![Dimensions of Learning ,[object Object],[object Object],[object Object],Jan Dahlstrom (jdahlstr@kusd.edu) Louise Mattioli (lmattiol@kusd.edu) Diana Pearson(dpearson@kusd.edu) This Microsoft Powerpoint presentation collection was created by these Kenosha Unified School District No. 1 Dimensions of Learning Trainers:](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. Dimensions of Learning Authors : 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.
- 3. Use Knowledge Meaningfully Extend and Refine Knowledge Acquire and Integrate Knowledge Habits of Mind Attitudes and Perceptions Dimensions of Learning
- 5. What do we ask students to know and be able to do? Total Body of Content Knowledge Essential, Enduring Content We Plan For and Assess
- 7. CONTENT STANDARDS What are the ESSENTIAL and ENDURING skills and knowledge a student should know and be able to do?
- 8. CONTENT BENCHMARKS At each grade level, what are the ESSENTIAL AND ENDURING skills and knowledge a student should know and be able to do?
- 9. What Do You Teach ? Total Body of Content Knowledge Essential, Enduring Content We Plan For and Assess
- 10. What have you learned lately?
- 11. Dimension 2
- 20. On a sheet of paper, classify examples of content knowledge in your unit: Declarative Procedural
- 21. Planning for Declarative Knowledge Unit Topic Topic Topic Topic Which general topics will be the focus of the unit?
- 22. What specific key information should be integrated and acquired? Specific Information Specific Information Specific Information Specific Information Topic
- 24. 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 F F F F,f= factlets
- 25. A better organized unit will lead students to an awareness of key ideas and the relationship among these ideas. Time Sequence Problems and Solutions F F F Problems f f f
- 26. When information goes beyond facts and includes concepts and generalizations, transfer occurs from topic to topic. Generalization Concepts f f f
- 28. Why is it important to construct meaning?
- 29. Constructing Meaning For Declarative Knowledge
- 32. Access a Variety of Senses
- 33. K-W-L What I Know or What I Think I Know What I Want To Know or What I Think I’m Going To Find Out What I Learned
- 34. Concept Attainment Exercise: Examples: Nonexamples:
- 39. Pictographs can organize information graphically
- 40. Pictograph Recycle Saves Saves
- 41. Graphic Organizer Alcohol Circulation Stomach Brain Liver
- 42. Graphic Organizer Alcohol is a Dangerous Drug: Support 1: Support 2: Support 3:
- 52. Loci Strategy
- 57. Dimension 2
- 62. Internalizing Procedural Knowledge Practice Does Not Make Perfect, But Permanent
- 64. 1.Which skill 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?
Notas del editor
- 1. Music playing. Introduce self and share background. Ask students to write name on a name tent. Kenosha Unified School District
- Some comparisons have been made between standards and the blueprints for the foundation of a house.
- Some comparisons then continue with the idea that benchmarks are like the interiors wall which divide the house. Curriculum could be thought of as the “decorating” or finishing of the details in building a house.
- The reason for the distinction between the two is that the brain actually learns these two types of knowledge in different ways, indicated by the parallel, yet somewhat different phases for each type. We’ll talk about the steps for acquiring both types of knowledge.
- Information stored this way may be difficult to retrieve.
- Doing Laundry activity- handout Give reading time, then add title
- Let’s take some time to look over these strategies in the teacher’s manual,pps 31-39
- Use the activity in the Trainer’s Manual with compound words or geometric shapes.
- Begin with cow overhead (2-12), or any other brainteasers (Lincoln, woman, old woman/man/child) How people organize information makes a difference in how they see it Talk about the six basic graphic organizers and how each one fits some content better than others
- Let’s try out organizing reading material using a graphic organizer
- This slide will build. Begin by having the group read the “Alcohol” text and organize it with the first graphic organizer. After a few minutes, apologize for interrupting their reading, then ask them to instead use the second graphic organizer. Discuss differences in how they were reading based upon the two different graphic organizers.
- Show JFK pictograph and discuss. At table groups, chose a current topic and create a pictograph which will graphically organize the information available about the topic. Pt. Match the organizer with the way you would use it. Pt. Must select which is essential pertinent information to include. Reference page 40 in Teacher’s Manual and the strategies. Look over and scan for a few minutes.
- THE ULTIMATE GOAL FOR MOST TEACHERS IS TO HAVE STUDENTS STORE IMPORTANT DECLARATIVE KNOWLEDGE (THE KNOWLEDGE THEY WILL NEED FOREVER AND EVER) INTO THEIR LONG TERM MEMORY
- THINK, PAIR SHARE MUSIC RHYME VISUALIZATION ETC
- ALTHOUGH 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?
- LISTED ABOVE ARE SOME OF THE STORING STRATEGIES THAT CAN BE FOUND IN YOUR DOL TEXTS.
- AS YOU KNOWN D2 IS DIVIDED INTO 2 SECTIONS - DECLARATIVE AND PROCEDURAL. WE’RE NOW GOING TO EXPERIENCE PROCEDURAL KNOWLEDGE FIRST HAND. CHOOSE A PROCEDURE FOR THE CLASS TO LEARN TOGETHER.
- PROCEDURAL KNOWLEDGE INVOLVES THREE PROCESSES THAT PARALLEL THOSE FOR DECLARATIVE KNOWLEDGE. THEY ARE: CONSTRUCTING MODELS, SHAPING AND INTERNALIZING.
- MOST 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 TEACHER’S MANUAL.
- AFTER 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.