Theoretical Underpinnings

Success Criteria and Learning Goals

We help each student define what success looks like according to their unique learning needs and learning interest. We love to hear them talk about their personal aspirations to do well in study, exams, and life in general, and work with them to accomplish so much more for a lifetime beyond their school years. When students make sense of their purpose for achieving a set of learning goals and what are the accompanying factors or criteria of success, learning becomes visibly meaningful to them .

Metacognition and Higher Order Thinking

Our students construct knowledge and understanding using metacognitive and higher order thinking strategies when they are engaged with the content. Research has shown that strong metacognitive and higher order thinking abilities are associated with successful learning .

Assessment for Learning (Formative Assessment)

Our tutors use evidence of learning coming from formal and informal, direct and indirect sources of information associated with learning to identify learning strengths and unique learning needs. Even the tiniest behavioural characteristics exhibited during lessons can provide useful information on how students are coping with their learning that moment. Some of these behavioural characteristics may include which student is answering what kind of questions, how is each student responding to what he or she does not know yet, how are students observing others during group-based activities, what kind of feedback are they receptive to, or what is each student saying or not saying when finding the content interesting or difficult.

Reflective Learning and Visible Thinking

There are valuable truths, wonderful lessons on values, and numerous nuggets of wisdom that can be gleaned in every past and present learning action and event. As participants of active learning, our students are constantly engaged in reflective learning and visible thinking. MoL advocates developing these reflective learning and visible thinking abilities with two primary goals: (a) to deepen content learning by exercising conscious reflective efforts for change and improvement, and (b) to cultivate students’ thinking skills for lifelong purposes (Moon, 2004; Project Zero, Harvard Graduate School of Education).

Thoughtful (also Deliberate) Practice and Growth Mindsets

At MoL, our tutors carefully communicate across concepts of success. If the concept of success is built around the reasoning that someone is successful because he or she was intelligent, capable, talented, or has far more abilities, then the concept of failure may be subtly accepted around the opposite reasoning that someone less successful is lacking in such and there is nothing a person can do about it (Dweck et al., 2014). This form of mindset, known as “fixed mindset”, can negatively impact all aspects of a person’s lifelong learning journey from a young age even without the person knowing it.