Dimensions of Learning

According to Fisher and Frey, real learning is

rarely [...] a linear process of relentlessly forward movement, where new knowledge is neatly layered on existing knowledge.  As much as we might wish for a strictly behavioral theory of learning, where exposure to information would lead directly to results, we know too much about learning and cognition to cling to such a naive view.

Learning is not simple- it is not just a filling of the pail.  It is a deep and complex process that is interconnected with experience and background knowledge.

Fisher and Frey outline three dimensions of knowledge: declarative knowledge ("driven mostly by facts", procedural knowledge ("application of those facts in a sequential way to achieve something"), and conditional knowledge ("judgement about how and when to do something").  Each of these dimensions represent a deeper way of knowing something, whether content or a skill. For example, a person who learns the name for the strings and the parts of the guitar is demonstrating declarative knowledge.  Once the person moves on to understanding that the strings can be played at the same time to create chords and can utilize different strumming patterns, he/she is demonstrating procedural knowledge.  A guitarist with conditional knowledge can use the rhythm and cords to utilize mood, pacing, and other effects deliberately; he/she has a deep understanding of the nuances of the guitar and can act on this knowledge.

Through every stage of learning, formative assessment is imperative. And every stage is vulnerable to errors and misconceptions, which I am going to share more about over the next week.

Photo is of Andy McKee- one of my husband's favorite guitarists.  We were fortunate to see him in concert last year.