Dimensions of Learning

"The world we have created is a product of our thinking; it cannot be changed without changing our thinking."

(Albert Einstein)
 

Some teachers at Kurwongbah are currently investigating the Dimensions of Learning model in their curriculum design, planning and instruction.  Because Dimensions of Learning (DOL) enables us to incorporate the good strategies and approaches we are currently using it fits well within our Whole School Thinking Skills Program.

Dimensions of Learning is about thinking and student's learning.  It is a planning framework that integrates the best teaching approaches, strategies and practices into one package.  It can be integrated with an outcomes approach and can accommodate your current curriculum approach.  The framework was developed by Dr. Robert Marzano  and others and is an extension of a research-based framework on cognition and learning first developed by Marzano et al. in the US in 1988.  DOL is a practical framework that teachers can use to improve the quality of teaching and learning in any KLA. Visit the McREL site at www.mcrel.org

Below is an introduction to the Dimensions of Learning framework from the Dimensions of Learning Teacher's Manual:

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.

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.

 

Dimensions of Learning Model

The five Dimensions of Learning are:

Attitudes and perceptions

Attitudes and perceptions affect students' abilities to learn.  A key element of effective instruction is helping students establish positive attitudes and perceptions about the classroom and learning.

Acquire and Integrate Knowledge

Helping students acquire and facilitate new knowledge is another important aspect of learning.  When students are learning new information, they must be guided in relating the new knowledge to what they already know, organising that information, and then making it a part of their long-term memory.  When students are acquiring new skills and processes they must learn a model, or set of steps, then shape the skill or process to make it efficient and effective for them.  They must finally internalise or practice the skill or process so they can perform it easily.

Extend and Refine Knowledge

Learners develop in-depth understanding through the process of extending and refining their knowledge, by making new distinctions, clearing up misconceptions and reaching conclusions.  They analyse what they have learned by applying reasoning processes that will help them extend and refine the information.  Some of the common reasoning processes used by learners to extend and refine their knowledge are:

	Comparing
	Classifying
	Abstracting
	Inductive reasoning
	Deductive reasoning
	Construction support
	Analysing errors
	Analysing perspectives

Follow this link to download a PowerPoint Presentation exploring the processes of comparing and classifying.  This was presented at Kurwongbah's Quality Teaching Conference 2003 by Denise Tarlinton.

Use Knowledge Meaningfully

The most effective learning occurs when we use knowledge to perform meaningful tasks.  Making sure that students have the opportunity to use knowledge meaningfully is one of the most important parts of planning a unit of instruction.  In the DOL model there are six reasoning processes around which tasks can be constructed to encourage the meaningful use of knowledge:

	Decision making
	Problem solving
	Invention
	Experiential inquiry
	Investigations
	Systems analysis

Habits of Mind

The most effective learners have developed powerful habits of mind that enable them to think critically, think creatively and regulate their behaviour.  These mental habits are:

	Critical Thinking: Be accurate and seek accuracy Be clear and seek clarity Maintain an open mind Restrain impulsivity Take a position when a situation warrants it Respond appropriately to others' feelings and level of knowledge
	Creative Thinking: Perservere Push the limits of your knowledge and abilities Generate, trust, and maintain your own standards of evaluation Generate new ways of viewing a situation that are outside the boundaries of standard conventions.
	Self-regulated thinking: Monitor your own thinking Plan appropriately Identify and use necessary resources Respond appropriately to feedback Evaluate the effectiveness of your actions

Marzano, Robert J., Pickering, Debra J., et al.  (1997).  Dimensions of Learning Teacher's Manual, 2nd ed. Aurora, Colorado: McREL, pp. 1-2, 4-6.