Board Work

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Board Work
What have you learned lately? Make a list!!
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Dimensions of LearningAuthors Robert J.
Marzano and Debra J. Pickering with Daisy E.
Arredondo, Guy J. Blackburn, Ronald S. Brandt,
Cerylle A. Moffett, Diane E. Paynter, Jane E.
Pollock, and Jo Sue Whisler
Microsoft images and clipart used with permission.
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Dimensions of Learning
This Microsoft Powerpoint presentation collection
was created by these Kenosha Unified School
District No. 1 Dimensions of Learning Trainers

• Maureen Bagg (mbagg_at_kusd.edu)
• Maria Kotz (mkotz_at_kusd.edu)
• Sharon Miller (smiller_at_kusd.edu)

Jan Dahlstrom (jdahlstr_at_kusd.edu) Louise Mattioli
(lmattiol_at_kusd.edu) Diana Pearson(dpearson_at_kusd.ed
u)
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Dimensions of Learning
Habits of Mind

Use Knowledge Meaningfully
Extend and Refine Knowledge
Acquire and Integrate Knowledge
Attitudes and Perceptions
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Dimension 2

• Thinking Involved in Acquiring and Integrating
  Knowledge

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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
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STANDARDS AND BENCHMARKS
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CONTENT STANDARDS What are the ESSENTIAL and
ENDURING skills and knowledge a student should
know and be able to do?
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CONTENT BENCHMARKSAt each grade level, what are
the ESSENTIAL AND ENDURING skills and knowledge a
student should know and be able to do?
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What Do You Teach ?
Total Body of Content Knowledge
Essential, Enduring Content We Plan For and
Assess
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What have you learned lately?
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Dimension 2
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Declarative Knowledge

• Know stuff

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Declarative KnowledgeKnow Stuff

• Constructing Meaning
• Organizing Information
• Storing Information

What are the rules? What type of equipment do I
need?
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Procedural Knowledge

• Know how to do stuff

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Procedural KnowledgeKnow How To Do Stuff

• Constructing Models
• Shaping
• Internalizing

How do I pass the ball? How do I shoot a free
throw?
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Dimension 2

• Declarative Knowledge

• Procedural Knowledge

• Know stuff
• Constructing Meaning
• Organizing Information
• Storing Information

• Know
• how to do stuff
• Constructing Models
• Shaping
• Internalizing

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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

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Dimension 2

• Declarative Knowledge

• Procedural Knowledge

• Concepts/Generalizations
• Organized Facts
• Factlets

• Macroprocesses
• Strategies
• Directions

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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

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On a sheet of paper, classify examples of content
knowledge you plan to use in your unit
Procedural
Declarative
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Planning for Declarative Knowledge
Which general topics will be the focus of the
unit?
Topic
Topic
Unit
Topic
Topic
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What specific key information should be
integrated and acquired?
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Identifying Specific Information Within a General
Topic
In this topic are there

• descriptions of specific people, places, and
  things ?
• time sequences ?
• processes or casual networks?
• problems and solutions?
• generalizations or principles?
• concepts ?

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At the end of a poorly planned unit, factlets
are randomly stored in the students brain.
f
f ff
F
F
ff
ff
f
ff
ff
f
F
F,f factlets
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A better organized unit will lead students to an
awareness of key ideas and the relationship among
these ideas.
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When information goes beyond facts and includes
concepts and generalizations, transfer occurs
from topic to topic.
Generalization
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Colorado History

• Concepts Topography, natural resources,
• culture
• Generalizations Topography and natural
  resources influence the culture of a
  region.
• Organized Facts Sequence of Events
• Cause and Effect
• Factlets There are mountains.
• Miners came. There was gold.

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Why is it important to construct meaning?
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Constructing Meaning For Declarative Knowledge
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Constructing Meaning

• Use the three-minute pause
• Experience content using a variety of senses
• KWL strategy
• Concept Attainment
• Reciprocal Teaching
• Before, During, After

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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

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Access a Variety of Senses
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K-W-L
What I Want To Know or What I Think Im Going To
Find Out
What I Know or What I Think I Know
What I Learned
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Concept Attainment Exercise
Examples
Nonexamples
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Organizing Declarative Knowledge
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Organizing Declarative Knowledge
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Organizing Declarative Knowledge
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Dimension 2Acquiring and Integrating
KnowledgeOrganizing

• Alcohol is a dangerous drug.
• Support 1 __________________
• Support 2 __________________
• Support 3 __________________

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Pictographs can organize information graphically
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Pictograph
Recycle
Saves
Saves
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Graphic Organizer
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Graphic Organizer
Alcohol is a Dangerous Drug Support 1 Support
2 Support 3
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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.

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Storing Declarative Knowledge
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Storing Declarative Knowledge
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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?

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Mnemonic Strategies

• My Very Excellent Mother Just Served Us Nine
  Pizzas.

• ROY G BIV

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

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Link Strategy

• Create this picture in your head
• A brown Jersey cow
• A Jersey cow named Georgia
• See her standing on one hind leg, balancing on
  The Big Apple
• She is wearing yellow underwear

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• She is singing Christmas Carols, hear them.
• Under her right foot is a Virginia ham smell and
  taste it.
• In her left hand is a pen.
• With her pen she is connecting dots in the air.
• The picture formed by the dots is becoming clear.
• Its a long winding road. On the road is Marilyn
  Monroe going to Mass.

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Link Strategy for the 13 Colonies

• Virginia ham Virginia and New Hampshire
• pen Pennsylvania
• connecting dots Connecticut
• road Rhode Island
• Marilyn Maryland
• Mass Massachusetts

• George Georgia
• Jersey Cow New Jersey
• The Big Apple New York
• Christmas Carols North and South Carolina
• Yellow underwear Delaware

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Pegword Strategy

• one bun
• two shoe
• three tree
• four door
• five hive

• six sticks
• seven heaven
• eight plate
• nine line
• ten hen

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Which is easier to store?

• 5039429706
• fbimtvjfkhifi
• 689345290
• or
• 503-942-9706
• fbi mtv jfk hifi
• 689-34-5290
• .

Pat Wolfe
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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

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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

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Dimension 2
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Procedural Knowledge

• Constructing Models
• Shaping
• Internalizing

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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

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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

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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.

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Internalizing Procedural Knowledge
Practice Does Not Make Perfect, But Permanent
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Practicing Procedural Knowledge

• Green Team How to Properly Use Chopsticks
• Red Team How to Make Peanut Butter and Jelly
  Sandwiches for 300 Students

• Blue Team How to Braid Hair (any style)
• Pink Team How to Do Origami
• Orange Team How to Double-Dutch Jump Rope

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Planning for Procedural Knowledge

• Think of a procedure youll be teaching during
  this course and answer the following 4 questions

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1. Which skills and processes do students really
need to master?2. How will students be aided in
constructing models?3. How will students be
aided in shaping the skill or process?4. How
will students be aided in internalizing the skill
or process?
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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