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define the learning process. Its premise is that five types of thinking -- what we call the five dimensions of learning --
are essential to successful learning. The Dimensions framework will help you to
• Comparing
• Classifying
• Abstracting
• Inductive reasoning
• Deductive reasoning
• Constructing support
• Analyzing errors
• Analyzing perspectives
• Decision making
• Problem solving
• Invention
• Investigation
• Experimental inquiry
• Systems analysis
Critical thinking:
• Be accurate and seek accuracy
• Be clear and seek clarity
• Maintain an open mind
• Restrain impulsivity
• Take a position when the situation warrants it
• Respond appropriately to others' feelings and level of knowledge
Creative thinking:
• Persevere
• 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:
The Relationship Among the Dimensions of Learning It is important to realize that the five dimensions of learning do
not operate in isolation but work together in the manner depicted in Figure A.1.
Figure A.1
How the Dimensions of Learning Interact
Briefly, as the graphic in Figure A.1 illustrates, all learning takes place against the backdrop of learners' attitudes and
perceptions (Dimension 1) and their use (or lack of use) of productive habits of mind (Dimension 5). If students have
negative attitudes and perceptions about learning, then they will likely learn little. If they have positive attitudes and
perceptions, they will learn more and learning will be easier. Similarly, when students use productive habits of mind
these habits facilitate their learning. Dimensions 1 and 5, then, are always factors in the learning process. This is why
they are part of the background of the graphic shown in Figure A.1.
When positive attitudes and perceptions are in place and productive habits of mind are being used, learners can more
effectively do the thinking required in the other three dimensions, that is, acquiring and integrating knowledge
(Dimension 2), extending and refining knowledge (Dimension 3), and using knowledge meaningfully (Dimension 4).
Notice the relative positions of the three circles of Dimensions 2, 3, and 4. (See Figure A.1). The circle representing
meaningful use of knowledge subsumes the other two, and the circle representing extending and refining knowledge
subsumes the circle representing acquiring and integrating knowledge. This communicates that when learners extend
and refine knowledge, they continue to acquire knowledge, and when they use knowledge meaningfully, they are still
acquiring and extending knowledge. In other words, the relationships among these circles represent types of thinking
that are neither discrete nor sequential. They represent types of thinking that interact and that, in fact, may be
occurring simultaneously during learning.
It might be useful to consider the Dimensions of Learning model as providing a metaphor for the learning process.
Dimensions of Learning offers a way of thinking about the extremely complex process of learning so that we can
attend to each aspect and gain insights into how they interact. If it serves this purpose, it will be a useful tool as we
attempt to help students learn.
As a comprehensive model of learning, Dimensions can have an impact on virtually every aspect of education.
Because the major goal of education is to enhance learning, it follows that our system of education must focus on a
model that represents criteria for effective learning, criteria that we must use to make decisions and evaluate
programs. Although Dimensions is certainly not the only model of learning, it is a powerful tool for ensuring that
learning is the focus of what we do as educators. It should validate
current efforts in schools and classrooms to enhance learning, but
should also suggest ways of continuing to improve. Although
individuals, schools, and districts should use the model to meet
their own needs, it might be helpful to understand a number of
possible ways in which the Dimensions of Learning model might be
used.
Figure A.2
Matrix for Planning Staff Development
Down the left-hand side is an outline of the components of the Dimensions model. Planning for professional
development begins here, whether for individuals or an entire staff. The first question staff developers would ask is,
"What part of the learning process needs to be improved?" After answering that question, resources for seeking the
improvement are identified across the top of the matrix. These resources might includes programs, strategies,
individuals, or books that can be used to achieve the desired learning goal. There might be many resources available
that complement and supplement each other and could, therefore, all be offered to those seeking the improvement in
learning. When any resource is identified, the matrix allows for indicating clearly which aspects of the learning
process might be enhanced if people were to select and use that resource. Notice that the focus is on the learning
process rather than on the resource.
Those who use the Dimensions model to influence their assessment practices quickly realize instruction and
assessment are closely integrated but that both conventional and performance-based methods of assessment have a
role. Specific recommendations for assessment are included at the end of this manual.
These four uses of the model are offered only as examples. There is no reason to select only from among these four
options; the purpose of the model is to help you define and achieve your goals for student learning. The model is a
structure that should allow for and encourage a great deal of flexibility.
Dimensions of Learning (DOL) is an instructional framework based on the premise that five types of
thinking, what we call the five dimensions of learning, are essential to student learning and academic
performance:
DIMENSION 1
Positive Attitudes and Perceptions About Learning
Attitudes and perceptions affect students' ability to learn. Without positive attitudes and perceptions, students do not
learn well. Dimensions of Learning offers ways to help students think positively and constructively about themselves,
their peers, teachers, and assigned tasks.
Classroom Climate:
1. Help students understand that attitudes and perceptions related to classroom climate influence learning.
Feel Accepted by Teachers and Peers:
2. Establish a relationship with each student in the class.
3. Monitor and attend to your own attitudes.
4. Engage in equitable and positive classroom behavior.
5. Recognize and provide for students' individual differences.
6. Respond positively to students' incorrect responses or lack of response.
7. Vary the positive reinforcement offered when students give the correct response.
8. Structure opportunities for students to work with peers.
9. Provide opportunities for students to get to know and accept each other.
10. Help students develop their ability to use their own strategies for gaining acceptance from their teachers and
peers.
Experience a Sense of Comfort and Order:
11. Frequently and systematically use activities that involve physical movement.
12. Introduce the concept of "bracketing."
13. Establish and communicate classroom rules and procedures.
14. Be aware of malicious teasing or threats inside or outside of the classroom, and take steps to stop such
behavior.
15. Have students identify their own standards for comfort and order.
Helping Students Develop Positive Attitudes and Perceptions About Classroom Tasks:
1. Help students understand that learning is influenced by attitudes and perceptions related to classroom tasks.
Perceive Tasks as Valuable and Interesting:
2. Establish a sense of academic trust.
3. Help students understand how specific knowledge is valuable.
4. Use a variety of ways to engage students in classroom tasks.
5. Create classroom tasks that related to students' interests and goals.
Believe They Have the Ability and Resources to Complete Tasks:
6. Provide appropriate feedback.
7. Teach students to use positive selftalk.
8. Help students recognize that they have the abilities to complete a particular task.
9. Help students understand that believing in their ability to complete a task includes believing that they have
the ability to get the help and the resources needed.
Understand and Be Clear About Tasks:
10. Help students be clear about the directions and demands of the task.
11. Provide students with clarity about the knowledge that the task addresses.
12. Provide students with clear performance levels for tasks.
DIMENSION 2
Cognitive psychologists have learned a great deal about the way students acquire and integrate new
knowledge. For instance, they know that students build new knowledge by relating it to prior learning
and experience. They have found that the learning process for procedural knowledge (skills,
procedures, and processes) is different from the process for declarative knowledge (facts,
concepts, generalizations, and principles).
Declarative Knowledge
DIMENSION 3
Students don't really own declarative and procedural knowledge until they process the knowledge for
greater understanding through activities designed to help them apply and refine that knowledge.
The Dimensions of Learning framework includes eight specific thinking processes suitable for
extending and refining knowledge:
• Comparing • Classifying
• Inductive
• Abstracting
Reasoning
• Deductive • Constructing
Reasoning Support
• Analyzing
• Analyzing Errors
Perspectives
1. Comparing
• How are these things alike?
• How are they different?
2. Classification
• Into what groups could you organize these things?
• What are the rules for membership in each group?
• What are the defining characteristics of each group?
3. Induction
• Based on the following facts (or observations), what can you conclude?
• Based on this information, what is a likely conclusion?
4. Deduction
• Based on the following generalizations (or rules or principles) what predictions can you make or
what conclusions can you draw that must be true?
• If you know that has happened, then what do you know will have to occur?
• What are the conditions that make this conclusion inevitable?
5. Error Analysis
• What are the errors in reasoning in the following information?
• How is this information misleading?
6. Constructing Support
• What is an argument that would support this claim?
• What are the limitations of or assumptions underlying this argument?
• How is this information trying to persuade you?
7. Abstraction
• What is the general pattern underlying this information?
• To what other situations can this general pattern be applied?
8. Analyzing Perspectives
• Why would someone consider this to be good (or bad or neutral)?
• What is the reasoning behind this perspective?
• What is an alternative perspective and what is the reasoning behind it?
DIMENSION 4
Using Knowledge Meaningfully
Students learn best when they need knowledge to accomplish a goal they consider important.
The Dimensions of Learning framework includes six types of thinking processes that can be used to
encourage students to use knowledge meaningfully. A meaningful-use task includes five key elements:
1. 2. 3.
Application Student as Long Term
Oriented Professional
(Cannot be completed Decision-Making: Generating
(Integrates a variety (Real-world roles, within a single class and applying criteria to select
of higher-order problems, and issues; period) from among seemingly equal
thinking processes) a reality-based alternatives.
scenario)
Problem-Solving: Overcoming
4. 5. constraints or limiting conditions
Involves Student Multiple end that are in the way of pursuing
Choice Results goals.
Investigation: Identifying and resolving issues about which there are confusions or contradictions.
Systems Analysis: Analyzing the parts of a system and the manner in which they interact.
DIMENSION 5
Productive Habits of Mind
Teachers can't teach and students can't learn everything there is to know. However, schools can
facilitate the development of mental habits that will enable students to learn on their own.
The Dimensions of Learning framework includes specific ways to develop students' self-regulatory,
creative, and critical thinking skills. Instruction to foster habits of mind includes the reinforcement of
long-term goals such as valuing accuracy, responding to feedback, planning effectively, and using
resources.
Key Elements of
Productive Habits of Mind
Critical Thinking
• Being accurate and seeking accuracy
• Being clear and seeking clarity
• Being open minded
• Restraining impulsivity
• Taking a position when the information warrants it
• Being sensitive to others' feelings and level of knowledge
Creative Thinking
• Engaging intensely in tasks even when answers or solutions are not immediately apparent
• Pushing the limits of your knowledge and abilities.
• Generating, trusting, and maintaining your own standards of evaluation
• Generating new ways to viewing a situation outside the boundaries of standard convention
Self-Regulation
• Being aware of your own thinking
• Planning
• Being aware of necessary resources
• Being sensitive to feedback
• Evaluating the effectiveness of your actions
GRAPHIC ORGANIZERS
DIMENSION 2
DIMENSION 3
DIMENSION 4
RESOURCES:
http://www.mcrel.org/dimensions/whathow.asp
http://www.pgcps.org/~elc/dolref.html
http://www.pgcps.org/~elc/dolgraphicorg.html