Sample paper of learning the dimension

Sample paper of learning the dimension Learning The Dimension Our Sample Paper Dimension of learning is part of a comprehensive research-based framework concerning cognition and learning. It is a useful guide to both educators and students in the field of arts. It is created to provide a practical framework that educators can apply to enhance their quality of teaching and learning. The manual helps in translation of theory into practical knowledge and it helps in aiding students to internalize what they learn. Dimension of learning relies on five basic assumptions. Apart from a manual used by educators, dimensional learning is also supported by various resources, which were developed to aid educators to comprehend how the five assumptions affect their work in classroom and how the dimensional learning framework can be applied to restructure instructions, curriculum, and assessment. Thus, dimension of learning is highly recommended for those who aspire to be educators in the field of arts. Before application of dimension of learning, individuals can receive init ial arts training from recognized institutions such as, McREL and ASCD. In some instances, experienced educators can be able to comprehend details indicated in the dimension of learning via self-study or through peer reviews. Nevertheless, dimension of learning can be best internalized through engaging in a practical experience with the model. There are various ways through which dimensional learning can be applied in educational setting, particularly classrooms. The model contains different kinds of practical examples that educators can apply to help their students internalize theoretical knowledge that they acquire in classrooms. For example, there are dimensions of learning video series that are used to introduce and illustrate vital concepts underlying the dimension of learning framework (Beach, 2010). Small group lessons can be conducted with the help of videotapes in follow-up sessions of reinforcements, and enhancing quality of study groups. Dimensions of learning can also be applied in a classroom setting when deciding the kind of approach to be used. There is a special manual, which vividly explains how the dimensions of learning model can be applied in schools. The guidelines help teachers to consider the best way through which their students can be able to achieve required results (Wangh, 2012). While teachers are creating their lesson plans, they can rely on the model to access information concerning what researchers and theorists know about learning. The information can alter the manner in which teachers and students think, and in that case, they can be able to invest their effort in concentrating on learning and achievement of required goals. Students can get the best from educators who are using dimensions of learning because they understand critical aspects of learning. Because teachers are aware of critical aspects of learning, they can be able to understand their students and assist them in the best way possible. There are five key dimensions of learning, which educators can use in a classroom with students learning piano and guitar. The dimensions guides the educators to approach learning process in a comprehensive manner, while taking into consideration the nature of their students and the best way through which they can learn (Wangh, 2013). The comprehensive nature of the dimensions of learning influences virtually every aspect of education. In other words, students can be able to experience an all-rounded development. Dimensions of learning can also be used as a vital resource for providing instructions. With the help of guidelines contained in the dimensions of learning, teachers can be able to learn and apply various strategies for approaching different lessons in classrooms. In addition, guidelines provide teachers with means through which they can be able to evaluate effectiveness of different strategies used in classroom setting. The kind of dimension is vital to students who are in a studio-teaching environment because it helps them to classify knowledge based on extending and refining. It helps in clarifying the kind of knowledge that students would attempt to extend and refine for the purpose of self-improvement in the field of arts (Keaney, 1996). The goal of guiding students in that perspective is to help them deepen and broaden their understanding of vital information. Dimension of learning contains a planning guide that enables students and their teachers to move in a systematic approach towards internalizing the required knowledge and applying it in their daily routines. The dimension is also important in such learning setting because it takes students through a reasoning process. First, it helps students to select the best type of reasoning that they can apply as they undertake to establish their profession (Cobb, 2011). The model provides a system through which students can select the best reasoning process. It contains various questions that aid in stimulating the students’ thinking. There are questions that help students in comparing, classifying, abstracting, performing inductive reasoning, performing deductive reasoning, constructing support, analyzing errors, and analyzing perspectives. The dimension is also beneficial because it clearly describes what will be done. In that case, the students will know the type of activities to engage in during the process of extending and refining their knowledge. Some of the activities that students can be engaged in during the exercise include gathering information, answering questions, constructing a matrix, and drawing conclusions. It is a comprehensive model that clearly indicates the type of activities to perform and the manner in which the students can apply the reasoning process (Bräuer, 2002). Acquisition of knowledge is not the final process for students. It is important for them to learn how to apply the knowledge. Dimension of learning model helps the students not only to acquire knowledge, but also to be able to apply it in a meaningful manner. In other words, when students are educated based on guidelines stipulated by the mode, then they can be able to use the knowledge acquired to handle specific issues that they deem important. In that regard, students will be truly immersed in learning. In many instances, students perform tasks because they are under directions from their instructors (Burnard, 2006). However, if the students can perceive the tasks as meaningful, then they can perform it without supervision from their tutors. Besides, their degree of engagement can be enhanced when they know how to apply knowledge in a meaningful manner. The model can help in making students more responsible and highly engaged in vital tasks. With the help of the dimension, students can benefit immensely by developing a complex reasoning process. When students are encouraged to engage in active participation, their thinking and reasoning is advanced. Active students who clearly understand the repercussion of their actions can be able to restate, recall, recollect, recognize, reiterate, and reproduce knowledge. With application of the model, general standards of education can be improved in the field of arts (Capewell, 2005). Notably, high results can be attained when all participants within educational institutions understand their scope and approaches that can be used to achieve mutual goals.