Dimensions of Learning: An Overview

Dimensions of Learning: An Overview

Dimensions of Learning: An OverviewMethacton School DistrictFebruary 17, 20118:00-3:00

Presenters:Cindy H. Goldsworthy, Ed. D.Kristen Lewald, Ed. D. Todays PurposeDevelop a deeper understanding of Dimensions of Learning as a curriculum, instruction, and planning model for use in K-12 school systemDiscuss how DOL can help Methacton achieve positive outcomes for all students

Welcome and IntroductionsWho is here?About UsWhat is Dimensions of Learning?http://www.mcrel.org/dimensions/

What it isa learning-centered framework for instructional planning that translates the latest research on cognition and learning into practical classroom strategies (Marzano)Dimensions of Learning is a comprehensive framework or model to help educators plan learning experiences for their students. It is based on extensive research about learning and how the mind works. It has been designed to help educators improve students' learning through planning curriculum, instruction and assessment using five critical aspects of the learning process, or dimensions of learning.3 Major Purposes of DOLProvides a framework for organizing, describing, and developing research-based teaching strategies that engage students in the types of thinking involved in meaningful learning. Offers a way of integrating the major instructional models by showing how they are connected and where the overlaps occur. Provides a process for planning and delivering curriculum and instruction that integrates much of the research on effective teaching and learning.

6Saying it SimplyKnowing how students learn unlocks how we should teach!This is how students learn.this is how I should teach..

Highlighting the BenefitsBuilt on long-standing research-based instructional practicesFocuses on whole student affective and academicK-12 applicabilityIncludes unit design componentHighly systematic and explicit learning strategies are the main component!Why Called DOL?Details what cognitive psychologists have long understood learning is multi-dimensional5 dimensions of learning!Each dimension adds to the big picture of effective schoolingEach dimension is separate, yet part of the big picture

Use Knowledge MeaningfullyExtend andRefine KnowledgeAcquire andIntegrateKnowledeHabits of MindAttitudes and PerceptionsDimensions of Learning10Lets Get Started!????? What kind of thinking do you wish you would see more evidence of in your students?????

If the day before the day before yesterday was Tuesday, what is the day after the day after tomorrow?And the Answer isThe Point!How did you figure out the answer?Strategic thinking!What are the perceived roadblocks to teaching kids to THINK?Standardized tests?Not enough time?So much content to cover?Other?

Rethinking the RoadblocksFocus on student learning through specific planning processesStudent learning is at the center, not the programWe must understand how students learn different types of content (facts vs. processes)Strategy instruction has withstood the test of time!

Use Knowledge MeaningfullyExtend andRefine KnowledgeAcquire andIntegrateKnowledgeHabits of MindAttitudes and PerceptionsDIMENSION 1: Attitudes and Perceptions15Dimension One Attitudes and Perceptions About LearningTwo Categories:Classroom ClimateAttitudes and perceptions about classroom tasks

What do learners say to themselves that might influence their learning?

Questions Learners AskDo I feel accepted?Am I safe?Is this information useful or interesting to me?Can I do this?Do I know what is expected?Shared ResponsibilityTeachers AND students share the responsibility to cultivate positive attitudes and perceptions about learningTeachers CanFoster positive attitudes and perceptions through their own everyday behavior and through specific activitiesStudents CanLearn how to take responsibility for establishing and maintaining positive attitudes and perceptions about learningSpecific Strategies ClimateHelp Ss understand that attitudes & perceptions related to climate influence learningEstablish a relationship with each student in the classMonitor and attend to your own attitudesEngage in equitable and positive classroom behaviorRecognize and provide for students individual differencesRespond positively to students incorrect responses or lack of responseVary the positive reinforcement offered when student give the correct responseStructure opportunities for Ss to work with peersProvide opportunities for Ss to get to know and accept each otherClimate, cont.10. Introduce the concept of bracketing11. Establish and communicate classroom rules and procedures12. Be aware of malicious teasing or threats inside or outside of the classroom, and take steps to stop such behavior.13. Have students identify their own standards for comfort and order14. Help Ss develop their ability to use their own strategies for gaining acceptance from the teacher and peers20Classroom Tasks - Strategies1. Help Ss understand that their learning is influenced by their attitudes and perceptions about the task (How have famous folks approached this?)2. Establish a sense of academic trust(Ss must have consistent experiences with teacher(s) in which they eventually see the value of the tasks)3. Help Ss understand how specific knowledge is valuable (have Ss share with each other their ideas about value/usefulness)Classroom Tasks cont.4. Use a variety of ways to engage Ss in classroom tasks.5. Create classroom tasks that relate to Ss interests and goals.6. Provide appropriate feedback.7. Teach Ss to use positive self-talk.8. Help Ss recognize that they have the abilities to complete a particular task.9/. Help Ss understand that believing in their ability to complete a task includes believing that they have the ability to get the help and the resources needed.10. Help Ss be clear about the directions and demands of the task.11. Provide Ss with clarity about the knowledge that the task addresses.12. Provide Ss with clear expectations of performance levels for tasks.Implementing Dimension 1Evaluate your districts needsDoes it differ by building?Does it differ by level, i.e., elementary, middle, high?Professional development options:Train entire dimensionChoose specific target areas onlyIn-depth or overview/reminder onlyFits with Dimension Five

Use Knowledge MeaningfullyExtend andRefine KnowledgeAcquire andIntegrateKnowledgeHabits of MindAttitudes and PerceptionsDIMENSION 2: Acquiring and Integrating Knowledge24First step - What do we want students to know and be able to do?Total Body ofContent KnowledgeEssential, Enduring Content 25Driving a CarWhat is the specific knowledge you need in order to get a drivers license?

Dimension 2

27Declarative Knowledge:Know Stuff Constructing Meaning Organizing Information Storing Information28Procedural Knowledge

Know how to do stuffConstructing Models Shaping Internalizing

29Why does this matter?Students acquire declarative knowledge differently than they acquire procedural knowledgeTherefore, we must TEACH it differentlyExamples of Each:Declarative: The learner knows or understandsDemocracyA numeratorConventions of punctuationRules of basketballThat when oppression meets resistance, conflict occursThe G. Washington was our first president

Procedural: The learner is able to

Add and subtractWrite a paragraphShoot free throwsRead a bar graphSet up an experimentSearch a databaseRead musicDrive a car

Try ThisThink about the field of science. If you listed the declarative knowledge and the procedural knowledge in science, which list would be longer and why?

If you were trying to determine how well I understand music, why might I justifiably object to your assessing my understanding by asking me to sing?

A grad student complained, I received an A in my stats course. In fact, I think I could pass some of those same tests right now. However, when I started to plan data analysis for my dissertation, I had no idea how to set up my statistical study; I didnt know which of the formulas to use. What type of knowledge did the student lack? How could this happen, given that the student received an A in the course and still remembers the formulas?Declarative:Facts

Concepts

GeneralizationsProcedural:Perform a processDemonstrate a skillsGo through a series of steps, either physically or mentallyWe must be as good at identifying the knowledge students are learning as we are at planning interesting educational activities. (Marzano)33More on the 2 types of knowledgeOne is not more important than the other they both matter!Example: students who are asked to conduct an experiment to determine the makeup of an unknown substance in chemistry class must be skilled in the scientific process. However, their research will be significantly influenced by their understanding of the properties of chemicals.Other Misconceptions:Hands-on activities are not necessarily procedurali.e., making a model of the solar system is NOT procedural knowledgeWhat is it then?? Declarative Procedural35Identifying Specific Information Within a General Topicdescriptions of specific people, places, and things ?time sequences ?processes or casual networks?problems and solutions?generalizations or principles?concepts ?In this topic are there:SpecificInformationSpecificInformationSpecificInformationSpecificInformationTopic36At the end of a poorly planned unit, factlets are randomly stored in the students brain.f fffffffffffffFFFF,f= factlets37A better organized unit will lead students to an awareness of key ideas and the relationship among these ideas.TimeSequenceProblems and SolutionsFFFProblemsfff38Constructing Meaning: Why it is importantHelp kids to understand why it is important!Read the next slide carefully when you think you know what this is about raise your hand. DO NOT SAY THE ANSWER OUT LOUD!Group ActivityThe procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to a lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is complete, you arrange the materials into different groups again. Then, you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life (Marzano, Dimensions of Learning).40DO: Tell participants that they are going to engage in an activity to illustrate evidence-based instructional practices.Have participants read the Laundry activity (source is Dimensions of Learning). Tell participants to read silently and raise their hand when they think they know the subject of the article. Instruct them to not call out answer. At conclusion, see how many think they know, call on someone for answer. They should say that this article is about doing laundry. Typically, only a handful of people figure this out.See next slide and trainer notesConstructing MeaningThree-minute pauseExperience content using a variety of sensesKWL strategyConcept AttainmentReciprocal TeachingBefore, During, After

41Lets take some time to look over these strategies in the teachers manual,pps 31-393 Minute Pause (McTighe)Ask students to do the following:Summarize what they just experiencedIdentify interesting aspects of what they just experiencedIdentify confusions and try to clear them up42Access a Variety of Senses

Examples:Picture an electron within the nucleusModel the visualization for students43K-W-LWhat I KnoworWhat I Think I KnowWhat I Want To KnoworWhat I Think Im GoingTo Find OutWhat I Learned44Concept Attainment Examples:Non-examples:Attributes:Concept:45Use the activity in the Trainers Manual with compound words or geometric shapes. Concept AttainmentLets try one!______________________________

EXAMPLESNON-EXAMPLES-treehouse-bedroom-backyard-streetcar-butterfly-kitchen-computer-lightning-engine-tornadoStep 2: Organizing Declarative Knowledge

47Organizing KnowledgeHelp students understand how important it is to organize informationTeacher organizes informationStudents organize informationHave Ss use graphic organizers for identified organizational patternsProvide students with advance organizer questionsPresent note-taking strategies that use graphic representationsHave Ss create physical and pictographical representations of informationHave students use graphs and chartsActivity: Remembering the termsGraphic OrganizersDescriptiveTime sequenceProcess/cause-effectEpisodeGeneralization/principleConcept patterns

And, ask questions related to the patterns of informationWhat is the sequence of movement in Beethovens Ninth Symphony?Pictographs organize info graphically

Recycle

SavesSaves51Checking for Understanding!

Declarative KnowledgeWhat is it?What are the steps?How do we help students construct meaning? Why is it important to construct meaning?Why is organizing information important to the process of teaching declarative knowledge?What is the next step?Storing Declarative Knowledge

53Think, Pair, ShareWith your tablemates, discuss some of the strategies you use to encourage students to remember important factual knowledge or concepts and ideas.54THINK, PAIR SHAREMUSIC RHYMEVISUALIZATIONETCSome storing strategiesMnemonicsUsing symbols and substitutesLink strategyKeyword and Pegword systemFamiliar place system

Mnemonic StrategiesMy Very Excellent Mother Just Served Us Nine Pizzas.ROY G BIV56ALTHOUGH YOU MAY NOT KNOW THE TERM MNEMONIC DEVICE, YOU PROBABLY HAVE USED SOME OF THEM.

DOES EVERYONE KNOW WHAT THE THREE LISTED ABOVE STAND FOR?Symbols and SubstitutesEasy visual images for George WashingtonBUT what about more abstract concepts?Example: basic elements of waterBasic elements of waterSymbol an event, person, place or thing that suggest to you the info you are trying to rememberSubstitute a word that sounds like the information you want to remember and is easy to picture

Link StrategyCreate this picture in your head:A Jersey cowA Jersey cow named GeorgiaSee her standing on one hind leg, balancing on The Big AppleShe is wearing yellow underwear

59She is singing Christmas Carols, hear them.Under her right foot is a Virginia ham; smell and taste it.In her left hand is a pen.With her pen she is connecting dots in the air.The picture formed by the dots is becoming clear.Its a long winding road. On the road is Marilyn Monroe going to Mass.60Link Strategy for the 13 ColoniesGeorge = GeorgiaJersey Cow = New JerseyThe Big Apple = New YorkChristmas Carols = North and South CarolinaYellow underwear = DelawareVirginia ham= Virginia, New HampshirePen= PennsylvaniaConnecting dots= ConnecticutRoad= Rhode IslandMaryilyn=MarylandMass=Massachusetts61Keyword/Pegword Strategyone = buntwo = shoethree = treefour =doorfive=hivesix=sticksseven=heaveneight=platenine= lineten= hen

62Which is easier to store?5039429706fbimtvjfkhifi689345290or503-942-9706fbi mtv jfk hifi689-34-5290.Pat Wolfe63The Brain Looks For ChunksA chunk is a group of items we can remember as if it were a single item. Short term memory can remember about 5 to 7 chunks64Organizing and Storing Declarative KnowledgeWith your partner, develop an example for organizing or storing declarative knowledge in your content area.Be prepared to share your idea with the group

65Dimension 2

66AS YOU KNOWN D2 IS DIVIDED INTO 2 SECTIONS - DECLARATIVE AND PROCEDURAL. WERE NOW GOING TO EXPERIENCE PROCEDURAL KNOWLEDGE FIRST HAND.

CHOOSE A PROCEDURE FOR THE CLASS TO LEARN TOGETHER.

Procedural KnowledgeConstructing ModelsShapingInternalizing

67 PROCEDURAL KNOWLEDGE INVOLVES THREE PROCESSES THAT PARALLEL THOSE FOR DECLARATIVE KNOWLEDGE. THEY ARE: CONSTRUCTING MODELS, SHAPING AND INTERNALIZING.

Constructing Models for Procedural KnowledgeUse thinking aloud to demonstrate a new skill or process

Use a list of stepsUse/create flow charts

Use mental rehearsal of steps involved in a skill or process

68MOST TEACHERS DEMONSTRATE A PROCESS FOR LEARNERS. WHILE DEMONSTRATION IS IMPORTANT, WE NEED TO GO FURTHER.

THE PROCESS MUST BE BROKEN INTO STEPS AND EACH ONE HAS TO BE CLEARLY DELINEATED.

LISTED ABOVE ARE A NUMBER OF STRATEGIES FOR DOING THIS. THESE STRATEGIES CAN BE FOUND ON PAGES 62-65 OF YOUR TEACHERS MANUAL.

Demonstrate and provide practice in the important variations of the skill or processPoint out common errors and pitfallsPractice the procedure in many different waysShaping Procedural Knowledge69AFTER YOU HAVE CONSTRUCTED A MODEL, THE NEXT STEP IS TO SHAPE IT.

THIS STEP IS COMMONLY LEFT OUT OF THE LEARNING PROCESS USUALLY DUE TO LACK OF TIME OR LACK OF AWARENESS ABOUT HOW IMPORTANT THIS TASK IS.

Internalizing Procedural KnowledgeHelp students set up a practice schedule.Have students chart their accuracy when practicing new skills or process.Have students chart their speed when learning a new skill or process.70

Practice Does Not Make Perfect, Perfect Practice Makes Perfect!

Practice IS Permanent students need feedback as they practice!Internalizing Procedural Knowledge71Practicing Procedural KnowledgeVolunteers??

Planning for Procedural KnowledgeThink of a procedure youll be teaching and answer the following 4 questions:

73Which 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?74Dimension Two: SummaryWhat is DOL 2?What did you learn about Dimension 2?How will this change your practice?

Use Knowledge MeaningfullyExtend andRefine KnowledgeAcquire andIntegrateKnowledgeHabits of MindAttitudes and PerceptionsDIMENSION 3: Extending and Refining Knowledge76Dimension 3 moving beyond Dimenion 2It is not enough for students to acquire and integrate knowledgeEffective learning takes place when Ss extend and refine the knowledge they acquire in order to develop an in-depth understanding of that knowledgeMake new connectionsRestructure their knowledgeExperience new insightsCorrect misconceptionsMaking those connectionsDOL doesnt leave this to chance, but provides explicit strategies to ensure that this happens for studentsExplicit Instructional Strategies:ComparingClassifyingAbstractingInductive reasoningDeductive reasoningConstructing supportAnalyzing errorsAnalyzing perspectivesImportance of being explicitNAEP example:Students asked to compare diet of pioneers to diet of today; only 27% proficientWhy?Ss did comparison activities in various classes during their school years???

Is teaching students the process of comparison declarative or procedural? If so, how should this be taught?Explicit StrategiesEach of these 8 strategies has an explicit process for teaching it to studentsA step-by-step model for eachPosters, primary and intermediate level available so that students internalize the processComparison Strategy - StepsHelp students understand the process of comparingGive students a model or process of comparing, and create opportunities for them to practice using the processAs students study and use the process of comparing, help them focus on critical aspects and difficult steps of the processComparison ModelSelect items you want to compareSelect characteristics of items on which you want to base your comparisonExplain how the items are similar and different with respect to the characteristics you selected

For younger students:What do I want to compare?What is it about them I want to compare?How are they the same? How are they different?COMPARISONCanadaUnited States1.

2.

3. Comparison MatrixComparison MatrixCharacteristicsItem 1Item 2Item 31. Similarities:

Differences:2. Similarities:

Differences:3. Similariteis:

Differences:Lets Try Another One: ClassifyingThose born and raised in this area.Those born and raised anywhere (else) east of Mississippi.Those born and raised anywhere (else) west of Mississippi.Those born and raised outside the continental US.Where would you live if money and jobs were not part of the consideration?Classifying

How does the process of classifying and reclassifying help students to extend and refine their knowledge?

How might you use this in your classroom?Dimension ThreeEach of these 8 strategies has an explicit model for teaching it to students so that they USE it across all subjectsCollege and career readiness!

Use Knowledge MeaningfullyExtend andRefine KnowledgeAcquire andIntegrateKnowledgeHabits of MindAttitudes and PerceptionsDIMENSION 4: Using Knowledge Meaningfully88Dimension 4Ultimate purpose of acquiring knowledge:To be able to use it meaningfully!Six complex reasoning processes Decision makingProblem solvingInventionExperimental inquiryInvestigationSystems analysisDimension 4 PurposeProfessional development focus of this module of DOL:Teachers can help Ss use knowledge meaningfully by creating relevant and engaging tasks around the 6 complex reasoning processesWhen Ss see the tasks as relevant and engaging, they are more likely to engage in learning the knowledge needed to perform the taskThese 6 complex processes must be explicitly taught and modeledTakes learning beyond the 3 Rs: recall, recognition, reiteration!What Dimension 4 IS and IS NOTIs cross-content (strategies should be used across content areas, even if they are content specific)Is sometimes just using the procedural knowledge in authentic context (not always the 6 processes)

Not glitzy projectsNot time gluttonsNot disconnected from primary learning targetsOne example: Decision makingHelp Ss understand process of decision makingGive Ss a model for process of decision making and create opportunities for practiceAs Ss study and use process of decision making, help them focus on critical steps and difficult aspects of processProvide Ss with graphic organizers or representations to help them understand and use process of decision makingUse teacher-structured and student-structured tasksDecision Making MatrixIdentify decision you wish to make and the alternatives you are consideringIdentify criteria you consider importantAssign each criterion an importance scoreDetermine the extent to which each alternative possesses each criterionMultiply the criterion scores by the alternative scores to determine which alternative has the highest total pointsBased on your reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.Lets Buy a Car!What are my choices?What are important criteria for making this decision?How important is each criterion?How well does each of my choices match my criteria?Which choice matches best with the criteria?How do I feel about the decision? Do I need to change any criteria and try again?Dimension FourWhat is important about this dimension?How does this integrate with the other dimensions of learning?What ideas do I have about implementing this in my classroom?

Application of Decision MakingStudents in Mrs. Wongs MS class had been studying about the factors that influence peoples decisions to emigrate to another country. To pique interest, she read aloud several letters from people who had immigrated to US from different European countries. These letters explained the hardships they encountered and the reasons they left their homelands. Some left because of war or economic depression; others were excited about exploring a new country; and still others fled because of religious persecution. Mrs. Wong explained that throughout the year, whenever SS encounter situations in which people are emigrating, they will examine the factors that influenced peoples decision. At the end of the year, students will look at each matrix and draw a conclusion about the factors that are most common and how that pattern has changed throughout history.

Use Knowledge MeaningfullyExtend andRefine KnowledgeAcquire andIntegrateKnowledgeHabits of MindAttitudes and PerceptionsDIMENSION 5: Habits of Mind97Habits of Mind21st century skills soft skillsKey higher order thinking is characteristic of the learner, not of the taskStudents performance on any task is influenced by certain mental habits or dispositionsProductive habits of the mind!

TEACHERS CAN TEACH HABITS OF MIND!

What we CAN predict!We cant predict the actual knowledge students will need in the future, but we CAN predict that they will need to engage in lifelong learning habitsNot really a habit but a conscious decision to apply certain habits to tasksWhat ARE these habits of mind?Three categories:Critical thinkingCreative thinkingSelf-regulated thinkingMental Habits Critical ThinkingBe accurate and seek accuracyBe clear and seek clarityMaintain an open mindRestrain impulsivityTake a certain position when the situation warrants itRespond appropriately to others feelings and level of knowledgeMental Habits Creative ThinkingPerseverePush the limits of your knowledge and abilitiesGenerate, trust, and maintain your own standards of evaluationGenerate new ways of viewing a situation that are outside the boundaries of standard conventionsMental Habits Self-Regulated ThinkingMonitor your own thinkingPlan appropriatelyIdentify and use necessary resourcesRespond appropriately to feedbackEvaluate the effectiveness of your actionsApplying these to the other DimensionsDOL 3 induction restrain impulsivityDOL 2 acquiring and integrating knowledge seek clarityDOL 4 problem solving push the limits of their knowledge

Habits of Mind intent is to have students own their determination to apply these habitsDeveloping Habits of MindWhat teachers must do:Help Ss understand habits of mindDiscuss each habitProvide examples from literature and current eventsShare personal anecdotesNotice and label student behavior that demonstrates a particular habitAsk Ss to identify personal heroes or mentors and describe extent to which they exemplify specific habitsDeveloping Habits of Mind2. Help Ss identify and develop strategies related to habits of mind-use think-aloud to demonstrate specific strategies-have students interview others to identify strategies-have students focus on a few (one) habit of mind they would like to develop3. Create a school/classroom culture that encourages development of habits of mindDeveloping Habits of Mind4. Provide positive reinforcement to students who exhibit the habits of mind.

Note: Many resources and examples included in training materials!Putting it All TogetherDeveloping units of instruction that address all five dimensionsConsider assessment strategies (outlined in DOL resources) that align with the different types of knowledge/dimension focusRubrics for all explicit strategies and habits of mind, etc.Grading information included (also see Marzanos work on grading and reporting).Implementation PlanningWhat does it take to roll this out?Materials=www.mcrel.org/dimensions/prods.aspTraining typically four to five daysOften teach Dimensions One and Five in one day, and then separate day for each dimension, with culminating time for putting it all togetherTraining/workshops are just the starting pointSustain the practices!SummaryYour thoughts?How do you see this helping Methacton?What do you see as advantages? Challenges?What else do you need/want to know about DOL?

Thank-you!Cindy and Kristen