Dimensions of Learning

Put simply, it recognises that there are five central aspects to learning, represented by the five Dimensions:

While these Dimensions represent separate parts of the total learning process, they work together in successful learning in the manner depicted in the diagram.

All learning takes place against the backdrop of the students’ attitudes and perceptions (Dim 1) and their use of productive habits of mind and heart (Dim 5). Dimensions 1 and 5, then, are always factors in the learning process. This is why they are part of the background of the graphic.

When positive attitudes and perceptions are in place and productive habits of mind and heart are being used, learners can more effectively do the thinking required in the other three dimensions, that is, acquiring and integrating knowledge (Dim 2), extending and refining knowledge (Dim 3), and using knowledge meaningfully (Dim 4).

Dimension 3 - Extending and Refining Knowledge

Learning does not stop with acquiring and integrating knowledge. Learners develop in-depth understanding through the process of extending and refining their knowledge (e.g., by making new distinctions, clearing up misconceptions, and reaching conclusions.) They rigorously analyse what they have learned by applying reasoning processes that will help them extend and refine the information. Some of the common reasoning processes used by learners to extend and refine their knowledge are the following:

• Comparing Classifying

• Abstracting Inductive reasoning

• Deductive reasoning Constructing support

• Analysing errors Analysing perspectives

Dimension 4 - Using Knowledge Meaningfully

The most effective learning occurs when we use knowledge to perform meaningful tasks. For example, we might initially learn about tennis racquets by talking to a friend or reading a magazine article about them. We really learn about them, however, when we are trying to decide what kind of tennis racquet to buy. Making sure that students have the opportunity to use knowledge meaningfully is one of the most important parts of planning a unit of instruction. In the Dimensions of Learning model, there are six reasoning processes around which tasks can be constructed to encourage the meaningful use of knowledge:

• Decision making Problem solving

• Invention Investigation

• Experimental inquiry Systems analysis

Dimension 5 - Productive Habits of Mind and Heart

The most effective learners have developed powerful habits of mind that enable them to think critically, creatively, ethically, responsibly, and regulate their behaviour. These mental habits are listed below:

• 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

• Creative thinking:

• Persevere; take a brave heart to the challenges of learning

• Push the limits of your knowledge and abilities; be wholehearted for learning

• Generate, trust, and maintain your own standards of evaluation

• Generate new ways of viewing a situation that are outside the boundaries of standard conventions

• Acknowledge and explore other ways of knowing

• Value intuition

• Ethical thinking:

• Be clear and seek clarity in the information needed for decision-making

• Be clear and seek clarity in the values you hold

• Base your thinking on these right values

• Listen to the Inner Teacher to bring these values to decision-making

• Be truthful and seek truth in your thinking and action

• Consider other people’s values in your thinking; consider the common good

• Seek clarity in the principles underlying your thinking

• Seek rational conclusions from your principles and values

• Responsible thinking:

• Be mindful of others’ needs in your thinking and actions

• Respond appropriately to others' feelings and level of knowledge and understanding

• Consider the consequences of your decisions and actions for yourself and others

• Help others to learn with you by listening, contributing, correcting errors

• Contribute to your community through your thinking and actions

• Self-regulated thinking:

• Monitor, evaluate and correct your own thinking

• Plan appropriately

• Identify and use wisely necessary resources

• Respond appropriately to feedback

• Evaluate the effectiveness of your actions

By planning courses and units of work using the Dimensions of Learning, and by structuring our work in the classroom according to this framework, students have the best possible opportunity and encouragement to develop these necessary life-long learning skills.

If you would like to know more about Dimensions of Learning, please contact the Villanova Schooling Project Office - details here.