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Essay / Research Paper Abstract
A 20 page research paper that investigates Robert J. Marzano's "Dimensions of Learning" model for classroom instruction, which offers a comprehensive framework that provides educators with a method for teaching that draws on the latest research concerning how people actually go about the task of learning. According to Marzano (1992) the process of learning encompasses interaction between five types of thinking that the author refers to as five "Dimensions of Learning." The writer outlines two of these dimensions: Dimension 2 (Acquiring and Integrating Knowledge) and Dimension 4 (Using Knowledge Meaningfully). No additional sources cited.
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20 pages (~225 words per page)
File: D0_khdimlrn.rtf
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accomplishing this task. Robert J. Marzanos "Dimensions of Learning" model for classroom instruction offers a comprehensive framework that provides educators with a method for teaching that draws on the latest
research concerning how people actually go about the task of learning. According to Marzano (1992) the process of learning encompasses interaction between five types of thinking that the author refers
to as five "Dimensions of Learning." These five dimensions are loose metaphors for what goes on in the mind when a person learns. The following examination of this model
will focus on Dimensions 2 (Acquiring and Integrating Knowledge) and 4 (Using Knowledge Meaningfully). In so doing, this examination demonstrates the versatility of this teaching model, as it shows educators
a practical method for applying the research results concerning how people actually learn. Dimension 2 -- Acquiring and Integrating Knowledge People outside of the education field often have the
misconception that the process of learning is passive, that is, that the student is the "receptacle" that the teacher "fills" with specific knowledge. Research into cognitive psychology shows conclusively that
this is not true. Cognitive psychologists perceive learning as a "highly interactive process of constructing personal meaning from the information available in a learning situation and then integrating that information
with what we already know to create new knowledge" (Marzano, 1992, p. 5). In other words, to truly learn, a student must interact with information, relating it to what
that individual already knows. People use what they already know to interpret what they do not know. If students cannot link new material to what they already know, then the
process of learning becomes much more difficult. Think of prior knowledge as a clothesline. With this prior basis of knowledge, as the student learns, it is rather like adding new
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