1 / 21

Dimensions of Learning

Dimensions of Learning. Robert Marzano. Dimensions of learning is not “student-centered” but _______-centered. Why a significant difference?. 5 Dimensions. Positive Attitudes and Perceptions about Learning Acquiring and Integrating Knowledge Extending and Refining Knowledge

christinariley
Download Presentation

Dimensions of Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dimensions of Learning Robert Marzano

  2. Dimensions of learning is not “student-centered” but _______-centered.Why a significant difference?

  3. 5 Dimensions • Positive Attitudes and Perceptions about Learning • Acquiring and Integrating Knowledge • Extending and Refining Knowledge • Using Knowledge Meaningfully • Productive Habits of Mind

  4. Dimension 2: Acquiring and Integrating Knowledge • False dichotomy between teaching thinking processes and teaching content- or domain- specific knowledge • Problem is that content- or domain- specific knowledge is often confused with factual knowledge • Creates a teacher-centered environment

  5. Reading a map Performing long division Setting up an experiment Editing an essay Shooting a free throw Democracy A numerator An amoeba The conventions of punctuation The rules of basketball Two types of knowledge Procedural knowledge Declarative knowledge

  6. Learning Procedural Knowledge • Model construction • Shaping • Internalizing

  7. Learning Declarative Knowledge • Link new knowledge with old knowledge • Organizational phase • Store

  8. Declarative Knowledge:Knowledge construction Stragies that link old knowledge with new knowledge: • KWL • Concept formation • Brainstorming • Analogizing • Semantic webbing • Reciprocal Teaching

  9. Organizing Declarative Knowledge • Advance organizers (questions, outlines before reading or viewing) • Physical and symbolic representations • Using organizational patterns • Descriptive patterns • Sequence patterns • Process/cause patterns • Problem/solution patterns • Generalization patterns • Concept patterns • Using graphic organizers

  10. Storing Declarative Knowledge • Elaboration: imagine mental pictures, physical sensations, and emotions associated with the information (and then “links” associations together in a story or “chain”)

  11. Planning for acquiring and integrating knowledge Ask: • What are the general topics? • What are the specifics? • How will students experience the information? • How will students be aided in constructing meaning? • How will students be aided in organizing the information? • How will students be aided in storing the information?

  12. What are the general topics? • They are important to the general culture • They are important to the community • They are of interest to the students • They are of interest to the teacher • They will be useful at a later date • They are specified by the district or state • They are topics for which resources are readily available

  13. How will students experience declarative information? Direct Experiences Real Simulated Direct Experiences Demonstrations Films Reading Lecture/Explanation Indirect Experiences

  14. Helping Students Acquire and Integrate Procedural Knowledge • Model construction • Shaping • Internalizing

  15. Model construction • Analogizing • Think-Aloud • Flow chart

  16. Shaping Procedural Knowledge “Guided practice” or “scaffolding” • Learners alter the initial model (provided by teacher) • Attend to their conceptual understanding of the process • Commit errors and correct them

  17. Internalizing Procedural Knowledge Practice the knowledge the skill to the point of internalization • “Independent practice” or “homework”

  18. Planning for the Acquisition and Integration of Procedural Knowledge Ask: • Which skills and processes do students really need to master? • How will students be aided in constructing models? • How will students be aided in shaping the skill or process? • How will studets be aided in internalizing the skill or process?

  19. Dimension 3: Extending and Refining Knowledge • Comparing • Classifying • Inducing • Deducing • Analyzing errors • Constructing support • Abstracting • Analyzing perspectives

  20. Dimension 4: Using Knowledge Meaningfully • Decision making • Investigation • Definitional • Historical • Projective • Experimental inquiry • Problem solving • Invention

  21. Planning for Meaningful Use of Knowledge Ask: • What are the big issues? How many issues will be considered? • Who will structure the tasks? • What types of products will students create? • To what extent will students work in cooperative groups?

More Related