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Integrating Models

Integrating Models

Amanda Sherman

Post University
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Integrating Models

Analysis & Application

Mental Which How can this be In what ways What teaching

Representation Principle improved by would the strategies could
Would be using this instruction be be used to
Used? Principle? altered? engage and
motivate
students?
Logic: Logic is Learning the Allowing the In a classroom Perkins (2009)
the product of Game of student to come setting students suggests that to
inductive Learning to their own can use logic by learn the game
reasoning. In this principle conclusions simply coming of learning the
Taking what one the questions about the to conclusions student must be
has already what might be material about material. put in the
learned to be learned about the provides them If the questions drivers seat
fact, and game of learning with the posed are (p195). One
deducing a and how is it opportunity to shallow or way to reinforce
second principle going to get learn the game closed ended this within a
based on the learned? of learning. questions, it classroom
proposed (Perkins, 2009, They develop does not allow setting is to
fact/facts. p.193) are their own the student much allow for and
Example: An answered. strategies and opportunity to encourage self-
example of As a student techniques for really work monitoring. An
allowing progresses processing toward the undergraduate
students to use through school information solution. By education is
their deductive they develop along with asking more important in
reasoning skills certain study formulating open ended developing the
and exercise habits and theories and questions the students ability
their logical techniques that uncovering student not only to learn and
brain would be, work for them. concepts. As draws a think
in a college They are they learn new conclusion about independently (
history course learning how to ways to process the material but DeLong, 2009,
giving the learn. information in also develops a p1). Some
students specific Why: When an unrestricted strategy to get strategies would
examples of the students use format they find there. Thus include
principle of logic to develop what learning learning the interactive
freedom eg. The their deductive style suits them game of lectures, journal
Civil War, the reasoning skills so they will be learning. This writing, concept
French they are taking able to apply it benefits the mapping,
Revolution and the facts that in future lessons. student by debates, and
the Irish have been fostering a simulation
Freedom presented to higher level of (DeLong, 2009).
Movement, them and thinking and
using these developing developing their
examples ask the conclusions learning style.
student to make based on those
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Integrating Models

connections and facts. In order to

find fundamental do this they must
similarities (or find their own
the concept). style of forming
Then ask them connections and
to formulate developing
their own strategies.
personal concept
of freedom.
Instead of
providing them
with a definition
of freedom, this
allows the
student to
deduce for
themselves the
definition

Mental Which How can this be In what ways What teaching

Representation Principle improved by would the strategies could
Would be using this instruction be be used to
Used? Principle? altered? engage and
motivate
students?
Rules: Mental Play out of Some students If administrators Peer Mentors:
rules add Town view the rules of within a college Pairing freshman
structure and The concept of a college as atmosphere were students up with
order to the playing out of restrictive, to incorporate older more
information in town refers to others do not the principle of experienced
our brain. They trying new take them playing out of learners is a
enable us to things. If a seriously, but the town in the great way to
distinguish student is always most successful presentation of make them feel
moral societal presented students are the rules of a comfortable with
obligations such material or typically the campus, they their new
as right from studying ones who would be more environment, let
wrong and allow material in the embrace a new mindful of the them adjust to
us to make same way they experience and fact that these the rules and
determinations are going to only seek to gain as are new expectations and
about what develop skills much out of it as experiences for find a positive
should and with that one possible. most students. footing in the
should not type of Presenting the The goal of the community.
happen in our instruction. rules of a college administrators at Typically for a
world based on Mixing up the campus to the institution peer mentoring
prior instruction students as a then shifts. The program the
information. method and new experience rules are then administration
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Integrating Models

Example: material allows they can learn viewed not as can choose
College students students to grow from and apply strict regulations which students
are given a a variety of positive to keep the they believe will
variety of rules, skills and principles to peace, but as make good
particularly in a learning their lives may guidelines being mentors, so there
campus setting techniques. That help them to find introduced to is a level of
during a way in the more value. students, that if control to the
traditional future, whether And to they have a program. The
college it be the next incorporate positive affect use of peer
experience. class or in a real learning as a could shape their mentors is a
There are rules world scenario, whole, relating moral code for valuable way to
about drinking they will have a these rules to the rest of the help other
on campus, variety of real world students lives. students learn
tardiness to problem solving scenarios allows and an effective
class, academic and learning the learner to use of resources
regulations and techniques to gain insight as to that yields
so on. These access. the importance benefits for the
rules help Why of these rules. target group of
maintain a safe For traditional students, the
environment for students mentors
those living on attending themselves, the
the campus. college, it is faculty and
And students their first student affairs
will practice experience with professionals
them by adult life and associated with
becoming good there are many the learning
stewards to the unfamiliar communities,
campus, concepts. The and the
following the rules of the institution as a
regulations and classroom may whole (Minor,
adhering to the be similar to past n.d. p. 11).
guidelines. classes, but the
experience of a
college class is
very different
than high school.
The rules of
living on a
campus are often
very different
than that of a
high school
student living at
home with their
parents.
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Integrating Models

Mental Which How can this be In what ways What teaching

Representation Principle improved by would the strategies could
Would be using this instruction be be used to
Used? Principle? altered? engage and
motivate
students?
Concepts: Uncover the By incorporating Instruction must Finding
Concepts are Hidden Game the hidden game be altered to connections to
abstract ideas, Uncover the or the concept include the aspects of the
they help us to Hidden Game behind a lesson, hidden direct world
take more This principle of it gives the principles that around the
complex issues uncovering the learner accompany the student is one
and summate hidden game is perspective on lesson. The way to connect
them for quick, in reference to what they are instructor must them to hidden
easier to use understanding learning. They also be prepared concepts. To
portions of the systems that are able to not with a form of bring purpose to
information. In have an effect on only learn facts assessment and the content, the
the mind the material from the lesson, measurement for teacher plans
concepts are the learned, and also but are able to whether the learning
categorization of learning the comprehend student grasped activities that
objects events, hidden strategies larger schemes the larger actively engage
or people that in how to that can then be concept. students in
share common comprehend the related to future Without the meaningful,
properties lesson itself. learning. expectation of real world
(New World Why: Concept based assessment the concepts. These
Encyclopedia, Uncovering the instruction: students may concepts could
2013, p1). hidden game is creates choose to spend include skills,
Example: For directly related connections to less time on the local issues or
example, in a to integrating students prior concept or feel it values that might
college course concepts into experience, is less important inspire students
on the history of curriculum. The brings relevance than the lesson to act on their
slavery. The concept is the to student material. learning
subject of the overarching learning, (worldview,
course may be principle behind facilitates deeper 2013, p1). For
slavery, but the the lesson being understanding of example,
overall concept taught, these content discussing a
is oppression. principles are knowledge (and) local political
Students and essentially the acts as a race in a lesson
teachers must hidden games. springboard for on government
look not only at The larger students to shows to the
the details of a pictures or respond to their student that
subject but an principles that learning with these are not
overall concept affect the action merely facts in a
as well, individual (Worldview, book, but
determine what lessons. 2013, p1). principles
is the real issue. Instead of a applied to
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Integrating Models

This helps student walking situations in

connect similar away from a their world.
concepts and be class with an
able to view the opinion on
topic in a larger, slavery, they
more global will formulate an
sense as opposed opinion on
to memorization oppression in
of facts. general. These
connections with
larger concepts
make for a more
well-rounded
understanding of
major issues.

Mental Which How can this be In what ways What teaching

Representation Principle improved by would the strategies could
Would be using this instruction be be used to
Used? Principle? altered? engage and
motivate
students?
Analogies: Make the Game When analogies Taking not just When
Analogies Worth Playing are used in class, the strategizing on
compare two Make the Game they are characteristics of how to make the
things (concepts, Worth Playing comparing the the objects being game worth
processes, Making the similarities and compared, but playing, Perkins
associations) Game Worth differences of the meaning of (2009) describes
(Ash, n.d.) Playing relates two things. To the objects an ecology
Analogies help to providing take that allows the mapping
associate or explanations to instruction to the student to assignment.
disassociate two the student for next level, formulate new Where students
existing why they are adding the meaning produce a
concepts learning the concept of associated with diagram
allowing the material. Once a making the game the second showing where
individual to student worth playing object and a things can be
enhance their understands the would be to add stronger/deeper found, but not
deductive reasoning behind meaning behind connection. To their
reasoning based why they are the similarities accomplish this, relationships
on how learning what and differences. the instructor (p66). Adding
similar/different they are, they must not only relationships to
the two things have a different present the two the map is a way
are. motivation. objects as of making the
Example: In a They are now physical bodies, game worth
course teaching studying with a but to assess the playing. Forcing
a lesson about objects the student to
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Integrating Models

atoms, one sense of significance to not only

might use the purpose. the learner. examine the map
solar system as Why: Explaining why or the subjects,
an analogy, to Making the instructor or but the
assist students in connections learner is relationships as
understanding between a comparing the well. Once the
the physical concept that a two objects relationships
properties. They student is makes the have been
both have familiar with and learner more established,
orbiting bodies an unfamiliar invested and reviewing the
and they both concept can makes the game purpose for
have a center or make the new worth playing. determining the
nuclei. This material not only relationships
connection easier to with the students
because it is a understand but gives them a
physical bring meaning to sense of
similarity would the material. ownership of the
most likely be Helping the experience
most effective student to gain which they can
with visual new perspective draw upon in the
elements as well. and shed light on future, and
a topic that may brings purpose
have otherwise to the
proved difficult. assignment.

Mental Which How can this be In what ways What teaching

Representation Principle improved by would the strategies could
Would be using this instruction be be used to
Used? Principle? altered? engage and
motivate
students?
Images: Mental Work on the In todays world, Technology is Students are
images are Hard Parts the use of advancing at a used to taking an
pictures within Work on the images in rapid pace, and active and
ones mind that Hard Parts instruction has instruction must creative role in
are associated This principle is become even be continuously their social
with a word, in reference to more important altered to keep media presence.
concept or focusing on the because students up with it. In Translating that
theory. Visual harder parts of a are flooded by relation to to the classroom
learners are lesson. When images in every imagery, moving can take the
particularly instructing it can aspect of their away from form of
inclined to rely be hard not to lives. Strategic standard pictures developing
on the images fall into a pattern use of images in to videos, live videos and
associated with of creating a the classroom streaming and visual
their learning. lesson plan, helps engage virtual presentations to
following it, and students who classrooms are accompany
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Integrating Models

Example: When finding out have grown up ways to elevate coursework. For
a student learns whether the in a media-rich coursework to a student who
what the Taj students retained environment keep pace with finds a certain
Mahal looks the information (Lai, 2010, p1). the stimulation subject
like, even on the exam. Integrating students are challenging, this
though they have Adding focus, images into the receiving in their is a way for
never visited in clarity and more difficult lives. Using them to
person, they will emphasis to the aspects of a technology that overcome their
have a mental more difficult lesson allows the students may be learning obstacle
image associated portions of a opportunity for familiar with or in a creative
with those lesson allow the the student to comfortable with way.
words. When students more make a stronger such as videos,
referenced in the time with the mental makes the harder
future, that difficult connection, and parts or a lesson
mental image concepts and present the seem less
they have stored increase their material in a daunting.
will be triggered ability to way that may be Working on the
in their brain. If understand and easier to hard parts then
a tutor were to use this understand for does not seem
assist a information in visual learners. like such a
struggling the future. Making the difficult task.
student outside Why: harder parts
of class they Using images in easier.
may wish to study behaviors
include the use and tutoring can
of visuals to prove effective
strengthen the in forming
mental images stronger
and memory connections for
retention. They students with
may choose to course material.
place images on For concepts that
flashcards for prove more
example. difficult this can
be a strategy to
increase
retention and
recall.
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Integrating Models

Connections and Reflections

In this course Perkins principles were obviously an underlying theme which had a major

impact on my understanding of the material. And what I will take away from my comprehension

of learning as a whole are two main concepts: first, that learning does not occur within a bubble,

and second that the learner must have an understanding of their own learning experience. What

does it mean that learning does not occur within a bubble? This addresses that when you are

instructing a student it is most effective to make connections to the outside world, this will bring

meaning and clarity to the student experience. They may remember those lessons for the rest of

their lives because of the real world examples and parallels to larger principles supplied in

instruction. Also the student must be aware of their own learning experience. Perkins references

the student being in the drivers seat and being in control of their own learning experience

(Perkins, 2009). I do agree with this completely, but it is within that independent study that

educators must be aware of how each students process is developing. A student may do poorly

on an independent project not because he/she cannot comprehend the material but because they

did not have the proper tools and strategy to accomplish it. Students awareness of their own

process is so vital, and I think plays a role in many of Perkins principles.

Before this course I put very little thought into making connections to the outside world

while instructing. I have very few experiences when I can actually recall a useful or meaningful

reference to the outside world while in high school and college. I think that the learning process

has changed and developed in many positive ways and I look forward to embracing those in my

career. When I am working with students in the future I plan on utilizing Perkins principles in a

major way. Making the game worth playing is another principle which I feel carries great

importance. I had previously thought of how to make material meaningful for students, but had
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Integrating Models

never thought of it in a formal way in which it was presented in Making Learning Whole

(Perkins, 2009). In fact I dont think I had ever thought of strategies for connecting with

students. Now in the future I understand the importance of explaining why students are learning

what they are, instead of just instructing material. The Perkins principle which I had a more

difficult time connecting with was Uncover the Hidden Game(Perkins, 2009). This is a fairly

ambiguous topic, and I believe it can hold more than one meaning in an educational setting.

However, I will continue to keep it in mind as I progress through my Masters and into my career.

I plan on looking for hidden games in different settings and possibly one day I will have a

moment of clarity.

The mental representations are clearly the other key factor to this course, and their

importance within the learning environment is something I have come to appreciate. Concept

formation is a major part of the development of the human psyche. While instructing it is

important to maintain a reference point for how the material will translate into the mind of the

students. It is commonly accepted that concepts are among the basic building blocks of human

cognition, knowledge and learning. What is not so often realized in cognitive science and

educational research is that coping with the world requires that we operate with increasingly

complex theoretical concepts (Engestrom, Pasanen, Toiviainen & Haavisto, n.d. p.1). With

complex concepts formed within each students mind, the instructor must be aware of how the

information given will be categorized and related within that intricate system. Of the mental

representations rules also stuck out as important within the college setting which I plan to work

within. Not necessarily literal rules, although that applies as well, but mental rules. Students

develop a sense of right and wrong, what makes sense and what does not. When leaning those

rules are applied to their strategies and ways of conceptualizing information. As they process
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Integrating Models

they are thinking, does this make sense with what I have already learned?, is this material

aligned with what I believe to be morally acceptable. Because students are pushed out of their

comfort zone they are challenging many of the rules they have developed thus far in their lives

and putting together a set of new guidelines that makes sense to them.

Upon entering this course, I had limited exposure to mental representations, and the

material was certainly not presented in this way. I understood what rules were, and I had a

general idea of what a concept was, but I had never once considered how either worked within

my learning process. During the first few weeks of this course I struggled with the ambiguity of

these terms, and I was trying to piece together through our resources what they meant to me.

After completing our coursework I can say that I feel very comfortable with the mental

representations and how they affect the mental processes within the classroom. In my future

career in the higher education field I plan to be mindful of the rules and concepts already formed

in my students minds and be aware of the new foundations being formed. In my use of

analogies, I plan to furnish a full explanation of the significance of the analogy and produce as in

depth connection as possible. If I were to have one weakness with the mental representations it

would be imagery. This is not due to a lack of understanding of the concept or the significance

within a classroom, but because I believe that there is such a strong connection between what

students are presented visually and the information they are given. There is much more to be

learned on this topic, and I feel that I am still at a beginners level in terms of truly understanding

what happens in the mind to form those bonds. The only solace I take is in the fact that I am a

life-long learner, and if there is something I am curious about or would like more information on,

I am confident that I will seek that information out on my own and continue to develop

knowledge and skill.

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Integrating Models

References
Ash, D. (n.d.). EDU 510 unit 2 presentation. Retrieved July 22, 2016, from

http://www.coursematerials.net/edu/edu510/unit2/index.htm

Concept formation. (2013, June 12). New World Encyclopedia, . Retrieved 22:52, July

24, 2016 from

http://www.newworldencyclopedia.org/p/index.php?title=Concept_formation&oldid=969988.

Engestrom, Pasanen, Toiviainen & Haavisto (n.d.). Expansive Leraning as Collaborative

Concept Formation at Work. Retrieved August 21, 2016 from:

http://www.helsinki.fi/cradle/documents/Engestrom%20Publ/Concept%20formation%20at%20w

ork.pdf

Lai, A. (2010). Teaching with Images. The Innovative Instructor: Best Practice Forum.

Retrieved August 18, 2016 from: http://www.cer.jhu.edu/ii/innovinstruct-bp_usingimages.pdf

Minor, F. D. (n.d.). Building Effective Peer Mentor Programs. Retrieved on August 21,

2016 from: http://evergreen.edu/washingtoncenter/docs/monographs/lcsa/lcsa4building.pdf

Perkins, D. N., (2009). Making Learning Whole: How Seven Principles of Teaching Can

Transform Education. San Francisco, Calif: Jossey-Bass

Worldview. (2013). Getting the Big Idea: Concept-Based Teaching and Learning.

Retrieved on August 20, 2016 from: http://worldview.unc.edu/files/2013/07/Getting-the-Big-

Idea-Handout.pdf