Multicultural Education (TED 1400)
Overview Overhead O.3
Hab its of Mind
Attitudes and Perce pti
on s
Use Knowledge Meaningfully
Extend and Refine Knowledge
Acquire and Integrate Knowledge
Overview Overhead O.6
Dimensions of Learning
Attitudes and Perceptions
I. About Classroom Climate • Feel accepted by teachers and peers
• Experience a sense of comfort and order
II. About Classroom Tasks • Perceive tasks as valuable and
interesting
• Believe they have the ability and resources to complete tasks
• Understand and be clear about tasks
Overview Overhead O.8
Dimensions of Learning
Acquire & Integrate Knowledge
Declarative Construct Meaning
Organize
Store
Procedural Construct Models
Shape
Internalize
Overview Overhead O.12
Dimensions of Learning
Extend & Refine Knowledge
Comparing Classifying Abstracting
Inductive Reasoning Deductive Reasoning Constructing Support
Analyzing Errors Analyzing Perspectives
Overview Overhead O.14
Dimensions of Learning
Use Knowledge Meaningfully
Decision Making
Problem Solving
Invention
Experimental Inquiry
Investigation
Systems Analysis
Overview Overhead O.16
Dimensions of Learning
Habits of Mind
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 situations that are
outside the boundaries of standard conventions
Self-Regulated Thinking • Monitor your own thinking • Plan appropriately • Identify and use necessary resources • Respond appropriately to feedback • Evaluate the effectiveness of your actions
Overview Overhead O.21
Attitudes & Perceptions I. Classroom Climate
A. Acceptance by Teachers and Peers B. Comfort and Order
II. Classroom Tasks A. Value and Interest B Ability and Resources C. Clarity
Acquire & Integrate Knowledge I. Declarative
A. Construct Meaning B. Organize C. Store
II. Procedural A. Construct Models B. Shape C. Internalize
Extend & Refine Knowledge Comparing Classifying Abstracting Inductive Reasoning Deductive Reasoning Constructing Support Analyzing Errors Analyzing Perspectives
Use Knowledge Meaningfully Decision Making Problem Solving Invention Experimental Inquiry Investigation Systems Analysis
Habits of Mind Critical Thinking Creative Thinking Self-Regulated Thinking
Resources for Improvement
Dimensions of Learning Outline
Dimension 1 Attitudes and Perceptions
Dimension 2 Acquire and Integrate Knowledge
What will be done to help students develop positive attitudes and perceptions? (p. 39)
Step 1: Are there any goals or concerns related to students’ attitudes and perceptions in general or related to this specific unit?
Step 2: What will be done to address these goals or concerns? Step 2a: Specifically, will anything be done to help students develop
positive attitudes and perceptions about classroom climate and classroom tasks?
Step 2b: Describe what will be done.
What will be done to help students acquire and integrate declarative knowledge? (p. 83)
Step 1: What declarative knowledge will students be in the process of acquiring and integrating? As a result of this unit, students will know or understand. . . .
Step 2: What experiences or activities will be used to help students acquire and integrate this knowledge?
Step 3: What strategies will be used to help students construct meaning for, organize, and/or store this knowledge?
Step 4: Describe what will be done.
What will be done to help students acquire and integrate procedural knowledge? (p. 106)
Step 1: What procedural knowledge will students be in the process of acquiring and integrating? As a result of this unit, students will be able to. . . .
Step 2: What strategies will be used to help students construct models for, shape, and/or internalize this knowledge?
Step 3: Describe what will be done.
Classroom Climate • Help students understand that attitudes and perceptions related to
classroom climate influence learning. (p. 15) • Establish a relationship with each student in the class. (p. 16) • Monitor and attend to your own attitudes. (p. 17) • Engage in equitable and positive classroom behavior. (p. 17) • Recognize and provide for students’ individual differences. (p. 18) • Respond positively to students’ incorrect responses or lack of response.
(p. 19) • Vary the positive reinforcement offered when students give the
correct response. (p. 19) • Structure opportunities for students to work with peers. (p. 20) • Provide opportunities for students to get to know and accept each other.
(p. 21) • Help students develop their ability to use their own strategies for
gaining acceptance from their teachers and peers. (p. 21) • Frequently and systematically use activities that involve physical
movement. (p. 23) • Introduce the concept of “bracketing.” (p. 24) • Establish and communicate classroom rules and procedures. (p. 24) • Be aware of malicious teasing or threats inside or outside of the
classroom, and take steps to stop such behavior. (p. 26) • Have students identify their own standards for comfort and order. (p. 26)
Classroom Tasks • Help students understand that learning is influenced by attitudes and
perceptions related to classroom tasks. (p. 29) • Establish a sense of academic trust. (p. 30) • Help students understand how specific knowledge is valuable. (p. 30) • Use a variety of ways to engage students in classroom tasks. (p. 31) • Create classroom tasks that relate to students’ interests and goals. (p. 32) • Provide appropriate feedback. (p. 33) • Teach students to use positive self-talk. (p. 33) • Help students recognize that they have the abilities to complete a
particular task. (p. 34) • 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. (p. 34)
• Help students be clear about the directions and demands of the task. (p. 35)
• Provide students with clarity about the knowledge that the task addresses. (p. 35)
• Provide students with clear expectations of performance levels for tasks. (p. 36)
Construct Meaning
• Help students understand what it means to construct meaning. (p. 52)
• Use the three-minute pause. (p. 53)
• Help students experience content using a variety of senses. (p. 53)
• Help students to construct meaning for vocabulary terms. (p. 54)
• Present students with the K-W-L strategy. (p. 55)
• Create opportunities for students to discover or figure out the new information for themselves. (p. 56)
• Use instructional techniques that provide students with strategies to use before, during, and after they receive information. (p. 58)
Organize • Help students understand the importance of organizing information.
(p. 61) • Have students use graphic organizers for the identified organizational
patterns. (p. 62) • Provide students with advance organizer questions. (p. 68) • Present note-taking strategies that use graphic representations. (p. 70) • Have students create physical and pictographic representations of
information. (p. 71) • Have students use graphs and charts. (p. 72)
Store
• Help students understand the process of storing information. (p. 74)
• Present students with the strategy of using symbols and substitutes. (p. 74)
• Use the link strategy with students. (p. 75)
• Use highly structured systems for storing information with students. (p. 76)
• Provide students with mnemonics for important content. (p. 80)
Construct Models
• Help students understand the importance of constructing models for procedural knowledge. (p. 94)
• Use a think-aloud process to demonstrate a new skill or process. (p. 94)
• Provide or construct with students a written or graphic representation of the skill or process they are learning. (p. 95)
• Help students see how the skill or process they are learning is similar to and different from other skills or processes. (p. 96)
• Teach students to mentally rehearse the steps involved in a skill or process. (p. 96)
Shape
• Help students understand the importance of shaping procedural knowledge. (p. 97)
• Demonstrate and create opportunities for students to practice using the important variations of the skill or process. (p. 98)
• Point out common errors and pitfalls. (p. 98)
• Help students develop the conceptual understanding necessary to use the skill or process. (p. 99)
Internalize
• Help students understand the importance of internalizing procedural knowledge. (p. 101)
• Help students set up a practice schedule. (p. 102)
• Have students chart and report on their speed and/or accuracy when practicing new skills or processes. (p. 103)
Declarative Procedural
Dimension 3 Extend and Refine Knowledge
Dimension 4 Use Knowledge Meaningfully
Dimension 5 Habits of Mind
What will be done to help students extend and refine knowledge? (p. 185)
Step 1: What knowledge will students be extending and refining? Specifically, students will be extending and refining their understanding of. . . .
Step 2: What reasoning process will students be using? Step 3: Describe what will be done.
What will be done to help students use knowledge meaningfully? (p. 255)
Step 1: What knowledge will students be using meaningfully? Specifically, students will be demonstrating their understanding of or ability to. . . .
Step 2: What reasoning process will students be using? Step 3: Describe what will be done.
What will be done to help students develop productive habits of mind? (p. 298)
Step 1: Are there any goals or concerns related to students’ habits of mind in general or related to this specific unit?
Step 2: What will be done to address these goals or concerns? Step 2a: Specifically, will anything be done to help students develop
critical thinking, creative thinking, and self-regulated thinking? Step 2b: Describe what will be done.
Comparing (p. 117) • Would it be useful to show how things are similar and/or different? • Would it be useful for students to focus on identifying how similar
things are different and how different things are similar? • Would it be helpful to have students describe how comparing things
affects their knowledge or opinions related to those things?
Classifying (p. 123) • Would it be helpful to have students group things? • Would it be beneficial for students to generate a number of ways to
group the same list of things?
Abstracting (p. 130) • Is there an abstract pattern that could be applied? • Could something complex or unfamiliar be understood better by
generating an abstract pattern and applying it to something simple or more familiar?
• Are there seemingly different things that could be connected through the generation of an abstract pattern?
Inductive Reasoning (p. 138) • Are there important unstated conclusions that could be generated
from observations or facts? • Are there situations for which probable or likely conclusions could be
generated? • Are there issues or situations for which students could examine the
inductive reasoning used?
Deductive Reasoning (p. 146) • Are there generalizations (or rules or principles) that could be applied
to reach conclusions and make predictions? • Are there topics or issues for which students could examine the
validity of the deductive reasoning used?
Constructing Support (p. 160) • Are there important claims to be refuted or supported? • Would it be important to examine existing arguments that support or
refute a claim?
Analyzing Errors (p. 168) • Are there situations in which it would be beneficial to identify errors
in reasoning?
Analyzing Perspectives (p. 178) • Would it be useful to identify and understand the reasoning or logic
behind a perspective on a topic or issue?
Decision Making (p. 195) • Is there an unresolved decision important to the unit? • Is there an unresolved issue about who or what is the best or worst? • Is there an unresolved issue about who or what has the most or least?
Problem Solving (p. 205) • Is there a situation or process that has some major constraint or
limiting condition? • Is there a situation or process that could be better understood if
constraints or limiting conditions were placed on it?
Invention (p. 214) • Is there a situation that can and should be improved on? • Is there something new that should be created?
Experimental Inquiry (p. 224) • Is there an unexplained phenomenon (physical or psychological) for
which students could generate explanations that can be tested?
Investigation (p. 234) • Is there an unresolved issue about the defining characteristics or
defining features of something? (Definitional) • Is there an unresolved issue about how something occurred?
(Historical) • Is there an unresolved issue about why something happened?
(Historical) • Is there an unresolved issue about what would happen if . . . or what
would have happened if … (Projective)?
Systems Analysis (p. 246) • Are there parts of a system or the interactions of the parts of a system
that could be analyzed? • Is there something that could be examined in terms of how it behaves
or works within a system?
Helping students develop productive habits of mind. 1. Help students understand habits of mind. (p. 264)
• Facilitate classroom discussion of each habit. (p. 264) • Use examples from literature and current events of people who are
using the habits in different situations. (p. 264) • Share personal anecdotes that relate to a habit. (p. 265) • Notice and label student behavior that demonstrates a particular
habit. (p. 265) • Ask students to identify personal heroes or mentors and describe
the extent to which they exemplify specific habits of mind. (p. 265) • Have students create posters that illustrate their understanding of
the habits. (p. 265)
2. Help students identify and develop strategies related to the habits of mind. (p. 265) • Use think-aloud to demonstrate specific strategies. (p. 265) • Ask students to share their own strategies. (p. 266) • Encourage students to find examples of strategies mentioned in
literature and current events. (p. 266) • Ask students to interview others (e.g., parents, friends, or
neighbors) to identify strategies. (p. 266) • Each quarter or semester, ask students to identify and focus on a
habit of mind they would like to develop. (p. 266)
3. Create a culture in the classroom and the school that encourages the development and use of the habits of mind. (p. 267) • Model the habits. (p. 267) • Integrate the habits into the daily routines and activities of the
classroom. (p. 267) • Develop and display posters, icons, and other visual representations
to express the importance of productive habits of mind. (p. 268) • When appropriate, cue students to focus on specific mental habits
or ask them to identify habits that would help them while working on difficult tasks. (p. 269)
4. Provide positive reinforcement to students who exhibit the habits of mind. (p. 269) • Appoint “process observers,” students who watch for positive examples
of other students who are demonstrating the habits. (p. 269) • Ask students to self-assess their use of specific habits. (p. 269) • Give students feedback on a report card or progress report. (p. 270)
A Resource for Teachers • Critical Thinking (p. 274) • Creative Thinking (p. 284) • Self-Regulated Thinking (p. 290)
Dimensions of Learning
T r a i n e r ’s M A N U A L
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
Jo Sue Whisler