Through this week I have gained knowledge in the rudiments of Dimensions of Learning (DOL). After reading Marzano & Pickering DOL Teachers Manual, I came across some great examples and strategies that can be used to facilitate successful learning environments and outcomes, whilst taking into account the individual differences and learning styles of others. I even learnt a little bit about myself through these readings.
Below are my thoughts on this weeks topic – Dimensions of Learning
Learning Activity 1: Contemplate how you might use the 8LMQs and DOL together:
I can see many familiarities and links between DOL 1 and LMQ 1, 2 and 3.
The 8 LMQs 1 links with DOL 1, “Feeling accepted by teachers a peers” section as it converses establishing relationships and engaging in classroom discussion about any goals or concerns related to student’s attitudes and perceptions; these goals and/or concerns are in general or ones that may be related to the specific unit. This parallels with LMQ 1 as it’s about profiling, data collecting and analysing the students thus finding what the students already know. For example, through discussion students can express their frustrations about the relevance of their school work and you as the teacher may become aware that an upcoming assignment may not be immediately interesting to students.
LMQs 2 and DOL 1 “Attitudes and Perceptions about Classroom Tasks” section link as its establishing where the students need and want to be. Students’ learning is influenced by the degree to which they perceive tasks as valuable and interesting, otherwise little to no effort will be put into doing it. Establishing a sense of academic trust ensures students that the teacher only assigns tasks that are valuable, whether the outcomes are set formally (Curriculum), informally (Personal requirements) and things students should unconsciously learn (Hidden Curriculum).
What will be done to address these goals and concerns? This is where DOL step 1 works in conjunction with LMQ 3 as you are finding anything specific that may help the students best learn. Whether that is class climate – feeling accepted by teachers and peers, experiencing a sense of comfort and order. Class tasks – are they authentic, interesting, do students feel they have the ability and resources, is the task understood. Recognising and providing for students’ differences – disabilities, gifted & talented.
I think that Dimensions of Learning 1 is a broadened example of Learning Management Questions 1, 2 and 3. When applying the LMQs, DOL 1 gives great tactics and situations when approaching classroom tasks.
Learning Activity 2: Similarities and differences between Marzano and Costa & Kallicks habits of mind
Costa & Kallicks and Marzano’s “Habits of Mind” in my opinion had the same type of definition when describing the Habits of Mind. Both meanings were around the idea that a “Habit of Mind” is identifying productive mental habits that when confronted with problems, having the temperament to behave intelligently unconsciously (without thinking). These behaviours are reflected upon, evaluated, modified and carried forth to assist to serve well into the future. In my words, having some morals.
What I noticed in Costa & Kallicks article “Habits of Mind” is that he didn’t locate the “habits” into sections of Critical Thinking, Creative Thinking and Self-Regulated Thinking as Marzano carried out. Costa & Kallick established 16 descriptions of “Habits of Mind” to what human beings do when they behave “intelligently” (Costa & Kallick, Describing the 16 Habits of Mind, p. 2).
I noticed some of Costa & Kallicks “Habits of Mind” definitions were similar to Marzano’s descriptions and slightly different. Below are some examples to which I thought were similar and different (see Figure 1 and 2).
Figure 1.
Similarities
Kallick & Costa | Marzano |
Persisting (Costa & Kallick, Describing the 16 Habits of Mind, p. 2) | Perseverance (Marzano, 1997 p. 284) |
Listening to others & Thinking Flexibly (Costa & Kallick, Describing the 16 Habits of Mind, p 3). I thought both of these readings were similar to what Marzano explains as Maintaining and open mind | Maintain an open mind (Marzano, 1997 p. 277) |
Thinking about our thinking (Costa & Kallick, Describing the 16 Habits of Mind, p. 5) | I thought Costa & Kallicks definition of thinking about thinking had elements of Marzano’s definitions of “Generate Trust and Maintain Your Own Standards of Evaluation”, “Plan properly” and, “Monitor your own thinking” (Marzano 1997 p. 287, 291 & 290) |
Figure 2
Differences
Kallick & Costa | Marzano |
Managing Impulsivity (Costa & Kallick, Describing the 16 Habits of Mind, p. 2) | I thought Marzano’s definitions were slightly different as Costa & Kallick described this habit of mind as just “think before you speak”. Marzano had a further explanation that went on to say that is it more than just “think before you speak/act”, it includes the understanding of situations in which restraint is needed and then knowing how to stop yourself from acting to quickly (Marzano 1997 p. 279) |
Gathering data Through All senses. I noticed I couldn’t really find a sub topic in Marzano’s writing relating to Costa & Kallick's “Gathering Data through all senses” (Costa & Kallick, Describing the 16 Habits of Mind, p. 8). The only slight connection I could make was with Marzano’s “Responding Appropriately to Others’ Feelings and Level of Knowledge” (Marzano Dimensions of Learning, 1997, p. 282) Although explained differently; I could vaguely make connections between the two. | Respond Appropriately to Others’ Feelings and Level of Knowledge |
Overall I thought both Cope & Kallick and Marzano’s explanations were on the same track. Either way, one of them had a continuing explanation or a different type of description for a “habit”. Although the headings for each “Habit of Mind” were different between readings (and some sections were more in-depth or had a different definition), I saw aspects of each “Habit of Mind” conveyed throughout both readings in some way or form.
Learning Activity 3: Strategies suggested for each Dimension of Learning
Dimension 1 strategies
What will be done to help students develop positive attitudes and perceptions?
- Are there any goals or concerns related to student’s attitudes and perceptions?
- Identify any goals or concerns in general or related to the specific unit (Marzano p. 15)
Share with students how your own learning has been influence by your attitudes and perceptions (Marzano p. 15)
Help students become aware of fictional, historical, or famous people who have enhanced their own learning by maintaining positive attitudes (Marzano p. 15)
Present a variety of hypothetical situations in which an individual students negative attitude is effecting his or her learning (Marzano p. 15)
Group Discussions which then one by one resent their concerns and/or goals to classmates and teacher/s
- What will be done to address these goals or concerns?
Establish classroom climate:
Feel accepted by teachers and peers – Talk informally with students before during and after class about their interests (Marzano p. 16)
Acknowledge (greet) students out side of the classroom (Marzano p. 16)
Be aware and comment on their social events (Marzano p. 16)
Know what the latest trends and fashions are
Listen to the latest music is and know what techno is
Remember names
Experience comfort and order – Take short breaks to stand up, move and stretch (Marzano p. 23)
Seating arrangements – switch from independent work to activities I which students organise themselves into small groups (Marzano p. 24)
Ask students what they would think ideal as to how they arrange their personal space (Marzano p. 26)
Generate clear rules and standard operating procedures for the classroom (Marzano p. 16)
Have students discuss their idea of appropriate rules and procedures? (Marzano p. 25)
Provide appropriate consequences
Establish clear policies about physical safety for students (Marzano p. 26)
Establish an environment which put downs are no acceptable (Marzano p. 26)
Promote anti-bullying campaigns
Establish Classroom Tasks:
Explain to students how this information will be useful to them laster on in life (Marzano p. 30)
Construct tasks that are “authentic” – which students can relate to (Marzano p. 31)
Provide appropriate feedback – more than just “Good job!” (Marzano p. 33)
Teach students to replace negative self talk with positive. I can do it! (Marzano p. 33)
Create tasks that relate to students interest - through music and sports, technology, games, acting etc
Provide students with directions and demands of the task. Ask students if they understand what they are being asked to do (Marzano p. 35)
Read there body language as to whether they are into a task or not. Be willing to change the activity/approach as it permits
Dimension 5 strategies
What will be done to help students develop productive habits of mind?
- Are there ay goals or concerns related to students’ habits of mind?
Identity anything you have noticed in general about students habits of mind (Marzano p. 298)
Think about the activities, experiences, and tasks that will be included in the unit and identify mental habits that will contribute to students’ performance or level of learning (Marzano p. 298)
- What will be done to address these goals or concerns?
Help students to understand habits if mind –
Provide students with the time to label, define and talk about each habit so that they can associate each habit with specific behaviour (Marzano p. 264)
Use examples from literature such as Romeo & Juliet to explain how they lacked the ability to restrain impulsivity, suffering consequences (Marzano p. 264)
Share personal examples of when and why a particular habit was beneficial or when and why the lack of on was problematic (Marzano p. 265)
Students share their personal experiences when a particular habit was beneficial or when the lack of one was problematic
Help students identify and develop strategies related to the habits of mind –
Demonstrate a strategy while students listen to you talk through the mental steps (Marzano p. 265)
Ask students to explain a strategy they used when you’ve noticed them using or have used a habit (Marzano p. 265)
Look for examples of strategies that relate to the habits of mind as they read literature, new papers, magazines, technologies (Marzano p. 264) such as blogs, emails, text messaging.
Create a culture in the classroom and the school that encourages the development and use of the habits of mind –
Model productive habits of mind; be an example! (Marzano p. 267)
Create a classroom debate to strengthen habits of critical think (Marzano p. 267)
Be clear and seek clarity or to respond appropriately to others’ feelings and levels of knowledge
Get students to solve structured problems found in textbooks, games magazines, puzzle books (Marzano p. 268)
Acquire students to identify and pursue long term goals, for example a student might identify the goal to join a particular athletic team (Marzano p. 268)
Display posters of habits of mind as reminders (Marzano p. 268)
Provide students with positive reinforcement to students who exhibit habits of mind –
Offer reinforcement through verbal praise, specific comments or ratings on reports, positive notes and calls to parents (Marzano p. 269)
Assign certain roles to students who will show positive examples (Marzano p. 269)
Ask students to self asses habits of mind either in a journal or learning log (Marzano p. 269)
Give formal feedback on a report card (Marzano p. 270)
Give small rewards to students who have behaved and done what was required, such as chocolate!
Have a behaviour chart; add or remove sticker stars for good/bag behaviour
No comments:
Post a Comment