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Krystal Fluellen
Post University
EDU 510
Krystal Fluellen Project 3: Final Project
Representation
Logic- Part of logic is Playing the whole An example would When you allow
make sense of them. explain why students blocks and allowing allowed to play and
According to Thagard need to have a junior them to be creative. be creative, they tend
(2014), logic is used version of the game. They can use these to learn better.
to explain the ways This gives learners a skills to make Instilling a learning
on why people make chance to view the different objects and environment that
the inferences that whole picture instead explore their logic promotes hand on
youth, forming specific parts of the children objects like processes that
process and grow to Perkins (2009), them to play the think beyond what
learn how to do so as playing the whole whole game while they thought would
they grow older. game stimulates also having fun. As be the norm, it would
interests.
Concepts are the Play out of town is An example would be Perkins (2009) states
conceptual the principle where kids learning how to that we need to create
things in our minds. student already When kids start to reflective and
They are the knows is transferred identify animals, but stimulation to make
alignment of various to another context. It may mix them up, it the transfer of
things that share is used to be applied is our job to correct information easier.
features. 3 They are and scenarios, but them to different a myriad of activities
taught to us through some information can features that can help to make connections
Krystal Fluellen Project 3: Final Project
2008). Our concepts whether or not their information they to creatively express
taught since we first was taught to them. classroom, there can projects, arts and
knowledge.
Rules typically tell Work on the hard Allowing students to When working with
Krystal Fluellen Project 3: Final Project
one what they can or parts is the principle be included in the children it is vital to
cant do. They are that states that rule making helps set rules and form
similar to logic but teachers should infer them feel more positive roles to help
are less about reason what students will important and more them become good
and more about find difficult and accountable. It also citizens and teach
instruction. Rules can come up with a plan gives them a feeling them how to act in
also altered, or taken instruction to that Setting the rules and environments.
According to Thagard learn rules, they need understand what expectations helps
directions when in a
environment.
Images can be Make the game worth For children, they Just like a lot of
movies (Reading calls for educators to reminders to for the remember certain
Rockets, 2009). They choose topics that are information they images when they
Learners can view a want to learn things reinforced with visual motivate students by
mental picture in they consider things to link what doing activities that
detail that is valuable and that has they have learned to help them incorporate
developed in their relevance in their hands on and things what they visualize
mind. When lives. Perkins (2009) that can touch and/or something to be in
studying, one can use suggests utilizing see. By creating their mind. We can do
concepts in their own includes a big incorporate imagery, reading a story and
in order to give
students an idea of
feel like.
Analogies explain Learn from the team We can alter Team activities are
why individuals have is the principle that instruction by important for kids
a certain type of states that knowledge including parents because not only will
two things for the a great importance in can further their opinions. In the
When children are parents dont know it, influenced and they
connects to
a student connect it
as well.
Taking this course has been a true educational journey for me. I have truly learned so
much and have become very interested in cognitive science. There has been so many ways I have
been able to draw connections from the information I have learned these past eight weeks. From
the first week where I described Cognitive science as the interdisciplinary study of mind and the
nature of intelligence (Thagard, 2011) to the current week where I can now connect mental
representations to Perkins seven principles. The brain is a very interesting thing and its
fascinating how all the different parts work together to form the learning process. It intrigues me
to know that one day we may be able to create an artificial intelligence that can potentially
recreate its functions. I understand that it is a long shot, but the fact that there is a possibility is
intriguing.
Krystal Fluellen Project 3: Final Project
From all that we have learned, my favorite was definitely learning and connecting
Perkins seven principles to real life situations in education. Being a former college athlete, his
method of explaining the principles of education using baseball appealed to me. I was able to
easily understand and it definitely resonated with me. Each and every one of the principles can
be used and also affects my own learning environment. For example, the learn the game of
learning and playing the whole game principles are the two I feel that relate to me the most.
The learn the game of learning is one that resonates with me because during this module, we
Ive definitely learned that exposing kids to a myriad of situations is important as it helps
them develop as learners and it helps them become more skillful. We need to encourage them to
work in teams, we need to expose them to situations where they can connect information they
have learned to new information, and we need to choose topics that are interesting to them.
Some examples to incorporate my kids in what I have learned is playing quick money
games with them to exercise their mathematics skills. Like I have expressed previously, one
concept I learned in my last module, the flipped classroom, is one I would like to discuss with
the teachers at my school. The flipped classroom incorporates many of Perkins principles and I
References
Ash, K. (2013, May 22). Personal Learning Environments Focus on the Individual. Education
Krystal Fluellen Project 3: Final Project
personallearning.h32.html
Goodman, N., Tenenbaum, J., Feldman, J., & Griffiths, T. (2008). A rational analysis of rule-
Gopnik, A. (2014, March 7). Why You're Not As Clever as a 4-Year-Old. The Wall Street
Journal.
from http://faculty.washington.edu/chudler/synapse.html
http://suehyland.co.uk/ond/learning-
style/?doing_wp_cron=1485205817.9628820419311523437500
http://web.a.ebscohost.com.postu.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=a9c32c79-
9ab1-4adc-8dc9-03a78cfd16bd%40sessionmgr4007&vid=1&hid=4104
Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform
Reading Rockets. (2009). Picture This! Using Mental Imagery While Reading. Reading Rockets.
Krystal Fluellen Project 3: Final Project
while-reading
Spies, C. (2012). Learning for life, learning through life: The hidden curriculum in early
Teacher Excellence in Adult Learning. (2011). TEAL center fact sheet no. 11: adult learning
https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf
UB Berkeley. (2014, March 06). Kids Outsmart Grown-Ups:Berkeley Research [Video file].