What have you learned lately? Make a list!! Board Work
Dimensions of LearningAuthors:
Robert J. Marzano and Debra J. Pickering with
Daisy E. Arredondo, Guy J. Blackburn, Ronald S. Brandt, Cerylle A. Moffett, Diane E. Paynter, Jane E. Pollock, and Jo Sue Whisler
Microsoft images and clipart used with permission.
Dimensions of Learning
Maureen Bagg ([email protected]) Maureen Bagg ([email protected])
Maria Kotz ([email protected])Maria Kotz ([email protected])
Sharon Miller ([email protected])Sharon Miller ([email protected])
Jan Dahlstrom ([email protected])Jan Dahlstrom ([email protected])
Louise Mattioli ([email protected])Louise Mattioli ([email protected])
Diana Pearson([email protected])Diana Pearson([email protected])
This Microsoft Powerpoint presentation collection was created by these This Microsoft Powerpoint presentation collection was created by these
Kenosha Unified School District No. 1 Dimensions of Learning Trainers:Kenosha Unified School District No. 1 Dimensions of Learning Trainers:
Use Knowledge Meaningfully
Extend andRefine Knowledge
Acquire andIntegrate
Knowledge
Habits of Mind
Attitudes and Perceptions
Dimensions of Learning
Dimension 2 Thinking Involved in Thinking Involved in
Acquiring and Integrating Acquiring and Integrating KnowledgeKnowledge
What do we ask students to know and be able to do?
Total Body ofContent
Knowledge
Essential, Enduring Content Essential, Enduring Content We Plan For and AssessWe Plan For and Assess
CONTENT STANDARDS
What are the ESSENTIAL and ENDURING skills and knowledge a
student should know and be able to do?
CONTENT BENCHMARKS
At each grade level, what are the ESSENTIAL AND ENDURING skills and knowledge a student should know
and be able to do?
What Do You Teach ?
Total Body ofContent
Knowledge
Essential, Enduring Content Essential, Enduring Content We Plan For and AssessWe Plan For and Assess
Declarative KnowledgeDeclarative Knowledge“Know Stuff”“Know Stuff”
What are the rules?What type of equipment do I
need?
Constructing MeaningConstructing MeaningOrganizing InformationOrganizing InformationStoring InformationStoring Information
Procedural KnowledgeProcedural Knowledge“Know How To Do Stuff”“Know How To Do Stuff”
How do I pass the ball?How do I shoot a free throw?
Constructing ModelsConstructing ModelsShapingShapingInternalizingInternalizing
Dimension 2
Declarative KnowledgeDeclarative Knowledge
““Know stuff”Know stuff”
Constructing MeaningConstructing Meaning Organizing InformationOrganizing Information Storing InformationStoring Information
Procedural KnowledgeProcedural Knowledge
““Know Know
how to do stuff”how to do stuff” Constructing ModelsConstructing Models ShapingShaping InternalizingInternalizing
Declarative or Procedural? List the characteristics of a short storyList the characteristics of a short story Write a haiku poemWrite a haiku poem Write down the four major causes of air pollutionWrite down the four major causes of air pollution Describe the safety steps for working with a Describe the safety steps for working with a
bandsawbandsaw Turn on and shut down a computerTurn on and shut down a computer Prepare a slide for use on a microscopePrepare a slide for use on a microscope Point to the constellation OrionPoint to the constellation Orion Solve for x, given ySolve for x, given y Write a unit planWrite a unit plan
Dimension 2
Declarative KnowledgeDeclarative Knowledge
Concepts/Concepts/GeneralizationsGeneralizations
Organized FactsOrganized Facts FactletsFactlets
Procedural KnowledgeProcedural Knowledge
MacroprocessesMacroprocesses StrategiesStrategies DirectionsDirections
Declarative Procedural
• KWL• Three Minute Pause• Concept Attainment• Graphic Representations• Linking• Access a Variety of Senses• Reciprocal Teaching• Before, During, and After
• Think aloud as you demonstrate a skill or process• Students create flow charts• Rehearse• Practice
On a sheet of paper, classify examples of content knowledge
you plan to use in your unit:
Declarative Procedural
Planning for Declarative Knowledge
Unit
Topic
Topic Topic
Topic
Which general topics will bethe focus of the unit?
SpecificInformation
SpecificInformation
SpecificInformation
SpecificInformation
Topic
What specific key informationshould be integrated and acquired?
Identifying Specific Information Within a General Topic
descriptions of specific descriptions of specific people, places, and things ?people, places, and things ?
time sequences ?time sequences ? processes or casual processes or casual
networks?networks? problems and solutions?problems and solutions? generalizations or generalizations or
principles?principles? concepts ?concepts ?
In this topic are there:
SpecificInformation
SpecificInformation
SpecificInformation
SpecificInformation
Topic
At the end of a poorly planned unit, “factlets” are randomly stored in the
student’s brain.
f ff
ff ff
ff ff
f
f
f
FF
F
F,f= factlets
A better organized unit will lead students to an awareness of key ideas and the
relationship among these ideas.
TimeSequence
Problems and
Solutions
F
F
F
Problems
f f f
Concepts
f f f
When information goes beyond facts and includes concepts and generalizations,
transfer occurs from topic to topic.
Generalization
Colorado History
Concepts:Concepts: Topography, natural resources,Topography, natural resources,
cultureculture
Generalizations:Generalizations: Topography and natural Topography and natural resources influence the culture resources influence the culture
of a region.of a region.
Organized Facts:Organized Facts: Sequence of EventsSequence of Events
Cause and EffectCause and Effect
Factlets:Factlets: There are mountains.There are mountains.
Miners came. There was gold.Miners came. There was gold.
Constructing Meaning Use the three-minute Use the three-minute
pausepause Experience content Experience content
using a variety of using a variety of sensessenses
KWL strategyKWL strategy Concept AttainmentConcept Attainment Reciprocal TeachingReciprocal Teaching Before, During, AfterBefore, During, After
3 Minute Pause
Ask students to do the following:Ask students to do the following: Summarize what they just experiencedSummarize what they just experienced Identify interesting aspects of what they Identify interesting aspects of what they
just experiencedjust experienced Identify confusions and try to clear them Identify confusions and try to clear them
upup
K-W-LWhat I Know
orWhat I Think I Know
What I Want To Knowor
What I Think I’m GoingTo Find Out
What I Learned
Dimension 2Acquiring and Integrating Knowledge
Organizing
Alcohol is a dangerous drug.Alcohol is a dangerous drug.– Support 1 __________________Support 1 __________________– Support 2 __________________Support 2 __________________– Support 3 __________________Support 3 __________________
Alcohol is a dangerous drug.Alcohol is a dangerous drug.– Support 1 __________________Support 1 __________________– Support 2 __________________Support 2 __________________– Support 3 __________________Support 3 __________________
ALCOHOL
Brain
Liver
Circulation
Stomach
Visual Organizer With your partner, With your partner,
select a concept that select a concept that is often difficult to is often difficult to teach in your area. teach in your area. Prepare a visual Prepare a visual representation or representation or graphic that will help graphic that will help students better students better understand that understand that concept.concept.
Think, Pair, Share
With your tablemates, discuss With your tablemates, discuss some of the strategies you use to some of the strategies you use to encourage students to remember encourage students to remember important factual knowledge or important factual knowledge or concepts and ideas?concepts and ideas?
Mnemonic Strategies
My Very Excellent My Very Excellent Mother Just Served Mother Just Served Us Nine Pizzas.Us Nine Pizzas.
ROY G BIVROY G BIV
Link StrategyLink Strategy ChunkingChunking Formal Systems for Storing InfoFormal Systems for Storing Info
– rhyming pegwordrhyming pegword
– number/picturenumber/picture
– familiar placefamiliar place
Link StrategyCreate this picture in Create this picture in
your head:your head: A brown Jersey cowA brown Jersey cow A Jersey cow named A Jersey cow named
GeorgiaGeorgia See her standing on See her standing on
one hind leg, one hind leg, balancing on “The balancing on “The Big Apple”Big Apple”
She is wearing She is wearing yellow underwearyellow underwear
She is singing Christmas Carols, hear them.She is singing Christmas Carols, hear them. Under her right foot is a Virginia ham; smell Under her right foot is a Virginia ham; smell
and taste it.and taste it. In her left hand is a pen.In her left hand is a pen. With her pen she is connecting dots in the With her pen she is connecting dots in the
air.air. The picture formed by the dots is becoming The picture formed by the dots is becoming
clear.clear. It’s a long winding road. On the road is It’s a long winding road. On the road is
Marilyn Monroe going to Mass.Marilyn Monroe going to Mass.
Link Strategy for the 13 Colonies George = GeorgiaGeorge = Georgia Jersey Cow = New Jersey Cow = New
JerseyJersey The Big Apple = New The Big Apple = New
YorkYork Christmas Carols = Christmas Carols =
North and South North and South CarolinaCarolina
Yellow underwear = Yellow underwear = DelawareDelaware
Virginia ham = Virginia ham = Virginia and New Virginia and New HampshireHampshire
pen = Pennsylvaniapen = Pennsylvania connecting dots = connecting dots =
ConnecticutConnecticut road = Rhode Islandroad = Rhode Island Marilyn = MarylandMarilyn = Maryland Mass = Mass =
MassachusettsMassachusetts
Pegword Strategy
oneone bunbun twotwo shoeshoe threethree treetree fourfour doordoor fivefive hivehive
sixsix sticksstickssevenseven heavenheaveneighteight plateplateninenine linelinetenten henhen
Which is easier to store?
50394297065039429706 fbimtvjfkhififbimtvjfkhifi 689345290689345290
oror 503-942-9706503-942-9706 fbi mtv jfk hififbi mtv jfk hifi 689-34-5290689-34-5290
..Pat Wolfe
The Brain Looks For Chunks
A chunk is a group of items we can A chunk is a group of items we can remember as if it were a single item. remember as if it were a single item. Short term memory can remember Short term memory can remember about 5 to 7 chunksabout 5 to 7 chunks
Organizing and Storing Declarative Knowledge
With your partner, With your partner, develop an example develop an example for organizing or for organizing or storing declarative storing declarative knowledge in your knowledge in your content area.content area.
Be prepared to Be prepared to share your idea with share your idea with the groupthe group
Procedural Knowledge
Constructing ModelsConstructing Models ShapingShaping InternalizingInternalizing
Constructing Models for Procedural Knowledge
Use “thinking aloud” to demonstrate a new Use “thinking aloud” to demonstrate a new skill or process skill or process
Use a list of stepsUse a list of steps Use/create flow chartsUse/create flow charts
Use mental rehearsal of steps involved in a Use mental rehearsal of steps involved in a skill or processskill or process
Put Tools Away Clean up Debris
Clean Up
Demonstrate and provide practice in the Demonstrate and provide practice in the important variations of the skill or important variations of the skill or processprocess
Point out common errors and pitfallsPoint out common errors and pitfalls Practice the procedure in many different Practice the procedure in many different
waysways
Shaping Procedural Knowledge
Internalizing Procedural Knowledge
Help students set up a practice Help students set up a practice schedule.schedule.
Have students chart their accuracy Have students chart their accuracy when practicing new skills or process.when practicing new skills or process.
Have students chart their speed when Have students chart their speed when learning a new skill or process.learning a new skill or process.
Practice Does Not Practice Does Not Make Perfect,Make Perfect,But PermanentBut Permanent
Internalizing Procedural Knowledge
Practicing Procedural Knowledge
Green Team: How Green Team: How to Properly Use to Properly Use ChopsticksChopsticks
Red Team: How to Red Team: How to Make Peanut Butter Make Peanut Butter and Jelly and Jelly Sandwiches for 300 Sandwiches for 300 StudentsStudents
Blue Team: How to Blue Team: How to Braid Hair Braid Hair (any style)(any style)
Pink Team: How to Pink Team: How to Do OrigamiDo Origami
Orange Team: How Orange Team: How to Double-Dutch to Double-Dutch Jump RopeJump Rope
Planning for Procedural Knowledge
Think of a procedure you’ll Think of a procedure you’ll be teaching during this be teaching during this course and answer the course and answer the following 4 questions:following 4 questions:
1. Which skills and processes do students really need to master?2. How will students be aided in constructing models?3. How will students be aided in shaping the skill or process?4. How will students be aided in internalizing the skill or process?
DeclarativeDeclarative ProceduralProcedural
• KWL• Three Minute Pause• Concept Attainment• Graphic Representations• Linking• Access a Variety of Senses• Reciprocal Teaching• Before, During, and After
• Think aloud as you demonstrate a skill or process• Students create flow charts• Rehearse• Practice