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Dimensions of Learning: Robert Marzano

This document discusses Robert Marzano's "Dimensions of Learning" framework. It focuses on Dimension 2, acquiring and integrating knowledge, and Dimension 3, extending and refining knowledge. The key points are: 1) Dimension 2 distinguishes between procedural knowledge (skills) and declarative knowledge (facts). It provides strategies for helping students construct, organize, and store declarative knowledge. For procedural knowledge, it emphasizes modeling, shaping through practice, and internalizing skills. 2) Dimension 3 involves higher-order thinking skills like comparing, classifying, inducing, and deducing to extend and refine knowledge. 3) The document provides questions to guide planning around acquiring knowledge, such as determining topics, helping students construct meaning

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Charmine Sugue Calixtro
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102 views

Dimensions of Learning: Robert Marzano

This document discusses Robert Marzano's "Dimensions of Learning" framework. It focuses on Dimension 2, acquiring and integrating knowledge, and Dimension 3, extending and refining knowledge. The key points are: 1) Dimension 2 distinguishes between procedural knowledge (skills) and declarative knowledge (facts). It provides strategies for helping students construct, organize, and store declarative knowledge. For procedural knowledge, it emphasizes modeling, shaping through practice, and internalizing skills. 2) Dimension 3 involves higher-order thinking skills like comparing, classifying, inducing, and deducing to extend and refine knowledge. 3) The document provides questions to guide planning around acquiring knowledge, such as determining topics, helping students construct meaning

Uploaded by

Charmine Sugue Calixtro
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Dimensions of Learning

Robert Marzano
Dimensions of learning is not
“student-centered” but
_______-centered.

Why a significant difference?


5 Dimensions
1. Positive Attitudes and Perceptions
about Learning
2. Acquiring and Integrating Knowledge
3. Extending and Refining Knowledge
4. Using Knowledge Meaningfully
5. Productive Habits of Mind
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
Two types of knowledge
 Reading a map

 Performing long division Democracy
 A numerator
 Setting up an
experiment  An amoeba
 Editing an essay  The conventions of
 Shooting a free throw punctuation
 The rules of basketball

Procedural knowledge Declarative knowledge


Learning Procedural
Knowledge
1. Model construction
2. Shaping
3. Internalizing
Learning Declarative
Knowledge
1. Link new knowledge with old
knowledge
2. Organizational phase
3. Store
Declarative Knowledge:
Knowledge construction
Stragies that link old knowledge with new
knowledge:
KWL
Concept formation
Brainstorming
Analogizing
Semantic webbing
Reciprocal Teaching
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
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”)
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?
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
How will students experience
declarative information?
Direct Experiences

Direct Real
Experiences
Simulated

Indirect Demonstrations
Experiences Films
Reading
Lecture/Explanation
Helping Students Acquire and
Integrate Procedural
Knowledge
1. Model construction
2. Shaping
3. Internalizing
Model construction
 Analogizing
 Think-Aloud
 Flow chart
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
Internalizing Procedural
Knowledge
Practice the knowledge the skill to the
point of internalization
“Independent practice” or “homework”
Planning for the Acquisition and
Integration of Procedural
Knowledge
Ask:
1. Which 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 studets be aided in internalizing
the skill or process?
Dimension 3: Extending and
Refining Knowledge
 Comparing
 Classifying
 Inducing
 Deducing
 Analyzing errors
 Constructing support
 Abstracting
 Analyzing perspectives
Dimension 4: Using
Knowledge Meaningfully
 Decision making
 Investigation
 Definitional
 Historical
 Projective
 Experimental inquiry
 Problem solving
 Invention
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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