Dimension of Learning: Extend and Refine Knowledge
description
Transcript of Dimension of Learning: Extend and Refine Knowledge
![Page 1: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/1.jpg)
Dimension of Learning: Extend and Refine Knowledge
Presented by Denise TarlintonQuality Teaching Conference
Kurwongbah State School13 August 2003
Dimension 3
![Page 2: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/2.jpg)
How’s your thinking?
If the day before the day before yesterday was Tuesday, what is the day after the day after tomorrow?
![Page 3: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/3.jpg)
Solution!
Tues Wed Thur Fri Sat Sun Mon
DB DB yesterday
DB yesterday
yesterday
today tomorrow
DA tomorrow
DA DA tomorrow
![Page 4: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/4.jpg)
Dimensions of Learning Framework
![Page 5: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/5.jpg)
Dimensions of Learning:
… is about thinking strategies
![Page 6: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/6.jpg)
Dimensions of Learning:
…is a model/framework that provides a common understanding and language related to learning.
![Page 7: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/7.jpg)
Dimensions of Learning is a comprehensive model that uses what researchers and theorists know about learning to define the learning process.
Its premise is that five types of thinking- called the five dimensions of learning, are essential to successful learning.
The Dimensions framework helps teachers to:
– maintain a focus on learning– study the learning process– plan curriculum, instruction and assessment that takes
into account the five critical aspects of learning.
![Page 8: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/8.jpg)
Implicit in the Dimensions of Learning model, or framework, are five basic assumptions:
1. Instruction must reflect the best of what we know about how learning occurs.
2. Learning involves a complex system of interactive processes that include various types of thinking- represented by the five dimensions.
3. Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits that facilitate learning.
4. A comprehensive approach to instruction includes both teacher directed and student directed instruction.
5. Assessment should focus on students' use of knowledge and complex reasoning processes rather than on their recall of information.
![Page 9: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/9.jpg)
Attitudes and Perceptions
Habits of Mind
Acquire and Integrate
Knowledge
Extend and Refine Knowledge
Use Knowledge Meaningfully
Dimension 3
![Page 10: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/10.jpg)
“We learn by doing, if we reflect on what we have done.”
(John Dewey)
![Page 11: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/11.jpg)
Why extend and refine?• The most effective learning takes place when
students extend and refine the knowledge they acquire in order to develop in-depth understanding of that knowledge.
• By making new connections, restructuring the knowledge and experiencing new insights students understand their learning at a deeper level.
• Students analyse what they have learned by applying reasoning processes that will help them extend and refine the information.
![Page 12: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/12.jpg)
» Comparing» Classifying» Abstracting» Inductive Reasoning» Deductive Reasoning» Constructing Support» Analyzing Errors» Analyzing Perspectives
![Page 13: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/13.jpg)
Explicit teaching of reasoning processes:
• Help students understand the process.• Give students a model for the process, and create
opportunities for them to practice using the process.• As students study and use the process, help them
focus on critical steps and difficult aspects of the process.
• Provide students with graphic organisers or representations of the model to help them understand and use the process.
• Use teacher-structured and student structured tasks.
![Page 14: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/14.jpg)
As a result…
• Students should see knowledge in new ways and be able to express insights, understandings, ideas or discoveries related to that knowledge.
• Students deepen their understanding of content.
• Students increase their understanding of learning as a process
![Page 15: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/15.jpg)
“A basic principle of learning is that once acquired, knowledge changes”.
(Robert Marzano)
![Page 16: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/16.jpg)
![Page 17: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/17.jpg)
BLOOM’S REVISED TAXONOMY
CreatingGenerating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
AnalysingBreaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding
![Page 18: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/18.jpg)
ComparingThe process of identifying and articulating similarities and differences among items.
1. Select the items you want to compare.2. Select the characteristics of the items on
which you want to base your comparison.
3. Explain how the items are similar and different with respect to the characteristics you selected.
![Page 19: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/19.jpg)
ComparingThe process of describing how things are
the same and different1. What do I want to compare?2. What is it about them that I want to
compare?3. How are they the same? And how are
they different
![Page 20: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/20.jpg)
Venn DiagramObject One Object Two
![Page 21: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/21.jpg)
Use a Venn to compare…• Numbers • Animals• Places• People• Land forms• Weather• Books• TV programs
• Illustrations or illustrators
• Holidays• Celebrations• Religions• Farms• Food• Plants etc.
![Page 22: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/22.jpg)
Characteristics Item 1 Item 2 Item 3 Similarities/differences
1
2
3
4
![Page 23: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/23.jpg)
T-Bar Analysis
Object One Object Two
(Frangenheim, 2002, p. 62)
![Page 24: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/24.jpg)
Language of Comparison
• Explicit teaching of the vocabulary that students can use when sharing their thinking and learning:
• In comparison• Compared to• Similarly• Whereas• Alternatively• But• Although• On the other hand• However• In contrast
![Page 25: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/25.jpg)
Key Points: Comparing1. Because the process of comparing can be
overused, it is important to ask if it is the best process to use to help students extend and refine the identified content knowledge.
2. Students need extensive modeling, practice and feedback in order to become skilled at identifying meaningful and interesting characteristics to use in comparison tasks.
3. Students should understand that the purpose of doing a comparison task is to extend and refine knowledge. A question such as “What did you discover?” helps to reinforce this understanding.
![Page 26: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/26.jpg)
1. Football Baseball Chess Golf
Chances of players suffering from serious injuryAverage annual compensation
Percentage of women playing competitivelyAverage number of years players can compete
![Page 27: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/27.jpg)
2. Football Baseball Chess Golf
Size of crowds attending events
Chances of players appearing on a Weet-Bix boxNumbers of people watching or listening via the mediaChances of high school players winning a scholarship
![Page 28: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/28.jpg)
![Page 29: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/29.jpg)
BLOOM’S REVISED TAXONOMY
CreatingGenerating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
AnalysingBreaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding
![Page 30: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/30.jpg)
ClassifyingThe process of grouping things into
definable categories on the basis of their attributes
1. Identify the items you want to classify.2. Select what seems to be an important item, describe
its key attributes and identify other items that have the same attributes.
3. Create the category by specifying the attribute(s) that the items must have for membership in the category.
4. Select another item, describe its key attributes and identify other items that have the same attributes.
5. Create this second category by specifying the attribute(s) that the items must have for membership in the category.
6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category.
7. If necessary, combine categories or split them into smaller categories and specify the attribute(s) that determine membership in the category.
![Page 31: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/31.jpg)
ClassifyingThe process of grouping things that are alike into
categories
1. What do I want to classify?2. What things are alike and could be put
into a group?3. How are these things alike?4. What other groups can I make and how
are the things alike in each group?5. Does everything now fit into a group?6. Would it be better to split up any of the
groups or put any groups together?
![Page 32: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/32.jpg)
Graphic Organisers for Classifying
Categories
![Page 33: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/33.jpg)
![Page 34: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/34.jpg)
Exercise: Life and DeathWould you classify the following as living, dead or ? Explain
Living Dead ?1. Mummies2. Fossils3. Lightning4. Bacteria5. Seaweed6. The Loch Ness Monster7. Thoughts8. Coral Reefs9. Petrified wood10. Ghosts11. Active Volcanoes12. The sun13. Fingernails14. Pearls15. Blood
![Page 35: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/35.jpg)
Geography TermsBasinBayCanalCanyonCapeChannelContinentDeltaDivideFall lineFjordFoothillGlacierGulf
HarborHighlandHillIsthmusLowlandMarshMesaMountainRangeMouth (of a river)PeakPeninsulaPlain
PlateauPortPrairieRain forestReservoirSource (of a river)StraitStreamSwampTributaryTundraValleyVolcano
![Page 36: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/36.jpg)
Key Points: Classifying1. Categories should be related to one another or
parallel.2. It is important to focus on attributes that are
important and meaningful to the content.3. Students must understand the defining
characteristics of the categories well enough to justify placement of the items - which gets more difficult with complex content.
4. Having students classify and then reclassify is a key to helping them notice unique distinctions and connections that they might not have noticed had they classified the items only once.
![Page 37: Dimension of Learning: Extend and Refine Knowledge](https://reader034.fdocuments.net/reader034/viewer/2022051219/56815f48550346895dce231d/html5/thumbnails/37.jpg)
References
www.mcrel.org (accessed 10 August 2003)
Frangenheim, E. (2002). Reflections on classroom teaching, 4th ed. Loganholme, Qld: Rodin Educational Planning.
Langrehr, J. (2003). Thinking Lessons: Critical and Creative Thinking for the Middle Years. Ballarat, Vic: Wizard Books.
Marzano, Robert J., Pickering, Debra J., et al., (1997). Dimensions of Learning Teacher's Manual, 2nd ed. Aurora, Colorado: McREL.
Marzano, Robert J., Pickering, Debra J., et al., (1997). Dimensions of Learning Trainer's Manual, 2nd ed. Aurora, Colorado: McREL.