Socratic /Inquiry Based Learning

Plato’s Meno:  Encouraging kids to discover knowledge through guided questioning. Multi-level discussion-based classes allow students to explore ideas and reason through language learning rather than passive memorization.

PBL Project Based Learning

Reference: John Dewey’s Experience and Education

Classes incorporate real-world projects (e.g., student council, debate topics, comics, and money management) to make learning Chinese engaging.
Encourages active participation rather than rote learning.

High Interest Learning & Games

Reference: Mihaly Csikszentmihalyi’s Flow Theory

Courses include high-interest topics like pop culture, gaming, and songs to maintain motivation.
Scoring and competitions keep students engaged, pushing them to challenge themselves in a way that feels rewarding.

Community Based Learning & Peer Motivation

Reference: Vygotsky’s Zone of Proximal Development (ZPD)

Students interact with multi-level peers, learning from more advanced speakers and reinforcing their own skills by teaching others. Social elements like meetups and online interactions create a sense of belonging, leading to stronger engagement.

Cognitive Science of Retention

Reference: Hermann Ebbinghaus’s Forgetting Curve and Spaced Repetition Theory

Frequent review and structured repetition of high-frequency phrases (as seen in our classes book series). Reinforces vocabulary and sentence structures over time to strengthen long-term memory.

Social Constructivism & Ownership

Reference: Jerome Bruner’s Scaffolding Theory

Students take control of their learning journey by choosing challenges and progressing based on merit rather than age. Discussions and real-world applications allow learners to actively construct their understanding.

Multi-Sensory & Kinesthetic Learning

Reference: Howard Gardner’s Multiple Intelligences Theory

Language learning is not limited to reading and writing; it involves interactive discussions, storytelling, music, and even movement-based learning. Tailoring lessons to various learning styles makes Chinese more accessible and fun.

Cognitive Load Theory & Simplified Learning Design

Reference: John Sweller’s Cognitive Load Theory

Breaking complex concepts into smaller, digestible parts to prevent cognitive overload.
Using structured sentence patterns and high-frequency phrases to make learning more intuitive.

Early Language Acquisition & Critical Period Hypothesis

Reference: Eric Lenneberg’s Critical Period Hypothesis

Emphasizing early exposure to Chinese, especially for heritage learners, to develop near-native fluency.
Structuring courses in a way that maximizes language input during critical learning windows.

Motivation & Self-Determination Theory (SDT)

Reference: Edward Deci & Richard Ryan’s Self-Determination Theory

Giving students autonomy to choose their learning path and interact with peers fosters intrinsic motivation.
Creating an enjoyable and socially rewarding experience keeps students engaged long-term.

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