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Running Head Krystal Fluellen Project 3: Final Project

Krystal Fluellen

Project 3: Final Project

Post University

EDU 510
Krystal Fluellen Project 3: Final Project

Part One: Analysis & Application

Mental Perkins principle Altered instruction Teaching strategies

Representation

Logic- Part of logic is Playing the whole An example would When you allow

our ability to evaluate game is a baseball include giving children to be

these things and analogy used to students wooden children, meaning

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

they do. For the of focusing on process. Giving and creative

youth, forming specific parts of the children objects like processes that

logical thoughts is a game. According to building blocks allow challenge kids to

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

creativity, curiosity they mature and help an instructor

and discovery. become better, their expand their logic.

Allowing kids to creations become

explore themselves more innovative and

and their thought complex. It also helps


Krystal Fluellen Project 3: Final Project

process helps to to evolve their logic

become more and become a hands

innovative and get in on learner.

touch with their

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

combinations of information that identify animals. activities that connect

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.

distinct to similar problems them and expose Children need to have

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
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an assembly of be harder to transfer them. Providing in order to process

experiences brought than others. opportunities and information and fully

on by an indefinite Transferring of activities that can grasp it. This can

world (Goodman, information to other exercise students including presenting

Tenenbaum, Feldman contexts can help knowledge in order to information and

& Griffiths, educators evaluate connect the allowing the student

2008). Our concepts whether or not their information they to creatively express

are formed from students have have learned is their understanding,

everything weve successfully grasped important. For whether that be

learned or been the information that example, in the through group

taught since we first was taught to them. classroom, there can projects, arts and

started becoming When children are be different version crafts, etc.

aware; probably prior able to make of animals including

to becoming aware as connections it helps picture books with

well. Kids can them feel a sense of animal pictures,

represent concepts insight. Children animal toys, and

through visualization. need to be able to animal noises. This

make a connection to helps increase their

prior knowledge to knowledge and

new information and concepts. It also

helps them continue helps to connect new

to grow. knowledge to older

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

both be created and to provide specific of responsibility. structured

also altered, or taken instruction to that Setting the rules and environments.

away completely. area. When students roles help children Establishing

According to Thagard learn rules, they need understand what expectations helps

(2014), rules answer to be consistently happens when they children because

why an individual reminded, especially do not follow most want to do what

exhibits a precise when they are in a instruction. is deemed correct and

kind of conduct. new environment. receive that praise

Rules are formed Children constantly and affirmation from

when learners make need representation instructors.

associations between of what they are

concepts and required to do,

knowledge they have therefore they need

developed. They can instructors to model

determine whether the behavior they are

learned concepts required to exhibit.

follow the rules they


Krystal Fluellen Project 3: Final Project

have determined that

defines the concept.

For kids, we need to

instill rules in order

for them to follow

directions when in a

strict and structured

environment.

Images can be Make the game worth For children, they Just like a lot of

compared to mind playing basically need constant adults, kids can

movies (Reading calls for educators to reminders to for the remember certain

Rockets, 2009). They choose topics that are information they images when they

create memory by deemed engaging by have learned. It needs think of certain

inspiring senses. students. Students to be constantly situations. We need to

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

imagery to connect generative topics that activities that this in English by

concepts in their own includes a big incorporate imagery, reading a story and

view. discussion. When it helps students asking them to draw

instructors can visualize what they a specific scene. By


Krystal Fluellen Project 3: Final Project

involve more are learning and be doing this they can

visualization for able to grasp also all see how

students it can information faster. everyone else sees

motivate students to For example, in the story as an image.

want to continue to science making lungs

learn. out of everyday items

in order to give

students an idea of

what lungs look and

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

behavior (Thagard, is often gained more in their it help them see

2014). It can be through collaborative childrens education. different

described as a work and By teaming up with perspectives, it helps

comparison between observation. There is parents, instructors them to voice their

two things for the a great importance in can further their opinions. In the

purpose of social learning and students education classroom and at

explanation. learning from others. because although home, children are

When children are parents dont know it, influenced and they

around each other t they are extremely are constantly around

allows them constant crucial to their childs new perspectives, It

interaction and Is the instructors job


Krystal Fluellen Project 3: Final Project

observation to learn learning. to put them in

different ideas from situations to adapt to

each other. this and be able to

Sometimes seeing understand other

what another person point of view.

connects to

something else, helps

a student connect it

as well.

Part Two: Connections & Reflections

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

were asked to take a personal learning style questionnaire.

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

think it would be a great experience for all of the kids.

References

Ash, K. (2013, May 22). Personal Learning Environments Focus on the Individual. Education
Krystal Fluellen Project 3: Final Project

Week. Retrieved from: http://www.edweek.org/ew/articles/2013/05/22/32el-

personallearning.h32.html

Donnelly, M. (2008). Artificial Intelligence in Schools. EBSCO Research Starters, p 5.

Goodman, N., Tenenbaum, J., Feldman, J., & Griffiths, T. (2008). A rational analysis of rule-

based concept. Cognitive Science.

Gopnik, A. (2014, March 7). Why You're Not As Clever as a 4-Year-Old. The Wall Street

Journal.

Hudler, C. (2012). The synapse. Neuroscience for kids. Retrieved

from http://faculty.washington.edu/chudler/synapse.html

Hyland, S. (2015). Learning Style. Optimising Neurological Development. Retrieved from:

http://suehyland.co.uk/ond/learning-

style/?doing_wp_cron=1485205817.9628820419311523437500

Malik, S. (2014). Portraits of Learning: Comprehensive Assessment through E-Portfolios in the

Metro Academies Project.Peer Review. Retrieved from:

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

education (1st ed.). Jossey-Bass.

Reading Rockets. (2009). Picture This! Using Mental Imagery While Reading. Reading Rockets.
Krystal Fluellen Project 3: Final Project

Retrieved from: http://www.readingrockets.org/article/picture-using-mental-imagery-

while-reading

Spies, C. (2012). Learning for life, learning through life: The hidden curriculum in early

childhood education. The Jakarta Post.

Teacher Excellence in Adult Learning. (2011). TEAL center fact sheet no. 11: adult learning

theories. Retrieved from

https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf

Thagard, P. (2011). Cognitive Science The Stanford Encyclopedia of Philosophy Edward N.

Zalta (ed.) Retrieved from http://plato.stanford.edu/archives/fall2011/entries.cognitive-science

UB Berkeley. (2014, March 06). Kids Outsmart Grown-Ups:Berkeley Research [Video file].

Retrieved January 17, 2017, from https://youtu.be/bHQ0DemKcEA