LEADER 05792nam 2200769 a 450 001 9910461380603321 005 20200520144314.0 010 $a1-283-11066-0 010 $a9786613110664 010 $a1-4166-1344-7 010 $a1-4166-1343-9 010 $a1-4166-1342-0 035 $a(CKB)2670000000094391 035 $a(EBL)698905 035 $a(OCoLC)727649287 035 $a(SSID)ssj0000634252 035 $a(PQKBManifestationID)12206498 035 $a(PQKBTitleCode)TC0000634252 035 $a(PQKBWorkID)10640128 035 $a(PQKB)10870772 035 $a(MiAaPQ)EBC698905 035 $a(Au-PeEL)EBL698905 035 $a(CaPaEBR)ebr10471833 035 $a(CaONFJC)MIL311066 035 $a(EXLCZ)992670000000094391 100 $a20110609d1997 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDimensions of learning teachers manual$b[electronic resource] /$fRobert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.] 205 $a2nd ed. 210 $aAlexandria, Va. $cASCD ;$aDenver, Colo. $cMREL$dc1997 215 $a1 online resource (375 p.) 300 $aDescription based upon print version of record. 311 $a1-4166-0897-4 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright; Table of Contents; Acknowledgments; Introduction; Overview; What Is Dimensions of Learning?; Dimension 1: Attitudes and Perceptions; Introduction; Helping Students Develop Positive Attitudes and Perceptions About Classroom Climate; Feel Accepted by Teachers and Peers; Experience a Sense of Comfort and Order; Classroom Examples; Helping Students Develop Positive Attitudes and Perceptions 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 327 $aClassroom ExamplesUnit Planning: Dimension 1; Dimension 2: Acquire and Integrate Knowledge; Introduction; The Importance of Understanding the Nature of Knowledge; The Relationship Between Declarative and Procedural Knowledge; Levels of Generality and the Organization of Knowledge; Acquiring and Integrating Declarative and Procedural Knowledge; Helping Students Acquire and Integrate Declarative Knowledge; Construct Meaning for Declarative Knowledge; Organize Declarative Knowledge; Store Declarative Knowledge; Classroom Examples; Unit Planning: Dimension 2, Declarative Knowledge 327 $aHelping Students Acquire and Integrate Procedural KnowledgeConstruct Models for Procedural Knowledge; Shape Procedural Knowledge; Internalize Procedural Knowledge; Classroom Examples; Unit Planning: Dimension 2, Procedural Knowledge; Dimension 3: Extend and Refine Knowledge; Introduction; Helping Students Develop Complex Reasoning Processes; Comparing; Classifying; Abstracting; Inductive Reasoning; Deductive Reasoning; Constructing Support; Analyzing Errors; Analyzing Perspectives; Unit Planning: Dimension 3; Dimension 4: Use Knowledge Meaningfully; Introduction 327 $aHelping Students Develop Complex Reasoning ProcessesDecision Making; Problem Solving; Invention; Experimental Inquiry; Investigation; Systems Analysis; Unit Planning: Dimension 4; Dimension 5: Habits of Mind; Introduction; Helping Students Develop Productive Habits of Mind; Classroom Examples; The Dimensions of Learning Habits of Mind: A Resource for Teachers; 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 ofKnowledge 327 $aCreative ThinkingPersevere; Push the Limits of Your Knowledge and Abilities; Generate, Trust, and Maintain Your Own Standards of Evaluation; Generate New Ways of Viewing a Situation 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; Unit Planning: Dimension 5; Chapter 6: Putting It All Together; Content; Assessment; Grading; Sequencing Instruction; Conferences; In Conclusion; Colorado Unit; References 327 $aIndex 330 $aThe premise of Dimensions of Learning an instructional framework founded on the best of what researchers and theorists know about learning is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment.T 606 $aElementary school teaching 606 $aHigh school teaching 606 $aMiddle school teaching 606 $aJunior high school teaching 606 $aTeaching$xAids and devices 608 $aElectronic books. 615 0$aElementary school teaching. 615 0$aHigh school teaching. 615 0$aMiddle school teaching. 615 0$aJunior high school teaching. 615 0$aTeaching$xAids and devices. 676 $a371.102 700 $aMarzano$b Robert J$0626626 701 $aPickering$b Debra$0738821 701 $aArredondo$b Daisy E$0963379 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461380603321 996 $aDimensions of learning teachers manual$92184306 997 $aUNINA