1. Dimensions of Learning 2

2. Dimensions of Learning
Habits of Mind
Use Knowledge
Meaningfully
Extend and
Refine Knowledge
Acquire and
Integrate
Knowledge
Attitudes and Perceptions

3. Dimension 2
Thinking Involved in Acquiring and Integrating Knowledge

4. What do we ask students to know and be able to do?
Total Body of
Content
Knowledge
Essential, Enduring Content
We Plan For and Assess

5. Dimension 2

6. Declarative Knowledge
“Know stuff”

7. Declarative Knowledge “Know Stuff”
Constructing Meaning
Organizing Information
Storing Information
What are the rules?
What type of equipment do I need?

8. Procedural Knowledge
Know “how to do stuff”

9. Procedural Knowledge “Know How To Do Stuff”
Constructing Models
Shaping
Internalizing
How do I pass the ball?
How do I shoot a free throw?

10. Dimension 2 “Know stuff” “Know how to do stuff” Declarative Knowledge
Procedural Knowledge
“Know stuff”
Constructing Meaning
Organizing Information
Storing Information
“Know
how to do stuff”
Constructing Models
Shaping
Internalizing

11. Declarative or Procedural?
List the characteristics of a short story
Write a haiku poem
Write down the four major causes of air pollution
Describe the safety steps for working with a bandsaw
Turn on and shut down a computer
Prepare a slide for use on a microscope
Point to the constellation Orion
Solve for x, given y
Write a unit plan

12. 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

13. On a sheet of paper, classify examples of content knowledge you plan to use in your unit:
Procedural
Declarative

14. At the end of a poorly planned unit, “factlets” are randomly stored in the student’s brain.
f ff F F ff ff f ff ff f F
F, f= factlets

15. A better organized unit will lead students to an awareness of key ideas and the relationship among these ideas.
Time
Sequence
Problems
and
Solutions F f

16. When information goes beyond facts and includes concepts and generalizations, transfer occurs from topic to topic.
Concepts f
Generalization

17. Constructing Meaning For Declarative Knowledge

18. Constructing Meaning Use the three-minute pause
Experience content using a variety of senses
KWL strategy
Concept Attainment
Reciprocal Teaching
Before, During, After
Let’s take some time to look over these strategies in the teacher’s manual,pps 31-39

19. 3 Minute Pause Ask students to do the following:
Summarize what they just experienced
Identify interesting aspects of what they just experienced
Identify confusions and try to clear them up

20. Access a Variety of Senses

21. K-W-L What I Know What I Want To Know What I Learned or or
What I Think I Know
What I Want To Know or
What I Think I’m Going
To Find Out
What I Learned

22. Concept Attainment Exercise:
Examples:
Nonexamples:
Use the activity in the Trainer’s Manual with compound words or geometric shapes.

23. Organizing Declarative Knowledge

24. Organizing Declarative Knowledge
Begin with cow overhead (2-12), or any other brainteasers (Lincoln, woman, old woman/man/child)
How people organize information makes a difference in how they see it
Talk about the six basic graphic organizers and how each one fits some content better than others

25. Dimension 2 Acquiring and Integrating Knowledge Organizing
ALCOHOL
Brain
Liver
Circulation
Stomach
Alcohol is a dangerous drug.
Support 1 __________________
Support 2 __________________
Support 3 __________________
This slide will build.
Begin by having the group read the “Alcohol” text and organize it with the first graphic organizer. After a few minutes, apologize for interrupting their reading, then ask them to instead use the second graphic organizer.
Discuss differences in how they were reading based upon the two different graphic organizers.

26. Pictographs can organize information graphically
Show JFK pictograph and discuss.
At table groups, chose a current topic and create a pictograph which will graphically organize the information available about the topic.
Pt. Match the organizer with the way you would use it.
Pt. Must select which is essential pertinent information to include.
Reference page 40 in Teacher’s Manual and the strategies. Look over and scan for a few minutes.

27. Pictograph
Recycle
Saves
Saves

28. Graphic Organizer
Alcohol
Circulation
Stomach
Brain
Liver

29. Graphic Organizer Alcohol is a Dangerous Drug: Support 1: Support 2:

30. Visual Organizer
With your partner, select a concept that is often difficult to teach in your area. Prepare a visual representation or graphic that will help students better understand that concept.

31. Storing Declarative Knowledge

32. Think, Pair, Share
With your tablemates, discuss some of the strategies you use to encourage students to remember important factual knowledge or concepts and ideas?
THINK, PAIR SHARE
MUSIC
RHYME
VISUALIZATION
ETC

33. Mnemonic Strategies
My Very Excellent Mother Just Served Us Nine Pizzas.
ROY G BIV

34. Formal Systems for Storing Info
Link Strategy
Chunking
Formal Systems for Storing Info
rhyming pegword
number/picture
familiar place

35. Pegword Strategy one bun two shoe three tree four door five hive
six sticks
seven heaven
eight plate
nine line
ten hen

36. Which is easier to store?
fbimtvjfkhifi or
fbi mtv jfk hifi .
Pat Wolfe

37. The Brain Looks For Chunks
A chunk is a group of items we can remember as if it were a single item. Short term memory can remember about 5 to 7 chunks

38. Organizing and Storing Declarative Knowledge
With your partner, develop an example for organizing or storing declarative knowledge in your content area.
Be prepared to share your idea with the group

39. Dimension 2

40. Procedural Knowledge
Constructing Models
Shaping
Internalizing

41. Constructing Models for Procedural Knowledge
Use “thinking aloud” to demonstrate a new skill or process
Use a list of steps
Use/create flow charts
Use mental rehearsal of steps involved in a skill or process

42. Shaping Procedural Knowledge
Demonstrate and provide practice in the important variations of the skill or process
Point out common errors and pitfalls
Practice the procedure in many different ways

43. Internalizing Procedural Knowledge
Help students set up a practice schedule.
Have students chart their accuracy when practicing new skills or process.
Have students chart their speed when learning a new skill or process.

44. Internalizing Procedural Knowledge
Practice Does Not
Make Perfect,
But Permanent

45. Planning for Procedural Knowledge
Think of a procedure you’ll be teaching

46. 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