[[Learning]] tags:: #note/thing | #on/performance #on/learning people:: Lon Setnik dates:: 2022-04-26 *What you end with has more to do where you start in classical instruction but less so in mastery learning.* This reminds me of [[Growth Mindset]] being a key attribute, in that growth mindset is more important to the end result than the starting point. This is all about crossing of [[learning curves]]. If the teacher remembers all of the [[Roles of a teacher]] and maximizes the [[Designing Curricula]], then the learning outcomes are maximized regardless of the cognitive entry behaviors or affects. It's kind of like the idea that the slope is more important than the starting point. To reach [[Peak performance]] you need to be willing to [[climb till you fall]] to learn how to fail in order to learn how to succeed. This willingness i smore important than the tested data point on arrival. ### What would the opposite argument be? In order for this to be true you have to be in conditions of [[🐓 Idea Farm/9 🗄 Backlog/psychological safety]], which require both mindset and a safe landing. ## Sources: Suandi_2018_J._Physics Cognitive Entry Behaviors.pdf K Suandi et al 2018 J. Phys.: Conf. Ser. 953 012094 ( see Zotero)