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Olga M. Herget
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.
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).
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.
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.
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.
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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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
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
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
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
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
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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