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Playing the Game: Transforming Instruction in the 21st Century

Olga M. Herget

EDU510 The Cognitive Science of Teaching & Learning

Dr. Mary Mills

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Playing the Game: Transforming Instruction in the 21st Century

Change is inevitable in the world and the field of education must be proactive and prepared

to meet the challenges of tomorrow. For years, the focus in the traditional classroom has been

reading, writing, and arithmetic. Now, 21st century educators must embrace a new classroom

paradigm to incorporate new learning and skills. The incorporation of the four Cs into classroom

curricula will ensure students attain higher academic achievement, secure gainful employment,

and participate as active, civic-minded members of society (Ross, 2017). The four Cs represent a

person’s ability to collaborate with others, communicate effectively, be creative, and use critical

thinking to solve problems (Ross, 2018). In a classroom setting, educators can apply Perkins’

Principles to current knowledge of how the mind works to engage, inspire, and motivate all

students.

Analysis and Application

Mental Application of Altering of Teaching Strategies

Representation Perkins’ Principles Instruction to engage and
& Why motivate learner
Logic- Logic is not Play the Whole Students Skimming and
open to Game- Perkins’ first should always start a Scanning- Students
interpretation, but principle focuses on topic accessing prior identify familiar
rather it is the science helping students see knowledge and then vocabulary in a
of how to evaluate the big picture, not linking new reading passage
arguments and think just pieces of a knowledge to the through skimming
critically (Cline, concept, even at the previous experience. . and recording key
2017). The idea of introductory level By incorporating words. In groups,
“inference” is rooted (Perkins, 2009. p.38). Perkins’ first students deduce the
in logic, as This type of learning principle, students basic topic of the
conclusions are made is not content based, avoid superficial reading (Reading
based on reasoning. but rather pushes learning at the level Activities, 2014).
(Ash, n.d.). learners to think and of elementitis and Summarizing-
Example- re-think a topic and is aboutitis (2009, p. Students can
Students should be generally based on 37) summarize key points
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active learners. To inquiry or Educators can get at set points

encourage engaged performance in a students started at the throughout the
learning, students can broad sense (Perkins, “junior level”, to reading and at the
use logic to analyze 2009, p. 30). spark curiosity, end. Open discussion
and discuss prior provide time to of key ideas will
knowledge before explore a topic, and result in making
accessing new motivate (Aungst, connections to similar
knowledge. In 2016). stories and students
Spanish class, can predict what the
students can use logic outcome may be
to prepare to read an (Texas Education
authentic Association, 2002). A
mythological story. teacher may extend
this activity by
having students write
an alternate ending,
which makes logical
sense given the
context of the story.

Mental Application of Altering of Teaching Strategies

Representation Perkins’ Principles Instruction to engage and
& Why motivate learner
Rules- In everyday Work on the Hard By incorporating Incorporate the Voice
life, rules maintain Parts- The third Perkins’ third of Students: Students
order and explain principle has two principle, teachers and teacher develop
procedures. Rules can important acknowledge students classroom ground
also elicit behavior components: teachers need time to work on rules, which clearly
from people. An must anticipate the the “hard parts” and describe acceptable
example of this is “hard parts” and prepare them to behavior and
basic driving rules students must succeed at the high expectations for both
such as “green” practice the “hard school level. the teacher and
indicates “go”, parts” of learning. Freshman students students. Creating a
“yellow” indicates The goal is are not used to the list together helps
“slow down”, and improvement of skill rigor and demands of students to know
“red” indicates set, not mindless a high school what is expected of
“stop”. The human practice without schedule. Teachers them, practice good
mind interprets rules meaning. Perkins need to explain and behavior, and
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as “if-then” situations warns educators not revisit classroom anticipate the hard
(Ash, n.d.). In other to follow the heart- expectations on a parts of high school
words if something and-minds theory repeated basis to classes (Mendiola,
occurs, there will be a because it does not create an n.d.)
definite and expected often work. A environment, which Practice Reflection
reaction. student’s intent to supports student- and Feedback-
Example- Every year improve is often centered learning. Students need time to
students meet new hindered by lack of Research confirms reflect on what is and
teachers and it is understanding of students learn better, what is not working
important for students feedback and time when they are within a classroom
to understand and constraints in the comfortable with setting. Teachers can
follow classroom classroom (2009, each other and there provide opportunity
rules. In high school, p.81). is mutual respect to discuss rules and
expectations differ among all individuals expectations with
from the elementary in the classroom. All fishbowl discussions,
requirements and students should feel surveys, and morning
incoming freshmen they have a voice in meetings (McCarthy,
students need extra the classroom to 2015). Reflecting on
support to succeed at encourage intrinsic the current learning
the high school level. motivation (Fletcher, climate identifies the
Classroom rules 2008). needs of each
define expectations; individual on the
manage behavior, and class and allows a
set learning goals as a learning community
learning community to adapt procedures
(Marzano, R. & and rules as needed.
Marzano, J. (2003).

Mental Application of Altering of Teaching Strategies

Representation Perkins’ Principles Instruction to engage and
& Why motivate learner
Concepts- Concepts Learn from Perkins’ sixth Multi-Age
help to organize the Team- In his sixth principle proposes Groupings- Classes
items that share principle, Perkins teachers should not of mixed aged
commonality. People stresses the follow a teacher- children school can
use concepts to help importance of based learning model. group pupils
them make sense of learning from others Instead, educators according to ability
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complex ideas. (Ash, because “thinking should encourage across two or more
n.d.). Some concepts and learning always collaboration and classes. As older
are learned and some develop in a sharing of students act as peer
are innate. There is a sociocultural context experiences among mentors, they can
definite hierarchy (2009, p. 172). students. Teachers inspire younger
within each concept. Educators of today should not provide students to grow in
must remember prefabricated confidence
Example- Learning students are not a information and (Morrison, 2013).
requires the ability to homogeneous group. vocabulary lists. This Furthermore, teachers
comprehend the According to model allows are able to
underlying concept Bronfenbrenner’s educators to increase concentrate on what
within a lesson or ecological systems student engagement students can do,
unit. Students in an theory, students bring and participation by rather than what they
Earth Science class family traditions, raising student cannot do
may be required to expectations, and comfort level (Queensland
study world climate beliefs into the daily (Sampsel, 2013). Government, 2006).
and its effect on classroom Discussions and ideas Students have
natural disasters. (Bronfenbrenner, thrive because different levels of
Before discussing (1994). different students experience with any
world climate, bring their own life given topic. In this
students should experience into the example, some
identify different mix of learning thus students may be avid
types of natural generating new weather channel
disasters, level of learning. viewers, while others
occurrence, and may not even be able
locations of events. to explain the word
natural disaster in
their own words.
Students can learn
together and teach
each other the basics
of this concept.

Think, Pair, Share-

This method of peer
work allows a teacher
to provide time and
structure for thinking
on a given topic,
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enabling them to
formulate individual
ideas and then share
with a classmate
(Simon, C., n.d.).
Students can identify
what they already
know about natural
disasters and openly
discuss ideas with
classmates as a
group.

Mental Application of Altering of Teaching Strategies

Representation Perkins’ Principles Instruction to engage and
& Why motivate learner
Analogies/Cases- Play Out of Teachers need to be K-W-L- Students use
The mind draws Town- According to aware of learning this activity to
parallels between two Perkins fourth situations that offer examine pre-existing
things, concepts, principle, many transfer opportunities knowledge on
processes, or students have trouble for students. By Spanish-speaking
associations (Ash, transferring learning incorporating, countries, Hispanic
n.d.). This process from one situation to Perkins’ fourth painters, and art in
helps to solve another (Perkins, principle teachers are general. By
problems and create 2009). Educators helping students to discussing with
new learning from must help students acquire a necessary classmates, learners
previous experiences. use “high road life skill. Thus, are able to construct a
Example- One skill transfer” to ensure teachers must design knowledge baseline
set required of understanding and learning activities, and see how course
students is the ability connections. This which empower work from one class
to make connections principle is very students to learn on a can support learning
between subject important because the whole level through in another class
matters. In a World main goal of making connections (Alber, 2011). K-W-L
Language classroom, education is to across academic charts are also an
students may be prepare students to disciplines (Perkins, excellent resource to
learning about take acquired 2009, p. 131). identify learning gaps
famous Latino and knowledge and Furthermore, within a classroom
Spanish painters. understanding of the analogies can help population.
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Students are required world and apply them bridge learning from Creating Your Own
to integrate multiple to real-life situations one year to the next. Masterpiece- After
sets of knowledge to (Perkins, 2009, p. examining Picasso’s
make sense of the 114). Real life does historical painting of
new information not separate learning Guernica, students
including history, into “subjects”, it take new knowledge
geography, and visual requires individuals and create their own
arts. to use acquired piece of artwork
knowledge depicting an
simultaneously. important time in
United States history.
This activity allows
students to identify
similarities and
differences between
cultures and promotes
understanding of
other people.

Mental Application of Altering of Teaching Strategies

Representation Perkins’ Principles Instruction to engage and
& Why motivate learner
Images- Pictorial Uncover the Hidden By incorporating Metacognitive
representations Game- Perkins’ fifth Perkins’ fifth Strategies- Language
capture visual and principle describes principle, “hidden students create study
spatial information in “hidden games” as games”, educators sets for new
a much more usable the parts of learning allow students to be vocabulary using web
form than lengthy which are not responsible for their tools such as Quizlet.
verbal descriptions. apparent at the own learning while It is important each
The use of images or surface level working on student create their
charts can help an (Perkins, 2009). comprehension skills. own study set to
individual reference Perkins believes the Teachers should start select images that
new material “hidden games” are out with shorter make sense to them.
(Thagard, 2014). the key to igniting readings, or “junior The “hidden game”
Example- curiosity in our versions”, to show for each student is
At the core of students about students the value of how to make sense of
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learning a second learning and helping the activity, ensure each new word with
language is the them to raise their transfer, and practice respect to prior life
internalizing of own educational bar the “hard parts” experience. For
vocabulary. World (Perkins, 2009, p. (Perkins, 2009, example, if the new
Language students 136). Hidden games p.140). word is “mascota”, a
must learn can be difficult to student can select a
vocabulary on access due to a picture of an animal
continuum to variety of factors they like or a picture
communicate from student of the pet they have
effectively. Firstly, complacency to in real life.
the more words a misunderstood Learning Styles-
language learner human cues. Students are able to
knows, the more Language learners employ auditory,
words they can learn. benefit from kinesthetic, and
Even more discovering the visual skills in the
importantly, hidden games within classroom activity
expanding a language itself named “draw the
vocabulary helps the because there are scene”. Students
learner concentrate multiple layers to listen to a description
on higher-level learning a language. of a scene in Spanish
language learning and recreate a
(WORDS WILL, detailed picture of
2013 what they heard.
Studies have shown
“a large and reliable
advantage in memory
performance for
items that were
previously drawn
relative to those that
were written, which
is called the “drawing
effect” (Wammes,
Meade, & Fernandes,
2016).
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Connect, Synthesize, and Reflect

As educators, we must understand how the human brain develops, processes

information, and stores knowledge. Is learning best explained by mental representations or

embodied cognition? Do we need to be conscious of our own learning and how do others affect

the learning process? Mental representations explain how human beings interpret the world and

information through analyzing, reasoning, and making connections to prior learning. Two

learning theories, which greatly influenced the field of education, are Piaget’s cognitive theory

and Brofenbrenner’s ecological systems theory. Jean Piaget studied the development of

children’s brains and his research supports learning through discovery, flexible environments,

and stresses the importance of monitoring student progress (McLeod, 2015). Urie

Brofenbrenner’s ecological systems theory emphasizes the importance of learning with and

through others. In a school environment (Mesosystem), peers are an invaluable resource and

often help the learning process by sharing tips, information, and life-experiences (Perkins, 2009).

Teachers can use all this information to design meaningful lessons, which create an optimal

learning environment for all students.

Every day teachers work with groups of twenty to thirty children with different academic

needs and plans for the future. Some students have a clear idea of where they want to go in life.

Others have difficulty seeing beyond the current school year. It is our job to create an interactive

learning environment, which challenges students and provides the opportunity to take ownership

of their own learning (Price-Mitchell, 2015). We must also be aware of what our students will

need to succeed beyond the school years. How can we create an environment, which nurtures,

motivates, and supports active learning? How do we prepare students to face life challenges and

make connections from their own life experiences?

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The needs of the 21st Century student differ from the current educational model, which is

now in place across the United States. The student of today must learn to set appropriate learning

goals and take charge of his or her own learning. These learning and thinking skills are what

“separate students who are prepared for increasingly complex life and work environments in

today’s world and those who are not “(Framework, 2016, para. 6). A new teaching model

requires merging traditional academic skills with the four Cs to promote student agency and

higher-order thinking skills. I can support deeper learning in my classroom by motivating my

students to think beyond the surface level. Effective strategies to use in the classroom are

cooperative learning, goal setting, and choice in assignments (How to Promote, n.d.). These

strategies aid with the transfer of knowledge by allowing students to identify knowledge gaps,

make connections at the personal level, and apply new learning to daily life situations (Stenger,

2017).

The game of learning is very complex. In his textbook, Making Learning Whole: How

Seven Principles of Teaching Can Transform Education, Professor David Perkins helps teachers

break down complicated teaching theories and scientific research into manageable concepts. By

incorporating Perkins ‘principles teachers can help students succeed in the classroom and

beyond. Perkins advocates putting students in the driver seat to promote inquiry and foster

student autonomy (Perkins, 2009).

Throughout the units, we have discussed how students have different learning styles,

make connections to past learning, and retain information. Much of the discussion has happened

in the “here and now”. However, what of the future of education? Russ Whitehurst, a pioneer in

the field of education, describes the curriculum of 2030 as a personalized-learning experience

rich in technology (HooverInstitution, 2010). Students will no longer rely on textbooks for
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information, and will only attend school to enrich their social experience. This vision for the

future reflects a strong connection to our learning in this course. A personalized curriculum will

allow students to learn at their own pace and explore ideas that are of value to them. The use of

technology will help lessons come alive for learners by putting them in the center of the action.

Students will indeed be in the driver’s seat, practicing real-life skills, and learning how to be

lifelong learners. After all, the main goal of education is to create meaningful learning

experiences. As David Perkins states, “when we step off the platform degrees in hand, most of

what we need to learn still lies ahead of us” (Perkins, 2009, p211).
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References

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WORDS WILL GET YOU FAR: WHY IS VOCABULARY ACQUISITION SO IMPORTANT

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