"Teaching Strategies for Accessing the Development Dimensions in Learning" A report on Facilitating Learning 1

1. TEACHING STRATEGIES FOR ADDRESSING
THE DEVELOPMENT DIMENSIONS IN
LEARNING
Prepared by: Philip Gerard M. Oning
BTTE4A

2. THE DIMENSIONS OF LEARNING
Dimensions of Learning is a comprehensive framework or 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 planning curriculum, instruction and assessment using five critical aspects of the
learning process, or dimensions of learning.
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Dimension 1: Attitudes and Perceptions
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Dimension 2: Acquire and Integrate New Knowledge
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Dimension 3: Extend and Refine Knowledge
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Dimension 4: Using Knowledge Meaningfully
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Dimension 5: Habits of Mind

4. ATTITUDES AND PERCEPTION
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Attitude is a settled way of thinking or feeling, typically reflected in a person's behavior.
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Perception refers to the ability to see, hear, or become aware of something through the
senses.
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The attitudes of learners, their peers and teachers influence learning.
Classroom Climate
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Feel accepted by teachers and peers
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Experience a sense of comfort and order
Classroom Tasks
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Perceive tasks as valuable and interesting
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Believe they have the ability and resources to complete tasks
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Understand and be clear about tasks

5. ACQUIRE AND INTEGRATE NEW KNOWLEDGE
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Acquire means to learn or develop (a skill, habit, or quality).
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Integrate means to bring into equal participation in, relate, or connect.
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Learning requires both the acquisition of information and the ability to retrieve and
reconstruct that information whenever necessary.
Two different kinds of knowledge:
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Declarative Knowledge which includes facts, concepts and generalizations.
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Procedural Knowledge which includes skills and processes.

6. DECLARATIVE KNOWLEDGE
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Construct Meaning - Link new information to prior knowledge:
Descriptions, time sequences, cause effect, episodes, generalizations, concepts,
similarities/differences, 3 minute pause
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Acquire and Integrate Knowledge - Identify patterns in information:
Graphic organizers, advance organizers, note taking strategies, graphs and charts
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Internalize/Store Knowledge - Consciously store information in memory:
Symbols, substitutes, links, structured systems, and mnemonics.

7. PROCEDURAL KNOWLEDGE
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Construct Model - Demonstrations and modeling:
Construct steps, think aloud, graphic representation, similarities and differences, mentally
rehearse
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Shape - Provide feedback and refine process:
Narrative, practice variations, identify common errors, integrate knowledge & skill
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Internalize - Practice and use:
Practice schedule, chart & report, establish connectedness & relevance.

9. EXTEND AND REFINE KNOWLEDGE
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Extend is to expand in scope, effect, or meaning.
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Refine means to improve (something) by making small changes, in particular make (an
idea, theory, or method) more subtle and accurate.
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Analyzing knowledge in ways that involve the application of more complex reasoning
processes (higher order thinking).
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Transforming the knowledge into another form, for example metaphoric expression
through visual arts, theatre/drama or poetry.
Eight Complex Reasoning Processes:
Comparing
Classifying
Abstracting
Constructing Support
Analyzing Errors
Analyzing Perspectives
Deductive Reasoning Inductive Reasoning

10. USE KNOWLEDGE MEANINGFULLY
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Learners will internalize knowledge more effectively when they are able to use it to
perform a meaningful task; this is particularly pertinent for assessment.
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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:
Decision Making
Problem Solving
Invention
Investigation
Experimental Inquiry
Systems Analysis

11. HABITS OF MIND
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Habits of Mind are the kinds of productive mental habits that successful learners utilize .
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It means having a disposition toward behaving intelligently when confronted with
problems, the answers to which are not immediately known.
Three Major Organizers for Habits of Mind:
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Critical thinking
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Creative thinking and
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Self-regulated thinking

12. HABITS OF MIND
Art Costa has expanded on the Habits of Mind and he identifies sixteen. These are:
• Persisting
• Gathering data through all senses
• Managing Impulsivity
• Creating, imagining, innovating
• Listening with understanding & empathy
• Responding with wonderment & awe
• Thinking flexibly
• Taking responsible risks
• Thinking about thinking
• Finding humor
• Striving for accuracy
• Thinking interdependently
• Questioning & posing problems
• Remaining open to continuous
learning
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Applying past knowledge to new situations
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Thinking & communicating with clarity & precision