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LA Final Project

The document discusses the challenges students face in learning due to mistakes and low grades, which can lead to a fixed mindset and disengagement. It proposes creating a moderated chatroom on the MyFIU platform for students to anonymously discuss their mistakes and learn collaboratively. The goal is to foster a growth mindset and encourage active participation in understanding material rather than focusing solely on grades.

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temirnator.y
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4 views9 pages

LA Final Project

The document discusses the challenges students face in learning due to mistakes and low grades, which can lead to a fixed mindset and disengagement. It proposes creating a moderated chatroom on the MyFIU platform for students to anonymously discuss their mistakes and learn collaboratively. The goal is to foster a growth mindset and encourage active participation in understanding material rather than focusing solely on grades.

Uploaded by

temirnator.y
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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PANTHER CHAT

By Will Eupierre and Temirlan Yedigeyev


THE PROBLEM

• Making mistakes and receiving bad grades disincentivizes students from learning,
leading to lower engagement in class and less effort towards studies.
• All students are susceptible to losing confidence in the classroom, and many do not
have a reliable method of regaining their academic stride

➢ Multiple factors may contribute to this:


• Fixed mindset
• Social pressures
• Anxiety
LA EXPERIENCE

What is the key concern?


Our outlook on the situation
 Students were not active, and
didn't want to take initiative in As LA we want to see students actively striving to
learning why they don't understand the concept that lie beneath the
understand the material. material they are learning in class, ask questions,
analyze and reflect on their experience. We want
 Not only they didn't understand
remained mostly unclear for students to talk to each other, sharing their
them but most of the students experiences, so they can get a view of the
kept repeating same mistakes knowledge from different angles.
over and over again.
GROWTH MINDSET
 Our issue closely relates to the ideas of fixed and growth mindsets that were
covered in the seminar.

After repeatedly receiving low scores & not


improving, a student can feel like they're stuck,
unable to learn

Over time, the student's mindset towards the


material shifts. They stop believing they can
improve and settle for a fixed perspective

The student gives up on truly understanding new


material, resorting to the path of least resistance
for a good grade
CALL FOR ACTION
Our call for action asks that faculty and LAs facilitate a space where students are allowed to discuss
their mistakes and use them as a resource for improvement that others in a similar position can
benefit from.

This space should be:


• Easily accessible
• Anonymous
• Moderated by LAs who facilitate and contribute to the discussion

Short Term Goals Long Term Goals


• Give students a convenient and reliable way • Push for a general shift towards striving to
to address misconceptions or gaps in understand material instead of grades
knowledge • Give all students the opportunity to solidify
• Encourage them to re-engage with difficult their understanding by teaching and learning
from other students
material they had given up on
DESIGN THINKING
Our solution encourages students to implement the design thinking process in a
collaborative and personally engaging way:

#1: Empathize #2: Define


Students understand the Students help identify the
difficulties of other students issues or mistakes others need
help with

#4-5: Prototype & Test #3: Ideate


Students apply their solutions by Students come up with solutions
responding to the question at hand for defined issues, strengthening
in a chat moderated by LAs their own understanding
REALISTIC SOLUTION
Through the MyFIU platform, students would access a chatroom where they can
anonymously discuss mistakes or questions they face during their classes in a chat
moderated by LAs.

By interacting with the material this way, students would gain a wider perspective on the
content they're learning, find new ways of approaching problems, and test their own
understanding by attempting to help others.
QUESTIONS?
Thanks for listening!
BIBLIOGRAPHY:

Liu Sun, K. (2019). The mindset disconnect in mathematics teaching: A qualitative analysis of classroom
instruction. The Journal of Mathematical Behavior, 56.
https://doi.org/https://doi.org/10.1016/j.jmathb.2019.04.005
Wankiiri‐Hale, C., Maloney, C., Seger, N., & Horvath, Z. (2020). Assessment of a student peer‐tutoring
program focusing on the benefits to the tutors. Journal of Dental Education, 84(6), 695–703.
https://doi.org/10.1002/jdd.12135

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