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.

The goal of education is to enhance learning for all students. Educators continually seek to improve teaching. Over the last 15 years the McRel Group (http://www.mcrel.org/dimensions/whathow.asp) have conducted substantial research on teaching and learning and how the brain functions. They have drawn this and other research in the development of 5 key dimensions, the Dimensions of Learning, that underpin good teaching. It affirms and extends what effective educators already do. In many schools the DoL framework has been embedded within curriculum development and classroom practice. Schools implementing this approach are finding that it improves teacher capability, improves curriculum development, classroom organisation and pedagogy and leads to improved student outcomes.

The five dimensions are as follows: 

Dimension 1 - Attitudes and Perceptions

The attitudes of learners, their peers and teachers influence learning. If students have negative attitudes towards learning and negative perceptions of themselves as learners, this will impact on the learning process. If teachers have negative attitudes about the content, the pupils, the learning environment, that will also impact on learning. Teachers need to help generate positive attitudes towards learning for all students - this requires constant monitoring of the classroom environment and student progress, adapting the program to build in success and positive learning experiences for all learners.

Classroom Climate

• Feel accepted by teachers and peers
• Experience a sense of comfort and order

Classroom Tasks

• Perceive tasks as valuable and interesting
• Believe they have the ability and resources to complete tasks

• Understand and be clear about tasks

Dimension 2 - Aquire and Integrate New Knowledge

Dimension 2 focuses on ways to help students acquire and retain new knowledge. Learning requires both the acquisition of information and the ability to retrieve and reconstruct that information whenever necessary. Within Dimension 2, two different kinds of knowledge are identified; these are "Declarative Knowledge" which includes facts, concepts and generalisations, and "Procedural Knowledge" which includes skills and processes. Teaching these different kinds of knowledge requires the use of different kinds of pedagogy.

Declarative Knowledge

Construct Meaning - Link new information to prior knowledge: Descriptions, time sequences, cause effect, episodes, generalizations, concepts, similarities/differences, 3 minute pause

Acquire and Integrate Knowledge - Identify patterns in information: Graphic organisers, advance organisers, note taking strategies, graphs and charts

Internalise/Store Knowledge - Consciously store information in memory: Symbols, substitutes, links, structured systems, mnemonics.

Procedural Knowledge

Construct Model - Demonstrations and modelling: Construct steps, think aloud, graphic representation, similarities and differences, mentally rehearse

Shape - Provide feedback and refine process: Narrative, practise variations, identify common errors, integrate knowledge & skill

Internalise - Practice and use: Practice schedule, chart & report, establish connectedness & relevance. 

Dimension 3 - Extend and Refine Knowledge

Once new knowledge has been acquired and integrated, students need to develop in-depth understandings by extending and refining their knowledge. This is done through deeper consideration of the knowledge by:
- analysing knowledge in ways that involve the application of more complex reasoning processes (higher order thinking) or
- transforming the knowledge into another form, for example metaphoric expression through visual arts, theatre/drama or poetry. There are eight complex reasoning processes in this dimension.

Dimension 4 - Use Knowledge Meaningfully

Learners will internalise knowledge more effectively when they are able to use it to perform a meaningful task, this is particularly pertinent for assessment. 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 are identified in this dimension.

Dimension 5 - Habits of Mind

Habits of Mind are the kinds of productive mental habits that successful learners utilise. A Habit of Mind means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. Within the original Dimensions of Learning framework, three major organisers were identified for HoM and these were:

• Critical thinking
• Creative thinking and
• Self-regulated thinking.

Art Costa has expanded on the Habits of Mind http://www.artcostacentre.com/html/habits.htm and he identifies sixteen. These are:

• Persisting
• Managing Impulsivity
• Listening with understanding & empathy
• Thinking flexibly
• Thinking about thinking
• Striving for accuracy
• Questioning & posing problems
• Applying past knowledge to new situations
• Thinking & communicating with clarity & precision
• Gathering data through all senses
• Creating, imagining, innovating
• Responding with wonderment & awe
• Taking responsible risks
• Finding humour
• Thinking interdependently
• Remaining open to continuous learning

The Relationship between the five Dimensions of Learning

A student's attitudes and perceptions (Dimension 1) and productive habits of mind (Dimension 5) are the foundations for acquiring, integrating, extending and refining and applying knowledge. (Dimensions 2,3,4).

Effective teachers continually move between many of the dimensions during lessons and other classroom interactions. The dimensions are interrelated and interconnected and should not be considered alone.