D3+Extend+and+Refine+Knowledge

As well as getting students to use these processes through the scaffolding of assessment tasks and learning activities, we also need to directly teach these processes to the students, so they can select and use them independently. They comprise:
 * What is Dimension 3? ** This dimension occurs as learners examine and analyse knowledge and information in a way that helps them make new connections, discover or rediscover meanings, gain new insights, and clarify misconceptions. This type of learning results in them being able to more than recite definitions and give other examples. It involves them thinking about the information by using reasoning process that are more complex than those used to recognise or reproduce knowledge. These processes CHANGE the knowledge they have.
 * DoL identifies 8 complex reasoning processes **
 * Comparing ** : Indentifying and articulating similaries and differences among items
 * Classifying ** : grouping things into definable categories on the basis of their attributes
 * Abstracting ** : Identifying and articulating the underlying theme or general pattern of information
 * Inductive Reasoning ** : inferring unknown generalisations or principles from information or observations
 * Deductive Reasoning ** : Using generalistions and principles to infer unstated conclusions about specific information or situations
 * Constructing Support ** : building systems of support for assertions
 * Analysing Errors ** : identifying and articulating errors in thinking
 * Analysing Perspectives ** : identifying multiple perspectives on an issues and examining the reasons or logic behind each.

Each of these processes is used unconsciously every day, but to use this as a way of refining and extending knowledge, we need to teach the STEPS involved, so students use them DELIBERATELY and RIGOUROUSLY. 1. Help students understand the process: (the function/goal of it) 2. Give students a model for the process, and create opportunities for them to practice using the process. (the steps involved and examples) 3. As students study and use the process, help them focus on critical steps and difficult aspects of the process (examples and suggestions of how to deal with elements) 4. Provide students with graphic organisers or representations of the model to help them understand and use the process 5. Use teacher-structured and student-structured tasks (modeling to independent work)
 * Each of the eight processes is taught in the same way: **

Here's my summary of the processes, and a copy of the complete examples from the DoL text of the first four: