased to see the effectiveness of setting goals. Four participants explicitly stated that their opinions had not changed. Others mentioned an increased awareness of unique learning facilitation methods and a broader understanding of learning provided by the lecture. Some participants found their opinions remained largely the same, with one noting an interest in the use of punishment. Additionally, one participant felt reminded of what they already knew, and another emphasized the benefit of incorporating more strategies to make learning interesting.

  • From our in-class observations, particularly during the Jeopardy game, we noted a significant increase in student engagement and interaction. During our in-class Jeopardy game, we observed a significant boost in student engagement and interaction. Initially, only two students participated actively. However, the introduction of the game's competitive elements, including prizes like snacks and toys, dramatically increased involvement. Students from all areas of the classroom, including those who typically were less engaged, participated actively. They discussed potential answers in groups, showing deep collaboration and collective reasoning. Despite this heightened activity during the game, participation in standard question sessions before and after remained consistent, dominated by the same few students. Yet, the game format revealed that even less vocal students were actively processing information, as evidenced by their unsolicited written notes. This suggests that interactive and competitive elements can significantly enhance student engagement, drawing even quieter students into the educational experience.

Group Presentation Analysis: Perspective

• The surveys reveal insightful trends regarding participants' awareness and strategies in learning, as well as their inclination towards setting specific learning goals. In the beginning-of-class survey, participants rated their agreement with the statement, "I am aware of the strategies I use when learning new information," on a scale from 1 heart (strongly disagree) to 5 hearts (strongly agree). The results showed that five participants chose 2 hearts, indicating low awareness of their learning strategies, eleven participants chose 3 hearts, suggesting moderate awareness, six participants chose 4 hearts, reflecting higher awareness, and two participants chose 5 hearts, showing strong awareness.

• In the end-of-class survey, participants rated their agreement with the statement, "I am now aware of more strategies I can use when learning new information than I was at the beginning of class today." Nine participants strongly agreed, indicating a significant increase in their awareness of learning strategies, thirteen participants agreed, showing a moderate increase, and four participants were neutral, suggesting no change in their awareness. Another end-of-class survey question asked participants how likely they are to set specific learning goals for themselves in future learning activities compared to before the class. Eight participants reported being much more likely to set specific learning goals, indicating a significant shift in their approach to learning, nine participants stated they are more likely, showing a moderate increase, and nine participants indicated they are about the same in their likelihood to set specific goals as before.

• The surveys reveal that 30.8% of participants are now much more likely to set specific learning goals, indicating a significant positive shift in their learning approach. Additionally, 34.6% of participants reported being more likely to set specific goals, reflecting a moderate positive change. Meanwhile, the remaining 34.6% indicated that their likelihood of setting specific learning goals remains about the same, suggesting that the class did not significantly influence their approach in this regard. Overall, the findings demonstrate that the class effectively encouraged 65.4% of participants to adopt a more proactive and structured approach to their learning, highlighting its success in promoting goal-setting strategies.

• For the open discussion question at the beginning of the class survey, participants shared diverse reasons for finding certain learning experiences interesting, emphasizing the importance of engagement and fun in the learning process. Many highlighted that material presented in an enjoyable and interactive manner captured their interest, while the connection to real-world applications and the relatability of the content made it more intriguing. Participants noted that understanding how information applied to their lives or society enhanced their interest. Challenges to existing knowledge and opportunities for deep research on specific topics were also appreciated. Additionally, the style of presentation by instructors and the alignment of topics with personal interests and passions were significant factors. The ability to physically apply learned concepts and engage with others' ideas was also cited as enhancing interest.

• At the end of the class survey, in response to the open question, "Has your opinion about what makes learning interesting changed today? If so, how?" participants provided various insights. Some noted specific elements, such as the importance of games and the role of metacognition and emotional regulation in making education more compelling. One participant highlighted the value of diverse activities, while another was pleased to see the effectiveness of setting goals. Four participants explicitly stated that their opinions had not changed. Others mentioned an increased awareness of unique learning facilitation methods and a broader understanding of learning provided by the lecture. While some found their opinions largely unchanged, one participant expressed an interest in the use of punishment, and another felt reminded of what they already knew. Another emphasized the benefit of incorporating more strategies to make learning interesting. Overall, the findings indicate that engagement, interactivity, real-world relevance, challenges, and presentation style are key factors in making learning interesting. Participants' opinions about what makes learning engaging evolved to include a broader understanding of facilitation methods, while some reaffirmed their pre-existing views.

• The in-class observations, particularly during the Jeopardy game, reveal valuable insights into student engagement and interaction. Initially, only two students were actively participating. However, the introduction of competitive elements and incentives, such as snacks and toys, led to a dramatic increase in involvement from students across the classroom, including those who were typically less engaged. The game encouraged deep collaboration and collective reasoning as students discussed potential answers in groups. This heightened engagement was evident even among less vocal students, who actively processed information by reading their submitted written surveys after class. Despite this increased activity during the Jeopardy game, participation in standard question sessions before and after the game remained dominated by the same few students. This contrast suggests that traditional formats may not effectively engage all students. The findings indicate that incorporating interactive and competitive elements into educational activities can significantly enhance engagement, drawing even quieter students into the learning process. It highlights the potential for game-based learning to create a more inclusive and dynamic educational experience, fostering participation and collaboration among all students.

Group Presentation Analysis: Insight

• Because of the significant increases in students' awareness of learning strategies, their inclination towards setting specific learning goals, and the heightened engagement and interaction observed during the Jeopardy game, we believe that we successfully met our first impact goal of instilling confidence and motivation in students. 

  • The supporting evidence indicates that we successfully met our first impact goal of instilling confidence and motivation in students is various ways. Firstly, there was a notable increase in students' awareness of learning strategies. In the beginning-of-class survey, the majority of participants displayed low to moderate awareness, with only a few indicating high awareness. However, by the end of the class, a significant number of participants strongly agreed that their awareness had increased, with the majority showing at least a moderate improvement. Additionally, the likelihood of setting specific learning goals saw a positive shift, with 30.8% of participants reporting they were much more likely to set goals and 34.6% indicating they were more likely, collectively showing a 65.4% increase in proactive goal-setting behavior. Furthermore, the in-class Jeopardy game provided clear evidence of enhanced engagement and interaction. Initially, only two students participated actively, but the introduction of competitive elements and incentives led to widespread involvement from students, including those who were typically less engaged. This heightened engagement was evident through deep collaboration and collective reasoning during the game, and even less vocal students were actively processing information, as seen in their unsolicited written notes after class.

• Because of the significant increases in students' awareness of learning strategies, their inclination towards setting specific learning goals, and the heightened engagement and interaction observed during the Jeopardy game, some aspects of our goal were met, but not others. Our second impact goal is to enhance students' concentration on learning. The surveys reveal insightful trends: participants' awareness of their learning strategies improved from low to moderate levels at the beginning of class to significantly higher levels by the end. Additionally, 30.8% of participants reported being much more likely to set specific learning goals, and 34.6% reported being more likely, demonstrating a 65.4% overall positive shift in their approach to learning. Participants also shared that engagement, fun, real-world applications, and relatable content were key to maintaining their interest and concentration. The Jeopardy game significantly boosted involvement, including among typically less engaged students, by encouraging deep collaboration and collective reasoning. However, participation in standard question sessions remained dominated by the same few students, indicating that traditional formats may not sustain enhanced concentration for all. This suggests that while interactive and competitive elements can significantly improve engagement and concentration during specific activities, maintaining this concentration across different formats still needs improvement.

• Because of the significant positive shift in participants' awareness and utilization of learning strategies, as well as their increased inclination towards setting specific learning goals, we believe that we successfully met our third impact goal of making students feel comfortable with the topic of diversity in learning. 

  • The data reveal that, at the beginning of the class, participants displayed varying levels of awareness regarding their learning strategies, with the majority indicating moderate to low awareness. By the end of the class, there was a noticeable improvement, with the majority of participants reporting an increase in their awareness of new learning strategies. This indicates that the class effectively introduced and reinforced diverse learning methods, making students more cognizant and appreciative of different approaches to learning. Furthermore, the end-of-class survey results showed a significant portion of participants felt more likely to set specific learning goals in future activities, reflecting their enhanced understanding and comfort with applying diverse learning strategies. The positive shift in participants' likelihood to set goals demonstrates their growing confidence in tailoring their learning experiences to their individual needs and preferences. The open discussion responses further support this, with participants acknowledging the value of engagement, interactivity, real-world relevance, and the application of learned concepts. These insights show that students have embraced a broader understanding of what makes learning interesting, inclusive of diverse methods and perspectives. In-class observations during the Jeopardy game highlighted the effectiveness of incorporating interactive and competitive elements to engage all students, including those who are typically less vocal. This engagement, fostered through diverse educational techniques, further emphasizes the class's success in creating a comfortable and dynamic learning environment.