The Dimensions of Learning (Dol) is a framework for educators to plan student learning experiences based on research about effective learning methodologies. It encompasses five essential dimensions: attitudes and perceptions, knowledge acquisition and integration, knowledge extension and refinement, meaningful knowledge application, and productive habits of mind. By utilizing this model, educators aim to enhance overall learning outcomes and adapt teaching strategies to meet diverse student needs.

1. Y E N N A M O N I C A D . P .
GOALS and DIMENSIONS
of LEARNING

2. Dimensions of Learning (DoL)
 Is a comprehensive
framework/model to
help educators plan
learning experiences for
their students.
 It is based on extensive
research about learning
and how the mind works.
 It has been designed to
help educators improve
students’ learning
through curriculum,
instruction and
assessment using five
critical aspects of the
learning process, or
dimensions of learning.

3. How can Dimensions of Learning be used by
Educators?
 The Goal of Education is to enhance learning for all
students.
Over the last 15 years, the McRel Group has conducted substantial
research on teaching and learning, and how the brain functions.
They have drawn this and other research in the development of 5 key
dimensions, the Dimensions of Learning, that underpin good teaching
 In many schools the DoL framework has been
embedded within curriculum development and
classroom practice.

4. The Five Dimensions are as
follows:
DIMENSION 1: ATTITUDES AND PERCEPTIONS
DIMENSION 2: ACQUIRE AND INTEGRATE NEW
KNOWLEDGE
DIMENSION 3: EXTEND AND REFINE KNOWLEDGE
DIMENSION 4: USING KNOWLEDGE MEANINGFULLY
DIMENSION 5: HABITS OF MIND

5. The Dimensions of Learning

6. DIMENSION 1: ATTITUDES and PERCEPTIONS
 The Attitudes of learners, their
peers and teachers influence
learning.
 Teachers need to help generate
positive attitudes towards
learning for all students -
this requires constant monitoring
of the classroom environment
and student progress, adapting
the program to build in success
and positive learning
experiences for all learners
 Classroom Climate
- Feel accepted by teachers and
peers
- Experience a sense of comfort and
order
 Classroom Tasks
- Perceive tasks as valuable and
interesting
- Believe they have the ability and
resources
Understand and be clear

7. DIMENSION 2: ACQUIRE and INTEGRATE NEW
KNOWLEDGE
 Focuses on ways to help
students acquire and retain
new knowledge.
 Learning requires both the
acquisition of information and
the ability to retrieve and
reconstruct that information
whenever necessary.
Within Dimension 2,
two different kinds of knowledge
are identified:
 DECLARATIVE KNOWLEDGE
- which includes facts, concepts
and generalizations
 PROCEDURAL KNOWLEDGE
- which includes skills and
processes

8. DECLARATIVE
KNOWLEDGE
PROCEDURAL
KNOWLEDGE
Construct Meaning
Link new information to prior knowledge;
 Descriptions
 time sequences
 cause effect
 episodes
 Generalizations
 concepts
 similarities
 Differences
 3-minute pause
Construct Model
demonstrations and modeling: construct
steps, think aloud, graphic representation,
similarities, differences, mentally rehearse
Shape
provide feedback and refine process:
narrative, practice variations, identify
common errors, integrate knowledge and
skill
Internalize
Practice and use, practice schedule, chart
and report, establish connectedness and
relevance
DIMENSION 2: ACQUIRE and INTEGRATE NEW
KNOWLEDGE
Acquire and Integrate Knowledge
Identify patterns in information: Graphic
organizers, advance organizers, note taking
strategies, graphs and charts
Internalize/Store Knowledge
Consciously store information in memory:
Symbols, substitutes, links, structures systems,
mnemonics

9. DIMENSION 3: EXTEND and REFINE
KNOWLEDGE
Once new knowledge has been
acquired and integrated,
students need to develop in-
depth understanding by
extending and refining their
knowledge.
Transforming the knowledge into
another form, for example
metaphoric expression through
visual arts, theatre/ drama or
poetry. There are eight
complex reasoning processes in
this dimension:
 Comparing
 Abstracting
 Analyzing Errors
 Deductive Reasoning
 Classifying
 Constructing Support
 Analyzing Perspectives
 Inductive Reasoning

10. SOME COMPLEX REASONING PROCESSES of
DIMENSION 3
Comparing – The process of identifying and articulating similarities and
differences among items.
Classifying – The process of grouping things into definable categories on
the basis of their attributes.
Analyzing Errors – is the study of kind and quantity of error that
occurs particularly in the fields of applied mathematics (particularly
numerical analysis)
Deductive Reasoning – “top down logic” is the process of reasoning
from one or more general statements (premises) to reach from general
statement.
Inductive Reasoning – the conclusion is reached
from specific examples.

11. DIMENSION 4: USE KNOWLEDGE
MEANINGFULLY
Learners will internalize knowledge more effectively when they are able to
use it to perform a meaningful task, this is particularly pertinent for
assessment.
Meaningful (or Authentic) tasks are those that use real life or life-like
contexts for students to demonstrate their knowledge and skills within.
Six Reasoning Processes are identified in this dimension:
 Decision making
 Invention
 Experimental Inquiry
 Problem Solving
 Investigation
 System Analysis

12. SIX REASONING PROCESSES OF DIMENSION 4
Decision Making – process of answering questions as “What is the best
way to?” “Which of these is most suitable?”
Problem Solving – refers to a state of desire for reaching a definite
goal.
Investigation – a way of knowledge that is similar to experimental
inquiry.
Experimental Inquiry – problem solving that is governed by rules of
process and evidence. The most well-known type of experimental
inquiry is the “Scientific Method”
System Analysis – is the study of sets of
interacting

13. DIMENSION 5: HABITS of MIND
Habits of Mind are the kinds of productive mental habits that successful
learners utilize.
A habit of mind having a disposition toward behaving intelligently when
confronted with problem, the answers to which are not immediately
known. Within the original Dimensions of Learning framework,
3 major organizers were identified for HoM and these are:
 Critical Thinking
 Creative Thinking and
 Self – Regulated Thinking

14. MAJOR ORGANIZERS for HABITS of MIND
Critical Thinking – way of deciding whether a claim is true, sometimes
true, partly true, or false.
It is an important component of most professions. It is part of formal
education and is increasingly significant as students progress through
university to graduate education.
Self – Regulated thinking –
Describes a process of taking control of
and evaluating one’s own learning and
behavior.

15. GOALS and DIMENSIONS of LEARNING
The Relationship Between the Five Dimensions of Learning
A student’s attitudes and perceptions (Dimension 1) and productive
habits of mind (Dimension 5) are the foundations for acquiring,
integrating, extending and refining and applying knowledge.
(Dimensions 2, 3, 4)

16. GOALS and DIMENSIONS of LEARNING
END
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