TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF COGNITION

• Design and create a picture* that shows what cognition means to you.
• Tell a story* about how you perceive and/or your perception of “thinking and learning”.
• Read 5 poems either about learning, or that are intended to be lessons. After studying the poems, write your own poem* and discuss with someone what perceptions you took from the poems you read and how you incorporated those thoughts into your poem.
  
• Use clay to sculpt* 2 pieces each reflecting a different perception of the same real life object.
• Create a mosaic* that reflects your cognition of something important to you.
• Choose an indigo art bullet from the molecule and design, develop, and complete a high quality/complex art piece* that is centered and themed around the cognitive processes involved in creating art. Write a reflective analysis on how your cognition influenced your decisions in this process.
• Focus on using your cognition to create an art piece, dance, song, etc.* that is open to different interpretations and will be perceived differently by diverse audiences. Open source your process for creating this, including reports by at least 10 individuals on their perception of what the art you created represents.

• Demonstrate your cognitive understanding of basic life skills by taking clothes (like outside jackets/sweaters and shoes that have zippers, buttons, and laces) on and off* of a doll or yourself without assistance.
• Create a list of the materials necessary in papermaking. With the help of an expert, discuss your perceived ideas on the process, and then make paper* with the expert. Discuss what was different and what was the same between your understanding of the process before and after doing it.
• Choose 4 trades from the yellow section of the molecule and interview specialists in these areas, asking them about what they enjoy and what they would list as a negative about their fields, and to what extent their perception of the field now differs from when they were in school learning about it. Cognitively evaluate the aspects you find positive and negative in each trade and write a 3 page paper* about all of this.
• Write down your current cognitive understanding of a trade of your choice from the green section of the molecule. Read 5 books/articles/real life stories relating to that trade and write an analysis* of the differences in your cognition before and after the reading. Evaluate each trade cognitively and write a 5 page paper* comparing the trades.
• Choose a trade in the blue section of the molecule and find a way to intern in this field. Keep a reflective journal* of your perceptions and experiences of the field before, during, and after the internship. Share your journal with the expert you interned under and create an open source version to share your perceptions with the world.
• Research the relationship between cognition and jobs. Present your results in a 15 minute video talk* published on youtube or elsewhere.
• Publish a well researched article* about how cognition plays a role in your success in a trade of your choice.
  

TEACHING ENGLISH WITHIN THE CONTEXT OF COGNITION

• Choose 5 words that you use when you are using your cognition, and write one sentence* using each word (i.E. know, believe, think).
• Mindfully use your thinking abilities to notice differences in language choices in different settings (in the family, with peers, with older people, with strangers, etc.) Give a 2 minute speech* on what you notice.
• Demonstrate your cognition figurative and metaphorical uses of words in context by writing a 1 to 2 page fiction story* with 20 examples.
• Watch 10 different youtube presentations on one piece of literature, each by a different presenter. Analyze your perception of these oral interpretations of literature, including the language choice and delivery, and the effect of the interpretations on the listener. Write a paragraph* on each presentation, using your cognitive skills to explain what you perceived.
• Organize and lead 3 group discussions* about improving cognitive skills.
  
• Research the phenomenon of code-switching and effects of the change of environment on cognitive capabilities, and write a thesis paper* with your results.
• Analyze at least 20 texts about cognition by using psychological, historical, and biographical approaches. Put your findings in a bookle that you open source.

TEACHING HEALTH WITHIN THE CONTEXT OF COGNITION

• Talk to someone* about what you think health is. Tell them how healthy you perceive you are. Then ask them what they perceive about your health and why. Discuss any differences in their perception and yours.
• Design a fitness plan* that you cognitively believe will improve your fundamental motor skills. Implement this plan for a week and talk to a fitness expert about your results.
• Read 5 books/articles on self love. Write a 2 to 3 page paper* on your perceptions of self love.
• Write a list* of foods you think comprise a diet that would enhance cognitive abilities and foods you believe would give you the most improvement to your health. Keep track of the foods you eat for a week and then compare the similarities and difference between what you perceived you need to eat and what you really do eat. Make the changes you need to for your diet and after a week record your perceived and measurable results.
• Write an article* on the importance of cognition and success in relation to 5 or more of the sports listed in the blue section of the molecule.
• Write a pamphlet* about cognition as a perceived necessary component of fitness and include verifiable research on how it influences the development of speed, agility, strength, endurance, and flexibility.
• Design 5 mental exercises for living in harmony with others and the environment. Create instructional and demonstrational videos* for these exercises and share them in social channels.

TEACHING MATH WITHIN THE CONTEXT OF COGNITION

• Have a conversation* with 2 different people demonstrating your cognitive understanding of time. See how your understanding does or does not change based on what they tell you their understanding is after you tell them what your understanding is.
• Find 5 worksheets* and use them to practice your cognitive understanding of the level of mathematics you are currently studying.
• Demonstrate your cognitive understanding of the relationship between fractions and decimals by applying these ideas in a 10 equations* for a real life experience, i.e. marketing, cooking, bookkeeping.
• Cognitively study irrational numbers and demonstrate your understanding of their use in a conversation with a math expert to explain them, and incorporate 5 examples.
  
• Find a textbook* on functions and complete the final tests* to show your cognitive understanding of the conception of functions and use functional notations.
• Write an educational pamphlet* on trigonometry that gives the readers a cognitive understanding of the subject.
• Choose a topic from the violet level of the math molecule and create a curriculum* that focuses on the student gaining a cognitive understanding of the subject matter.

TEACHING SCIENCE WITHIN THE CONTEXT OF COGNITION

• Identify 5 animals that you perceive to be important in your life. Study their behaviors and talk* to someone about how you can tell they are relevant to you.
  
• Make a chart* about what you know about adaptations. Then study the subject and make 5 adjustments to your chart as needed based on your new awareness.
• Write down* 20 descriptive sentences on what you think you know about respiration and digestion. Find 3 reference books and check your ideas. Correct any ideas and add 5 you may have not known.
• Take a walk in your community with a notebook and list all the natural resources you cognitively identify as important for the society. Then go back to your home or work station and write a 2-3 page paper* about the resources you chose and why they matter, adding any research to back your claims and fill in your perceptions with facts. 
• Study elements in living things. Write a personified biography* about these elements, including their potential “cognitive” perspective.
• Choose a topic from the indigo section of the life science molecule and conduct a cognitive based experiment* and openly share your results.
• In a life science specialty field, do ample research and then make a presentation* to a panel of experts in the field about how cognition affects that work.

• Play a game* with motion that uses your cognition to show you understand the basic concept of stop and go (ex- red light green light).
• Demonstrate* the concept of magnetism to at least 5 people with the goal of increasing their cognitive understanding of it. After each demonstration ask the person what they learned from you.
• Do an experiment* on heat. Write a conclusion based on your cognitive ideas in your thesis before and after your results.
• Use your cognition to study the periodic table. Draw* your own design of the table.
• Choose 3 topics in the blue section of the physical science molecule and write a cognitive comparative essay* on what a novice, a student in the field, and an expert in the field describe each of these things are.
• Pick a topic in the indigo section of the physical science molecule. Design a study template* for less advanced students to gain cognition of that subject.
• Write an article* relating cognition to physics which you believe will make a positive impact on the field of physics.
  

• Explore your neighborhood. Use cognition to describe* to someone, out-loud or by making a picture, what earth components you found in your community.
• Read a book on the topic “Life In Diverse Environments”. Write or draw what you perceive “Life in Diverse Environments” means.
• Find a book on basic rock and mineral identification. Make index cards with pictures of the rocks and minerals. Test your cognition on this by playing the concentration* card game and/or another learning/memory game with the index cards.
• Do a cognitively based research paper* on “Energy in the Earth System”.
• Write a thesis style paper* on if human cognition could influence climate and climate change.
• Choose an indigo earth science topic from the molecule and work with at least 5 experts in that field using your collective cognition to collectively create new* information to share in a learning program* you develop. Open share your new development(s).
• In the earth science field of your expertise or interest, design new directions* that will bring cognitive positive change and awareness for the well being of the planet. Open share your ideas.

TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF COGNITION

• Talk to 3 people about what you think social skills are. Cognitively practice* the social skills you discuss, and in a week talk about your experience with at least one of the original people, noting and differences in what you thought and what happened.
• Make a list* the National Holidays of the country you reside in. Cognitively decide the relevance of each holiday by devising a scoring system and include a score next to each holiday on your list and noting what receives the perceived highest values.
• Cognitively define the word “rules”. Write a 2 to 3 page paper* about rules in different parts of the world and reasons why people cognitively decide to follow or to break them.
• Do a 3+ page research paper* on seeing what links there may be between dreams and cognition.
• Read at least 5 different accounts from different sources world wide on one event in history in your country of origin. Write a review* of each text that includes a description how that book presents the historical material and note and account for any discrepancies.
• Videotape a presentation* on the importance of individual cognition in the understanding of current events. In it, give at least 3 suggestions on how the media can present current events in an objective way for individuals to cognitively make their own decisions on what is happening in the world.
• Write a dissertation level piece* on the importance of cognition and your choice of a topic in the violet selection on the social science molecule.

• Learn words* for different cognition related concepts.
• Read & write* with words for cognition related concepts.
• Explore ‘cognition’ in fiction. Write a paragraph* on this.
• Explore & create* different types of literature in relation to cognition.
• Compose a new piece of literature* about cognition.
• Explore the complete history of and writings about cognition words.Choose at least 10 words that you relate to and write an explanation paper* about how and why you relate to them.
• Write a dissertation level paper* on cognition.

TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF COGNITION

• Find a “Beginning Brain Exercises” app* on the computer or tablet to improve your cognitive skills (I.E. puzzles).
• Find 3 household simple technologies you are interested in or use regularly, (toilet, refrigerator, etc.) and find out* how they work. Use your cognitive skills and help from experts or research to gain understanding. Then, share* your information with 2 other people.
• Improve your typing skills by setting a speed goal based on your present level and developing cognitive exercises* to reach your goal in a week.
• Choose a technology from the green level in the molecule and find at least 3 ways to improve your cognitive skills in that field. Create a product* that reflects your growth in this field.
• Research the importance of group cognition in the development of systems. Choose a system from the blue section of the molecule and write a 5+ page report* on how to use a collective group cognition to move that system forward in its development. 
• Choose 10 people from the indigo section of the Technology molecule and study their ways of thinking. Develop a thesis* on what cognitive approaches these innovators accessed, and explain the similarities and differences in their approach to creating new technological advances.
• Develop a new cognitive development product*. Launch it and research the results it has on others, making adjustments based on what you learn.

• With a chaperone, visit somewhere in your community that you don’t usually go to. Notice your awareness of the environment and discuss* your observations of the area and all the different things you perceive with the expert.
• Write a list* of 5 cognitive strategies you are developing or could develop for improving your ability to learn.
• Find 5 different tests in a subject of your choice. Take these tests* and then cognitively define your favorite or most successful test taking strategy. Write this strategy down.
• Find 10 brain and memory building exercise and practice* them for a week. Record any cognitive results between Day 1 and day 7.
  
• Look at one of the systems in the blue section of innovation molecule and design a learning strategy* for yourself and others to cognitively understand the system.
  
• Choose a group of the masters to study in one of the fields listed in the indigo section of the innovation molecule and present a speech* on cognition tools these experts mastered in order to be able to design and implement their creative visions.
• Investigate 5 important organizations and write a paper* on how cognition already plays a part in these companies success or how it could make even more of an impact. Open share your paper. 

TEACHING VALUES WITHIN THE CONTEXT OF COGNITION

• Talk to someone about how you and others can tell you are being kind, then do 3-5 random acts of kindness* and talk about how you believe the other person received your act.
• Take a hike with another person and explore your perception of things. Each of you take notes of what you observe, then compare your cognitive experience by discussing* with your partner what each of you perceived.
• Define brainstorming. Then create a mind map* on cognition and brainstorming.
• Write a 2 to 3 page paper* on the perceived similarities and differences between well-being and wellness. Include your thoughts and research on cognition and how the process of perception affects each of these values.
  
• Choose 5 values from the blue section of the values molecule and explore how cognition relates to these values . Is there a definitive explanation of what these values are or does a person or group’s perception of these values influence the meaning of them? Write a paper* on this.
• Research the relationship between a person’s overall and specific cognition and their optimism. Create and include a questionnaire* for individuals to fill out that reflects their perspective of the world. Open share a video* of your research and results.
• What is Big Picture Thinking? Create a template* for teachers to use to stretch the cognitive abilities of students to apply “Big Picture Thinking”.