Ø What
are reasoning processes?
Reasoning processes are the thinking behaviors that
learners need to engage in if they are to move
beyond literal levels of understanding (recall and
identification) to higher levels of thinking
(application, evaluation, and synthesis). Dimensions
of Learning identifies eight reasoning processes
that should be explicitly taught to students and
incorporated into learning experiences and
performance tasks.
|
Reasoning
Processes |
Definitions |
|
Classifying
|
grouping things
into definable categories on the basis of
their attributes |
|
Comparing
|
identifying and
articulating similarities and differences
among items |
|
Abstracting
|
identifying and
articulating the underlying theme or general
pattern of information |
|
Inductive
reasoning |
inferring
unknown generalizations or principles from
information or observations |
|
Deductive
reasoning |
using
generalizations and principles to infer
unstated conclusions about specific
information or situations |
|
Constructing
support |
building
systems of support for assertions |
|
Analyzing
errors |
identifying and
articulating errors in thinking
|
|
Analyzing
perspectives |
identifying
multiple perspectives on an issue and
examining the reasons or logic behind each (Marzano
83) |
Ø Why
are reasoning processes important in a
thinking- centered curriculum?
Learning is enhanced
when students make new connections, gain insights,
and develop understandings about their own learning
processes and the content knowledge they are
studying. Reasoning processes are the stepping
stones to developing these new connections and
understandings. Learning, practicing, and applying
reasoning processes to school and real life work is
a critical part of a thinking-centered curriculum.
Ø What
are the characteristics of instruction that
addresses reasoning processes?
-
Teachers
explicitly and systematically teach the steps and
skills of the reasoning processes.
-
Students
are given a model for each reasoning process and
given opportunities to learn and practice the
process. Practice starts with familiar content and
proceeds to unknown content applications as students
internalize each process.
-
Students
are asked to reflect on which reasoning processes
they used, how they used them, and if they used them
appropriately on given tasks.
Ø
If you would like more
information…
Literature and Research Base:
Marzano, Robert, Debra
Pickering, and Jane Pollock. Dimensions of
Learning. Virginia: ASCD, 2001.
Perkins, David.
Smart Schools. New York: The Free Press, 1992.
Related
Links
http://www.distance.uvic.ca/courses/critical/high.htm
http://www.aea267.k12.ia.us/cia/framework/thinking/
http://www.mcrel.org/programs/dimensions/whathow.asp
