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Dimensions of Learning Overview 1: Introduction

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Dimensions of Learning Overview 1: Introduction. What is DoL?. Framework of 5 types of thinking (dimensions of learning) that are essential to successful learning Gathers and organises strategies that are known to work Designed to reduce reliance on chalk and talk - PowerPoint PPT Presentation
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DIMENSIONS OF LEARNING OVERVIEW 1: INTRODUCTION
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Page 1: Dimensions of Learning Overview 1: Introduction

DIMENSIONS OF LEARNING

OVERVIEW 1: INTRODUCTION

Page 2: Dimensions of Learning Overview 1: Introduction

WHAT IS DOL? Framework of 5 types of thinking

(dimensions of learning) that are essential to successful learning

Gathers and organises strategies that are known to work

Designed to reduce reliance on chalk and talk

Puts student at centre of learning process

Page 3: Dimensions of Learning Overview 1: Introduction

EXPLICIT TEACHING DoL gives teachers bank of strategies

that help teachers teach and students learn

Emphasises explicitly teaching these strategies

Students able to select and apply strategies

Students become independent learners

Page 4: Dimensions of Learning Overview 1: Introduction

WHAT ARE THE 5 DIMENSIONS?

Dictionary Meanings (Dim2)(this is useful to encourage learners to be active participants in the getting of knowledge)

Look up the key words in your assigned phrase Talk to your pair about what the phrase means Peer Teach: work out a way to help the group to

learn what it means at the highest level possible (how you do it in your hands)

Dimension 1: Attitudes and PerceptionsDimension 2: Acquire and Integrate KnowledgeDimension 3: Extend and Refine KnowledgeDimension4: Use Knowledge MeaningfullyDimension 5: Habits of Mind

Page 5: Dimensions of Learning Overview 1: Introduction

WHY IS THE FRAMEWORK USEFUL?

Allows us to plan curriculum, instruction and assessment tasks that take the 5 critical aspects of learning into account

Develops a common language that lets us communicate with each other/students across subject divides (helps us talk explicitly about learning)

Page 6: Dimensions of Learning Overview 1: Introduction

HOW DO THE DIMENSIONS FIT TOGETHER?

Page 7: Dimensions of Learning Overview 1: Introduction

HOW DOES DOL DEFINE KNOWLEDGE?

Two Types1. Declarative KnowledgeContent or Information, facts and

concepts: things students know or understand, facts and concepts

2. Procedural Knowledge Processes or skills: things students can do

Page 8: Dimensions of Learning Overview 1: Introduction

DIMENSIONS OF LEARNING

DIMENSIONS 1 AND 5

Page 9: Dimensions of Learning Overview 1: Introduction

WHY START WITH DIMENSIONS 1 AND 5?

Page 10: Dimensions of Learning Overview 1: Introduction

DIMENSION 1: ATTITUDES AND PERCEPTIONS

Marzano (1997) (pp 13-42)

Two Areas1. Helping Students Develop Positive Attitudes and Perceptions about Classroom Climate• Feel accepted by Teachers and Peers• Experience a Sense of Comfort and Order

2. Helping Students Develop Positive Attitudes and Perceptions about Classroom Tasks• Perceive Tasks as Valuable and Interesting• Believe they have the Ability and Resources to Complete

Tasks• Understand and be Clear about Tasks

Page 11: Dimensions of Learning Overview 1: Introduction

DIMENSION 1: ROTATING PAPERS

Work in 2 groups on one sheet at a time, each sheet divided into two columns

Brainstorm activities that would work towards achieving the aim: use info from the text and your own experience (5 min)

New sheet: read responses and add your thoughts (2 min)

Feel accepted by teachers and peers

Experience a sense of comfort and order

Develop positive attitudes about classroom tasks

Believe they have the ability and resources to complete tasks

Page 12: Dimensions of Learning Overview 1: Introduction

DIMENSION 5: HABITS OF MIND

Critical Thinking

Accuracy Clarity Open

mindedness Restraining

impulsivity Taking a

position when warranted

Responding appropriately to others

Self-Regulated Thinking

Monitoring own thinking

Plan appropriately

Identify and use necessary resources

Respond appropriately to feedback

Evaluate effectiveness of your actions

Creative Thinking

Perseverance Pushing the

limits of knowledge and abilities

Developing own standards of evaluation

Developing unconventional ways of viewing a situation

Three AreasMarzano (1997) pp 261-297

Page 13: Dimensions of Learning Overview 1: Introduction

DIMENSION 5: PAIR WORK Identify a behaviour in class that stops some/all

students learning effectively. Discuss the behaviour with partner. Listen carefully to each other.

Match blocking behaviours to the corresponding habit(s)s of mind in the text/list on slide above

Think of a story/film character who displays one of the habits you want to see developed by the class

Build bones of a unit of work based on that character and their demonstration of the habit of mind you want to develop

Page 14: Dimensions of Learning Overview 1: Introduction

THREE MINUTE PAUSE (DIM 1)Take 3 minutes to stop and think about

what you’ve learnt about Dimensions 1 and 5

I enjoyed . . . I was surprised by . . . I was challenged . . . I’m not sure I . . . One thing I learnt . . .

Page 15: Dimensions of Learning Overview 1: Introduction

DIMENSIONS OF LEARNING

DIMENSIONS 2, 3, 4

Page 16: Dimensions of Learning Overview 1: Introduction

1AND 5: BACKGROUND BEHAVIOURS2,3,5: LEARNING JOURNEY

Page 17: Dimensions of Learning Overview 1: Introduction

DIMENSION 2: ACQUIRE AND INTEGRATE KNOWLEDGE

Examples Add and subtract Write a paragraph An amoeba The conventions of punctuation When oppression meets

resistance, conflict results Set up an experiment Read music The rules of basketball Shoot free throws A numerator Democracy

Declarative Knowledge

Content or information, facts and concepts: things students know or understand

Procedural Knowledge

Processes or skills: things students can do

What is the major difference in how we learn a concept and a

skill?

Page 18: Dimensions of Learning Overview 1: Introduction

TASKS:Understanding the different knowledge types influences how

teachers identify knowledge when planning for lessons and units (what do students already know, what do they need to know, what will they know by the end of the lesson/unit)

Choose a Task . . . Task1: Which of the examples are declarative, which are

procedural knowledge? (classifying task, Dim 3) Task2: Using one example of each or of your own, in a

pair, think about how we teach declarative and procedural knowledge differently . . . (comparing task, Dim 3) (circles rather than steps?)

Task 3: Think of an average lesson/unit of work and work out which parts of it involve the learning of procedural knowledge and which the learning of declarative knowledge . . . What different types of learning tasks do you use for each (Deductive reasoning, Dim 3)

Page 19: Dimensions of Learning Overview 1: Introduction

DIMENSION 3: EXTEND AND REFINE KNOWLEDGE

Marzano (1997) p 113-184

This occurs as learners examine and analyse knowledge and information in a way that:

helps them make new connections discover or rediscover meanings gain new insights clarify misconceptions Results in learners being able to do more than recite

definitions and give other examples.

Involves them thinking about the information by using reasoning process that are more complex than those used to recognise or reproduce knowledge.

These processes CHANGE the knowledge they have.

Page 20: Dimensions of Learning Overview 1: Introduction

DIMENSION 3:EXTEND AND REFINE KNOWLEDGE

.

Eight Complex

Reasoning Processes

ClassifyingComparin

gInductive Reasonin

g

Deductive Reasoning

Abstracting

Analysing Errors

Analysing Perspective

s

Constructing support

Page 21: Dimensions of Learning Overview 1: Introduction

THINK PAIR SHAREMany of these processes we scaffold for

the students as part of our normal lessons . . .

TASK: think pair share two examples of when we have seen or used one or more of these processes in scaffolding our lessons.

(have a look at the next slide if you need a brief summary of what each process involves)

Page 22: Dimensions of Learning Overview 1: Introduction

THE 8 COMPLEX REASONING PROCESSES DESCRIBED

Comparing: Indentifying and articulating similarities and differences among items

Classifying: grouping things into definable categories on the basis of their attributes

Abstracting: Identifying and articulating the underlying theme or general pattern of information

Inductive Reasoning: inferring unknown generalisations or principles from information or observations

Deductive Reasoning: Using generalistions and principles to infer unstated conclusions about specific information or situations

Constructing Support: building systems of support for assertions

Analysing Errors: identifying and articulating errors in thinking

Analysing Perspectives: identifying multiple perspectives on an issues and examining the reasons or logic behind each.

Page 23: Dimensions of Learning Overview 1: Introduction

EXPLICITLY TEACH THE PROCESSESAs well as getting students to use these

processes through the scaffolding of assessment tasks and learning activities, we also need to directly teach these processes to the students, so they can select and use them independently.

Each of the processes is used unconsciously every day, but to use this as a way of refining and extending knowledge, we need to teach the STEPS involved, so students use them DELIBERATELY.

Page 24: Dimensions of Learning Overview 1: Introduction

EACH OF THE EIGHT PROCESSES IS TAUGHT IN THE SAME WAY: 1. Help students understand the process (the function/goal of

it)

2. Give students a model for the process, and create opportunities for them to practice using the process (the steps involved and examples)

3. As students study and use the process, help them focus on critical steps and difficult aspects of the process (examples and suggestions of how to deal with elements)

4. Provide students with graphic organisers or representations of the model to help them understand and use the process

5. Use teacher-structured and student-structured tasks (modeling to independent work)

Page 25: Dimensions of Learning Overview 1: Introduction

DIMENSION 4: USE KNOWLEDGE MEANINGFULLYMarzano (1997) p 189-254

Using knowledge requires more complex reasoning processes than required by Dimension 2 of learning (recall, reproduce knowledge)

DoL’s identified 6 complex reasoning processes that can be applied to help them use knowledge meaningfully . . .

Page 26: Dimensions of Learning Overview 1: Introduction

D4: 6 REASONING PROCESSES

Decision Making: generating and applying criteria to select from among seemingly equal alternative

Problem Solving: overcoming constraints or limiting conditions that are in the way of pursuing goals

Invention: developing unique products or processes that fulfil perceived needs

Experimental Inquiry: generating and testing explanations of observed phenomena

Investigation: identifying and resolving issues about which there are confusions or contradictions

Systems Analysis: analysing the parts of a system and the manner in which they interact

Page 27: Dimensions of Learning Overview 1: Introduction

FIVE STEPS TO TEACH THEM . . . . . . so that students can learn how to do

it themselves . . . (same steps as for Dim 3)

1. Help them understand process2. Give them a model for it3. As they practice, help them focus on

critical steps4. Provide them with graphic organisers to

help them use the process5.Use teacher-structured tasks leading to

student-structured tasks.

Page 28: Dimensions of Learning Overview 1: Introduction

REFLECTION Of the Five Dimensions, which is the

Dimension that you use strategies from the most in your classroom:

Why?


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