EDUC 8401: Cognition, Culture, and Learning MD 6 Assignment: Cognition, Culture, and Learning Multimedia Presentation Student: Darcy Jones Program: PhD in Education Specialization: Learning, Instruction, and Innovation Professor: Dr. Toni DiDona Walden University November 18, 2012

Introduction of My Selected Topics Technology Constructivism Educational Neuroscience Multiple Intelligences Darcy Jones

Constructivism Darcy Jones Authentic Learning Opportunities Learning is an Active Process Student-Centered Learning Learning is Social by Nature Classroom Choices for Learning

Technology Darcy Jones Digital-Age Learning Opportunities Information Accessible by Everyone Resembles Real-Life Experiences Teacher Technology Competencies Technology Haves -vs- Have Nots

Educational Neuroscience Darcy Jones Creativity in the Classroom Play, Discovery, & Choices Emotions in Learning Motivation and Self- Regulation

Multiple Intelligences Darcy Jones Individual Differentiation Effective Learning Varied Instructional Approaches Build on Student Strengths and Capacities

How are these all connected? Darcy Jones Authentic Learning Experiences Child-Centered Curriculum Choices for Students and Teachers Body, Brains, & Minds

Classroom Connections Darcy Jones Here are some examples of how these four topics impact my classroom and teaching on a regular basis … These views are created from the perspective of my students, administrator, and fellow educator.

Incorporating information, theory, and research from technology, constructivism, educational neuroscience, and multiple intelligences allows me to be a creative classroom teacher. I am expected to follow a prescribed curriculum and rigid pacing guide that I professionally feel does a disservice to the students. I practice developmentally appropriate practices in my classroom and try to provide various learning experiences, opportunities, and choices for my students. They need to have ownership within their classroom, each and every day, just as I do as an educator. I love to utilize technology because it draws the students into the lesson and helps them to learn about the tools they will be using in the years to come. I love creating a lesson with technology because it gives me the “WOW factor” and that ignites learning and interest. First graders are a pretty easy audience to win over, but it makes teaching more fun for me, too. Children are active learners and consumers of knowledge. My classroom is not a cookie-cutter place with a robo-teacher like the rest. I like using creative, colorful, cute, fun, active, silly, unexpected, hands-on, spontaneous ways to teach my students and use those methods to create a positive classroom community where I know my students and they know their teacher.

Resources Used in My Analysis Darcy Jones Edwards-Groves, C. (2012). Interactive creative technologies: Changing the learning practices and pedagogies in the writing classroom. Australian Journal of Language and Literacy, 35(1), Retrieved from Fried, L. (2010). Understanding and enhancing emotion and motivation regulation strategy use in the classroom. The International Journal of Learning, 17(6), Retrieved from Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books. Guccione, L. M. (2011). In a world of mandates, making space for inquiry. The reading Teacher, 64(7), doi: /RT Heinrich, E. J. (2010). Thinking outside the box: Promoting student creativity. The International Journal of Learning, 17(5), Retrieved from Immordino-Yang, M. H. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), doi: /j x

Resources Cont’d. Darcy Jones Mishra, P. (2012). Rethinking technology & creativity in the 21 st Century: Crayons are the future. TechTrends: Linking Research & Practice to Improve Learning, 55, doi: /s Pacino, M. A., & Noftle, J. T. (2011). New literacies for global, digital learners. The International Journal of Learning, 18(1), Retrieved from Richardson, R. C., & Arker, E. (2010). Personalities in the classroom: Making the most of them. Kappa Delta Pi, 46(2), p Rushton, S., & Juola-Rushton, A. (2008). Classroom learning environment, brain research and the No Child Left Behind initiative: 6 years later. Early Childhood Education Journal, 36, doi: /s — Scott, J. (2009). Inspiring creativity: The collision of diversity and empowerment. Our Schools / Our Selves, 18(4), Retrieved from Sellars, M. (2011). Developing skills for a lifetime of learning: Strategies to develop flexible thinking. Problems of Education in the 21 st Century, 29, p Retrieved from

Resources Cont’d. Darcy Jones Van der Merwe, P. (2010). Level of emotional creativity in the classroom. The International Journal of Learning, 17(4), p Retrieved from Waller, M. (2010). It’s very very fun and ecsiting – using Twitter in the primary classroom. English 4--11, 39, Retrieved from Wilmes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain research findings into classroom instruction. Education, 128(4), p Retrieved from Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House, 85, doi: / Yuen, S. C. Y., Yaoyuneyong, G., & Yuen, P. K. (2011). Perceptions, interests, and use: Teachers and Web 2.0 tools in education. International Journal of Technology in Teaching & Learning, 7(2), Retrieved from

Graphics and fonts used in this presentation with permission from: Scrappin’ Doodles ThistleGirl Designs Kevin and Amanda Voki Thanks for your feedback- Darcy Darcy Jones