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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

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Dimensions of Learning

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  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?

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