What have you learned lately?

Make a list!!

Board Work

Dimensions of LearningAuthors:

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.

Dimensions of Learning

Maureen Bagg (mbagg@kusd.edu) Maureen Bagg (mbagg@kusd.edu)

Maria Kotz (mkotz@kusd.edu)Maria Kotz (mkotz@kusd.edu)

Sharon Miller (smiller@kusd.edu)Sharon Miller (smiller@kusd.edu)

Jan Dahlstrom (jdahlstr@kusd.edu)Jan Dahlstrom (jdahlstr@kusd.edu)

Louise Mattioli (lmattiol@kusd.edu)Louise Mattioli (lmattiol@kusd.edu)

Diana Pearson(dpearson@kusd.edu)Diana Pearson(dpearson@kusd.edu)

This Microsoft Powerpoint presentation collection was created by these This Microsoft Powerpoint presentation collection was created by these

Kenosha Unified School District No. 1 Dimensions of Learning Trainers:Kenosha Unified School District No. 1 Dimensions of Learning Trainers:

Use Knowledge Meaningfully

Extend andRefine Knowledge

Acquire andIntegrate

Knowledge

Habits of Mind

Attitudes and Perceptions

Dimensions of Learning

Dimension 2 Thinking Involved in Thinking Involved in

Acquiring and Integrating Acquiring and Integrating KnowledgeKnowledge

What do we ask students to know and be able to do?

Total Body ofContent

Knowledge

Essential, Enduring Content Essential, Enduring Content We Plan For and AssessWe Plan For and Assess

STANDARDS AND BENCHMARKS

CONTENT STANDARDS

What are the ESSENTIAL and ENDURING skills and knowledge a

student should know and be able to do?

CONTENT BENCHMARKS

At each grade level, what are the ESSENTIAL AND ENDURING skills and knowledge a student should know

and be able to do?

What Do You Teach ?

Total Body ofContent

Knowledge

Essential, Enduring Content Essential, Enduring Content We Plan For and AssessWe Plan For and Assess

Whathave you learned lately?

Dimension 2

DeclarativeKnowledge

ProceduralKnowledge

Content Knowledge

Declarative Knowledge

““Know stuff”Know stuff”

Declarative KnowledgeDeclarative Knowledge“Know Stuff”“Know Stuff”

What are the rules?What type of equipment do I

need?

Constructing MeaningConstructing MeaningOrganizing InformationOrganizing InformationStoring InformationStoring Information

Procedural Knowledge

Know “how to do stuff”Know “how to do stuff”

Procedural KnowledgeProcedural Knowledge“Know How To Do Stuff”“Know How To Do Stuff”

How do I pass the ball?How do I shoot a free throw?

Constructing ModelsConstructing ModelsShapingShapingInternalizingInternalizing

Dimension 2

Declarative KnowledgeDeclarative Knowledge

““Know stuff”Know stuff”

Constructing MeaningConstructing Meaning Organizing InformationOrganizing Information Storing InformationStoring Information

Procedural KnowledgeProcedural Knowledge

““Know Know

how to do stuff”how to do stuff” Constructing ModelsConstructing Models ShapingShaping InternalizingInternalizing

Declarative or Procedural? List the characteristics of a short storyList the characteristics of a short story Write a haiku poemWrite a haiku poem Write down the four major causes of air pollutionWrite down the four major causes of air pollution Describe the safety steps for working with a Describe the safety steps for working with a

bandsawbandsaw Turn on and shut down a computerTurn on and shut down a computer Prepare a slide for use on a microscopePrepare a slide for use on a microscope Point to the constellation OrionPoint to the constellation Orion Solve for x, given ySolve for x, given y Write a unit planWrite a unit plan

Dimension 2

Declarative KnowledgeDeclarative Knowledge

Concepts/Concepts/GeneralizationsGeneralizations

Organized FactsOrganized Facts FactletsFactlets

Procedural KnowledgeProcedural Knowledge

MacroprocessesMacroprocesses StrategiesStrategies DirectionsDirections

Declarative Procedural

• KWL• Three Minute Pause• Concept Attainment• Graphic Representations• Linking• Access a Variety of Senses• Reciprocal Teaching• Before, During, and After

• Think aloud as you demonstrate a skill or process• Students create flow charts• Rehearse• Practice

On a sheet of paper, classify examples of content knowledge

you plan to use in your unit:

Declarative Procedural

Planning for Declarative Knowledge

Unit

Topic

Topic Topic

Topic

Which general topics will bethe focus of the unit?

SpecificInformation

SpecificInformation

SpecificInformation

SpecificInformation

Topic

What specific key informationshould be integrated and acquired?

Identifying Specific Information Within a General Topic

descriptions of specific descriptions of specific people, places, and things ?people, places, and things ?

time sequences ?time sequences ? processes or casual processes or casual

networks?networks? problems and solutions?problems and solutions? generalizations or generalizations or

principles?principles? concepts ?concepts ?

In this topic are there:

SpecificInformation

SpecificInformation

SpecificInformation

SpecificInformation

Topic

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

FF

F

F,f= factlets

A better organized unit will lead students to an awareness of key ideas and the

relationship among these ideas.

TimeSequence

Problems and

Solutions

F

F

F

Problems

f f f

Concepts

f f f

When information goes beyond facts and includes concepts and generalizations,

transfer occurs from topic to topic.

Generalization

Colorado History

Concepts:Concepts: Topography, natural resources,Topography, natural resources,

cultureculture

Generalizations:Generalizations: Topography and natural Topography and natural resources influence the culture resources influence the culture

of a region.of a region.

Organized Facts:Organized Facts: Sequence of EventsSequence of Events

Cause and EffectCause and Effect

Factlets:Factlets: There are mountains.There are mountains.

Miners came. There was gold.Miners came. There was gold.

Why is it important to construct meaning?

Constructing Meaning For Declarative Knowledge

Constructing Meaning Use the three-minute Use the three-minute

pausepause Experience content Experience content

using a variety of using a variety of sensessenses

KWL strategyKWL strategy Concept AttainmentConcept Attainment Reciprocal TeachingReciprocal Teaching Before, During, AfterBefore, During, After

3 Minute Pause

Ask students to do the following:Ask students to do the following: Summarize what they just experiencedSummarize what they just experienced Identify interesting aspects of what they Identify interesting aspects of what they

just experiencedjust experienced Identify confusions and try to clear them Identify confusions and try to clear them

upup

Access a Variety of Senses

K-W-LWhat I Know

orWhat I Think I Know

What I Want To Knowor

What I Think I’m GoingTo Find Out

What I Learned

Concept Attainment Exercise:Examples: Nonexamples:

Organizing Declarative Knowledge

Organizing Declarative Knowledge

Organizing Declarative Knowledge

Dimension 2Acquiring and Integrating Knowledge

Organizing

Alcohol is a dangerous drug.Alcohol is a dangerous drug.– Support 1 __________________Support 1 __________________– Support 2 __________________Support 2 __________________– Support 3 __________________Support 3 __________________

Alcohol is a dangerous drug.Alcohol is a dangerous drug.– Support 1 __________________Support 1 __________________– Support 2 __________________Support 2 __________________– Support 3 __________________Support 3 __________________

ALCOHOL

Brain

Liver

Circulation

Stomach

Pictographs can organize information graphically

Pictograph

Recycle

Saves Saves

Graphic Organizer

Alcohol

Circulation

Stomach

Brain

Liver

Graphic Organizer

Alcohol is a Dangerous Drug:Support 1:Support 2:Support 3:

Visual Organizer With your partner, With your partner,

select a concept that select a concept that is often difficult to is often difficult to teach in your area. teach in your area. Prepare a visual Prepare a visual representation or representation or graphic that will help graphic that will help students better students better understand that understand that concept.concept.

Storing Declarative Knowledge

Storing Declarative Knowledge

Think, Pair, Share

With your tablemates, discuss With your tablemates, discuss some of the strategies you use to some of the strategies you use to encourage students to remember encourage students to remember important factual knowledge or important factual knowledge or concepts and ideas?concepts and ideas?

Mnemonic Strategies

My Very Excellent My Very Excellent Mother Just Served Mother Just Served Us Nine Pizzas.Us Nine Pizzas.

ROY G BIVROY G BIV

Link StrategyLink Strategy ChunkingChunking Formal Systems for Storing InfoFormal Systems for Storing Info

– rhyming pegwordrhyming pegword

– number/picturenumber/picture

– familiar placefamiliar place

Link StrategyCreate this picture in Create this picture in

your head:your head: A brown Jersey cowA brown Jersey cow A Jersey cow named A Jersey cow named

GeorgiaGeorgia See her standing on See her standing on

one hind leg, one hind leg, balancing on “The balancing on “The Big Apple”Big Apple”

She is wearing She is wearing yellow underwearyellow underwear

She is singing Christmas Carols, hear them.She is singing Christmas Carols, hear them. Under her right foot is a Virginia ham; smell Under her right foot is a Virginia ham; smell

and taste it.and taste it. In her left hand is a pen.In her left hand is a pen. With her pen she is connecting dots in the With her pen she is connecting dots in the

air.air. The picture formed by the dots is becoming The picture formed by the dots is becoming

clear.clear. It’s a long winding road. On the road is It’s a long winding road. On the road is

Marilyn Monroe going to Mass.Marilyn Monroe going to Mass.

Link Strategy for the 13 Colonies George = GeorgiaGeorge = Georgia Jersey Cow = New Jersey Cow = New

JerseyJersey The Big Apple = New The Big Apple = New

YorkYork Christmas Carols = Christmas Carols =

North and South North and South CarolinaCarolina

Yellow underwear = Yellow underwear = DelawareDelaware

Virginia ham = Virginia ham = Virginia and New Virginia and New HampshireHampshire

pen = Pennsylvaniapen = Pennsylvania connecting dots = connecting dots =

ConnecticutConnecticut road = Rhode Islandroad = Rhode Island Marilyn = MarylandMarilyn = Maryland Mass = Mass =

MassachusettsMassachusetts

Pegword Strategy

oneone bunbun twotwo shoeshoe threethree treetree fourfour doordoor fivefive hivehive

sixsix sticksstickssevenseven heavenheaveneighteight plateplateninenine linelinetenten henhen

Which is easier to store?

50394297065039429706 fbimtvjfkhififbimtvjfkhifi 689345290689345290

oror 503-942-9706503-942-9706 fbi mtv jfk hififbi mtv jfk hifi 689-34-5290689-34-5290

..Pat Wolfe

The Brain Looks For Chunks

A chunk is a group of items we can A chunk is a group of items we can remember as if it were a single item. remember as if it were a single item. Short term memory can remember Short term memory can remember about 5 to 7 chunksabout 5 to 7 chunks

Organizing and Storing Declarative Knowledge

With your partner, With your partner, develop an example develop an example for organizing or for organizing or storing declarative storing declarative knowledge in your knowledge in your content area.content area.

Be prepared to Be prepared to share your idea with share your idea with the groupthe group

Dimension 2

DeclarativeKnowledge

ProceduralKnowledge

Content Knowledge

Procedural Knowledge

Constructing ModelsConstructing Models ShapingShaping InternalizingInternalizing

Constructing Models for Procedural Knowledge

Use “thinking aloud” to demonstrate a new Use “thinking aloud” to demonstrate a new skill or process skill or process

Use a list of stepsUse a list of steps Use/create flow chartsUse/create flow charts

Use mental rehearsal of steps involved in a Use mental rehearsal of steps involved in a skill or processskill or process

Put Tools Away Clean up Debris

Clean Up

Demonstrate and provide practice in the Demonstrate and provide practice in the important variations of the skill or important variations of the skill or processprocess

Point out common errors and pitfallsPoint out common errors and pitfalls Practice the procedure in many different Practice the procedure in many different

waysways

Shaping Procedural Knowledge

Internalizing Procedural Knowledge

Help students set up a practice Help students set up a practice schedule.schedule.

Have students chart their accuracy Have students chart their accuracy when practicing new skills or process.when practicing new skills or process.

Have students chart their speed when Have students chart their speed when learning a new skill or process.learning a new skill or process.

Practice Does Not Practice Does Not Make Perfect,Make Perfect,But PermanentBut Permanent

Internalizing Procedural Knowledge

Practicing Procedural Knowledge

Green Team: How Green Team: How to Properly Use to Properly Use ChopsticksChopsticks

Red Team: How to Red Team: How to Make Peanut Butter Make Peanut Butter and Jelly and Jelly Sandwiches for 300 Sandwiches for 300 StudentsStudents

Blue Team: How to Blue Team: How to Braid Hair Braid Hair (any style)(any style)

Pink Team: How to Pink Team: How to Do OrigamiDo Origami

Orange Team: How Orange Team: How to Double-Dutch to Double-Dutch Jump RopeJump Rope

Planning for Procedural Knowledge

Think of a procedure you’ll Think of a procedure you’ll be teaching during this be teaching during this course and answer the course and answer the following 4 questions:following 4 questions:

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 students be aided in internalizing the skill or process?

DeclarativeDeclarative ProceduralProcedural

• KWL• Three Minute Pause• Concept Attainment• Graphic Representations• Linking• Access a Variety of Senses• Reciprocal Teaching• Before, During, and After

• Think aloud as you demonstrate a skill or process• Students create flow charts• Rehearse• Practice