Education and teaching methods morph constantly and educators have developed the 5 Dimensions of Learning to effectively utilize the newest theories in learning.
Much of the data used in building curriculum or in teaching methodology comes from empirical data compiled through research and observation of classroom interaction. There is a continually-changing educational environment because curriculum and its use must adapt to new understandings about how children and adults learn.
The 5 Dimensions of Learning were built as a permanent framework upon which these newly-adapted ideas can be applied.
1) Purpose
This dimension implies that all instruction should have a purpose beyond the specific task or concept being taught. Ideas must be universally applicable and transferable to real-world situations or problem solving. To support this criterion, lessons should be linked to other resources or to previous learning.
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2) Student Engagement
Students must be given classroom tasks that are relevant and reinforce the lesson being taught. These appropriate tasks include reading, writing, thinking, problem-solving and deciphering lessons to discover the meaning. Teachers take into account the student backgrounds and use their experiences to enrich the lesson. In addition, students are expected to take “ownership” for their education.
3) Curriculum and Pedagogy
All of the tasks and resources used in the lesson must be appropriate for the student ability level and yet challenge him to learn. They must also be relevant to the culture and to the learning process. An example of this is the irony of testing that asks students to explain how to use a pay phone in a culture where they are seldom used. The tasks assigned to students should be presented as parts of a “whole” and given in sequence. Teachers adopting this standard must employ critical thinking skills as well as lesson plans to achieve the best learning environment.
4) Assessment and Student learning
Students should be able to, and even expected to, assess their own progress. There must be many different assessment tools employed ranging from simple observation to written exams and essays and other measures. The point is that the learning should be measurable. Methods of assessment used must be employed consistently, routinely and systematically. Another aspect of this dimension is that students should be able to access the assessment program to monitor their own accomplishments.
5) Classroom Environment and Culture
Teachers must utilize the physical classroom space to maximize learning. In inclusive classrooms, for instance, there are learning centers instead of front-facing desks. That adjustment allows for children of differing abilities to learn together and fosters a culture of acceptance and encouragement. Teachers can, and should move around in the classroom observing student progress and advising or challenging them. Classrooms must include resources such as a library and technology like laptops. In addition, lesson plans should be made with respect to maximizing classroom time. Each student should feel welcome and positive about his ability to learn, reinforced when he succeeds and supported in his efforts.
Even though theories about how children learn best change as new technologies for researching learning and intelligence evolve, there must be a protocol for “plugging these new ideas into the system.” The attitudes about what constitutes learning don’t change and teachers can use the 5 Dimensions of Learning to mold new theories into a workable format for teaching.
