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Dimensions of Learning Teacher's Manual, 2nd ed.

Dimensions of Learning Teacher's Manual, 2nd ed.

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Published by ASCD Publications
"The premise of Dimensions of Learning an instructional framework founded on the best of what researchers and theorists know about learning is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment.
The authors discuss each of the five dimensions in detail and describe hundreds of teaching strategies that support them for example, how to help students construct meaning for declarative knowledge, internalize procedural knowledge, and see the relevance of what they are expected to learn. The authors provide many examples at the elementary and secondary classroom levels. Teachers of grades K 12 can use this information to improve teaching and learning in any content area.

HOW THIS MANUAL DIFFERS FROM THE 1ST EDITION:
Since Dimensions of Learning was published, it has been a resource for thousands of educators. The model, along with its accompanying materials, has been used in many different ways, including as

• a resource for instructional strategies,
• a framework for organizing school improvement and staff development efforts,
• a structure for planning curriculum, instruction, and assessment; and
• a focus for systemic reform.

Educators consistently say that the most powerful reason for using Dimensions of Learning is that no matter what goal they are pursuing, the model helps them maintain a focus on learning.
Just as Dimensions of Learning has provided much to educators, much also has been given back. Users of the model have been diligent in their efforts to understand the model and to make it a positive force in the classroom. As they have worked, they have provided extensive feedback to the trainers and developers, not only about their successes but also about how they have adapted the materials. This feedback, and the fact that we continue to learn about learning, has motivated the development of the second edition of the Dimensions of Learning materials.

Improved Teacher's Manual
The new Dimensions of Learning Teacher's Manual is modeled after the first edition, but a number of changes in format and content should make it an even more valuable resource. Some of the changes are summarized below.

1. ""Systems analysis"" has been added to the list of reasoning processes in Dimension 4. This addition provides a way to help students use their understanding of systems (e.g., ecosystems, systems of government, and number systems) to analyze the interactions among parts of a system or to predict what might happen when parts of a system are altered. Like the other reasoning processes in this dimension (decision making, problem solving, invention, investigation, and experimental inquiry), systems analysis can be applied across content areas and at any developmental level.
2. There is increased emphasis on the importance of clearly identifying declarative and procedural knowledge during unit planning. The chapter covering Dimension 2, Acquiring and Integrating Knowledge, provides direction for identifying and organizing declarative knowledge using common organizational patterns: descriptions (organizing facts and information important to identified vocabulary terms), time sequences, process/cause effect relationships, episodes, generalizations/principles, and concepts. Although most of these patterns were identified in the first edition of the manual, the second edition uses them to organize declarative knowledge in the unit planning process.
In the planning section for procedural knowledge, we recommend that knowledge be identified clearly during planning and that if a very general process, or macro process,
"The premise of Dimensions of Learning an instructional framework founded on the best of what researchers and theorists know about learning is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment.
The authors discuss each of the five dimensions in detail and describe hundreds of teaching strategies that support them for example, how to help students construct meaning for declarative knowledge, internalize procedural knowledge, and see the relevance of what they are expected to learn. The authors provide many examples at the elementary and secondary classroom levels. Teachers of grades K 12 can use this information to improve teaching and learning in any content area.

HOW THIS MANUAL DIFFERS FROM THE 1ST EDITION:
Since Dimensions of Learning was published, it has been a resource for thousands of educators. The model, along with its accompanying materials, has been used in many different ways, including as

• a resource for instructional strategies,
• a framework for organizing school improvement and staff development efforts,
• a structure for planning curriculum, instruction, and assessment; and
• a focus for systemic reform.

Educators consistently say that the most powerful reason for using Dimensions of Learning is that no matter what goal they are pursuing, the model helps them maintain a focus on learning.
Just as Dimensions of Learning has provided much to educators, much also has been given back. Users of the model have been diligent in their efforts to understand the model and to make it a positive force in the classroom. As they have worked, they have provided extensive feedback to the trainers and developers, not only about their successes but also about how they have adapted the materials. This feedback, and the fact that we continue to learn about learning, has motivated the development of the second edition of the Dimensions of Learning materials.

Improved Teacher's Manual
The new Dimensions of Learning Teacher's Manual is modeled after the first edition, but a number of changes in format and content should make it an even more valuable resource. Some of the changes are summarized below.

1. ""Systems analysis"" has been added to the list of reasoning processes in Dimension 4. This addition provides a way to help students use their understanding of systems (e.g., ecosystems, systems of government, and number systems) to analyze the interactions among parts of a system or to predict what might happen when parts of a system are altered. Like the other reasoning processes in this dimension (decision making, problem solving, invention, investigation, and experimental inquiry), systems analysis can be applied across content areas and at any developmental level.
2. There is increased emphasis on the importance of clearly identifying declarative and procedural knowledge during unit planning. The chapter covering Dimension 2, Acquiring and Integrating Knowledge, provides direction for identifying and organizing declarative knowledge using common organizational patterns: descriptions (organizing facts and information important to identified vocabulary terms), time sequences, process/cause effect relationships, episodes, generalizations/principles, and concepts. Although most of these patterns were identified in the first edition of the manual, the second edition uses them to organize declarative knowledge in the unit planning process.
In the planning section for procedural knowledge, we recommend that knowledge be identified clearly during planning and that if a very general process, or macro process,

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Published by: ASCD Publications on May 11, 2011
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