Project 3: Final Project

Shenikah Grandison
EDU 510.90 Cognitive Function of Teaching and Learning
Mary Mills

Running: Final Project

Connect, Synthesize and Reflect

The literary piece the Great Gatsby was my illustration in project 1 when
describing and exemplifying mental representations. The mental representations covered
are logic, rules concepts analogies and images. There were various instructions used to
demonstrate how these mental representations would be used in the context of the Great
Gatsby. Throughout this course, the intricacies of the mind have been discussed in-depth
covering the idea of concepts to neurology to the effect of meso-systems. Additionally,
throughout this course the seven principles of Perkins have had a profound effect on the
courses point. Perkins principles are playing the whole game, making the game worth
playing, working on the hard parts, play out of town, uncover the hidden game, learn
from the team and the other team and learn the game of learning. Below is a chart of how
Perkins Principles can be applied when using all five mental representations through
instruction. In this discussion I will reflect on what was learned and how it can be applied
to my own learning environment.
There are a few points I learned which had grasped my attention and it not
embedded in my working memory. In my desired field it is important to learn how
individual conceptualize certain words in a TEFL classroom. Formal logic predicts, rules
give organization and concepts are the grouped criteria define (Thargard, 2014). By
digesting this information I realized that making sure that students understand the basics
of a subject are imperative not matter how rudimentary it may seem. In unit 4, emotion
was used to understand that emotional investment exhibited to students regarding the
importance of the subject matter could facilitate internal motivation. What also made
student use their intrinsic motivation was when students saw their instructor elicit

Running: Final Project

positive emotions regarding their well being. Students that bonded with their teachers
seemed to not only be happier but intrinsically motivated (Demetrious and Wilson, Nov.
2008). Additionally, Perkins (2009) stated that junior versions of the whole game would
make the learning more powerful and practical. When it came to discussing memory and
attention, I can say that I was working on the hard part first forcing me to learn the game.
I enjoyed learning how the conscious and the unconscious mind work to submit
information into working memory as a higher level of mental representation (Dijksterhuis
and Nordgren, 2006). I found it interesting that attention has little to do with what is
retained (Fougnie, 2008). The final lesson that I enjoyed learning in class was regarding
the social context of learning. It was important to note learning can be taking place
anywhere and at anytime and the learner must be ready (Perkins, 2009). I recall
Bronfenhrennars micro-system and meso-system when I am trying to explain to another
why a student may feel overwhelmed.
What I have learned in the course has become apart from the tools that I will take
we my as a teacher. I plan on always keeping Perkins principles in mind when ever
creating a lesson plan. Learning cognitive science has informed and reinforced my own
ideas about how an instructor should approach their classroom. By using what I have
learned and putting into practice I can create culturally aware and well-informed
language learners. The course was informative. I have learned the mind of the learner is
more important than anything else. Without understanding certain concepts, frameworks
and strategies it will be difficult to ensure each student is receiving the best education.

Running: Final Project

References:
Demetriou, H.,Wilison, E. (Nov. 2008) A return to the use of emotion and reflection.
Teach & Learn. 21(11) November 2008
Dijksterhuis, A., Nordgren, A.F. (2011) Introduction: Still thinking different. Social
Cognition. 29(6) p625-628
Fougnie, D. (2008) The relationship between attention and working memory. New
Research on Short-term Memory. Nova Science Publishers.
Perkins, D.N. (2009) Making learning whole: How seven principles of teaching can
transform education. California: Jossey-Bass. Edition 1.
Thagard, P. (2014) Cognitive science. The Stanford Encyclopedia of Philosophy (Fall
2014 edition)

The Infamous Car From the Great Gatsby

Mental
represen
t

Previous
Instructional
Event

The Whole
Game

Make Worth
Playing

The Hard
Parts

Play out of
town

Uncover
Hidden
Game

New instructional Event and Mental Representatio

Running: Final Project

Have
Ask
Encourage
Ask students to Ask
think about
students
students student to students to
what would or
to think
research write in a
bring a slice
would not
about a
on their
weekly
of
make a car
time when
own
reflective
information
infamous.
they
what
journal as
about the
Ask
students
considered
they
do
to
how
subject at
Rules
what makes
something
not
what they
hand that
this car
infamous.
grasp
learned
they did not
different from
Use of a
and
the day
learn about/
other cars.
compare,
bring
before can or will be
Students
contrast
results to be applied covered in
Concepts Ask students
what makes
present
a
and
class and to other
class.
this car
video/ art
connect
share.
areas of
infamous
PowerPoint interpretatio
their
Ask students
n of what
with
personal
Analogies
what would
they
emphasis
and/or
they add to the on
believed
academic
car that
happen in
imagery.
life. A few
reflects the
the book.
Concludin
share and
theme of the
The best has
g what
discuss.
book
it presented
they
Ask students to believe is
to the
Images
draw what they the point
student body
think the
or in
is and
infamous car
competition
reflects
would look like personally.
I altered the instruction by creating more opportunities for students to creatively think about t
teaching strategies above demonstrate the use of Perkins Seven Principles with mental repre

Logic