Presentation Transcript

1. Similarities and Differences

   Suzanne Whisler ESU 4 February 20, 2012
2. Session Outcomes Explore four basic tasks that focus on identifying similarities and differences. Discuss implications for instruction. Examine ways to enhance the tasks with technology. http://esu4instructionalstrategies.wikispaces.com/
3. What will I do to help students practice and deepen their understanding of new knowledge?
4. “Students must have opportunities to practice new skills and deepen their understanding of new information. Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.” ~Robert J. Marzano~ Think of something new you learned at one time, but failed to retain because of lack of practice or processing.
5. Category Ave. Effect Size Percentile gain Identifying similarities and differences 45 1.61 Summarizing and note taking 1.00 34 Reinforcing effort and providing recognition .80 29 Homework and practice .77 28 Nonlinguistic representations .75 27 Cooperative learning .73 27 Setting objectives/providing feedback .61 23 Generating and testing hypotheses .61 23 Questions, cues, and advance organizers .59 22
6. Four Generalizations Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge. Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge. Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge. Identification of similarities and differences can be accomplished in a variety of ways. The identification of similarities and differences is a highly robust activity.
7. Four Basic Tasks of Similarities & Differences
8. Comparing The key to an effective comparison is the identification of important characteristics. The characteristics are used as the basis for which similarities and differences are identified.
9. Dr. Marzano’s Recommendations Provide students with a model for the process Use familiar content to teach the steps Provide graphic organizers Use both teacher directed guidance and student-centered opportunities
10. Two Types of Comparison Teacher-Directed Comparison Tasks --- teacher presents highly structured tasks (the items they are to compare and the characteristics on which they are to base the comparison). Student-Directed Comparison Tasks --- students select the characteristics on which the items are to be compared OR students select both the items to compare and the characteristics on which they are compared.
11. Using Sentence Stems Discussion Builders
12. Average Retention Rate after 24 hours Boosting Retention Lecture 5% 10% Reading 20% Audio-visual 30% Demonstration Discussion Groups 50% 75% Practice by doing 90% Teach others/immediate use of learning National Training Laboratories Bethel, Maine
13. A winand a victory are similar because they both ________________. ________________. ________________. A win and a victoryare different because Win is ___, but Victory is __________. Win is ___,but Victory is ________. Win is ___,but Victory is ________.
14. Similarities and Differences
15. Comparison Matrix Characteristics Items to be compared #1 #2 #3 Similarities Differences Similarities Differences Similarities Differences Similarities Differences Venn Diagram and Comparison Matrix
16. Characteristics Items to be compared Dictatorship Similarities Differences Similarities Differences Similarities Differences Similarities Differences Comparison Matrix Monarchy How the leaders came to power The reaction from the people The role of the people The role of religion
17. Similarities and Differences Comparison Matrix
18. Double Bubble Chart
19. Double Bubble Compare your first year of teaching with the current year of teaching. Think of important characteristics to compare. Complete the graphic organizer.
20. Technology Tools Integrating Technology with Marzano’s Instructional Strategies http://gets.gc.k12.va.us/vste/2008/1simdiff.htm Graphic Organizers http://bit.ly/yoMfTp Interactive Graphic Organizers http://bit.ly/AeWMYM Education World http://bit.ly/yg0aPy Graphic Organizers http://bit.ly/yYenUX Graphic Organizers http://bit.ly/hDlYsV
21. Reflection What types of comparison activities do you already do? What new ideas do you have now? What is the key point to remember when having students do comparison activities?
22. Classifying Classifying involves organizing elements into groups based on their similarities. One of the critical elements of classifying is identifying the rules that govern class or category membership.
23. Graphic Organizers for Classification Place Categories in column headings Most useful when all categories are equal in generality More useful when all categories are not equal in generality
24. Similarities and Differences Classification Chart
25. Classifying Numbers -9, 0, 36, -14, 1.5, 7, .0001 MA 7.1.1.d Classify numbers as natural, whole integer or rational.
26. SC 12.3.4.a Identify types of adaptations necessary for survival. Adaptations Morphological Behavioral Physiological
27. Let’s Try It . . . In groups of 3ish classify the following Nebraska communities into 3 categories Form your own categories and explain the defining feature of each category. Defend why each community belongs in a specific category Falls City Omaha Brownville North Platte Blue Hill Kearney Nemaha Silver Creek Ponca Rising City Ogallala Nebraska City
28. Technology Tools Bubbl.ushttps://bubbl.us/ Dabble Board http://www.dabbleboard.com Google Docs
29. Reflection What classifying activities do you already do? What new ideas do you have now? What is the key point to remember when having students complete classifying activities?
30. Metaphors The key to constructing metaphors is to realize that the two items in the metaphor are connected by an abstract or nonliteral relationship. is

31. Why Metaphors?

    Think about a time when you used a metaphor to explain something that was otherwise difficult to explain. LA 6.1.5.d, LA 7.1.5.d, LA 8.1.5.d, LA 12.1.5.d Identify semantic relationships (e.g., metaphors, similes, idoims, analogies, comparisons) pa 06-06
32. Metaphors versus Similes A metaphor states the comparison directly using “is”, for example, He is a rock. A simile states the comparison using “like” and “as”, for example, The stars were like jewels in the sky. pa 06-06
33. Similes and Metaphors Similes: Busy as a bee Good as gold Hungry as a bear Fight like cats and dogs Eat like a pig Metaphors: John is an angel. Angie is a pig when she eats. You are my sunshine. Love is a rose.
34. The pen is mightier than the sword.
35. The following metaphors describe the internet. Imagine you are a student and the teacher asks you to explain each metaphor. Select the one that you believe best describes the internet and explain that metaphor. Then create a metaphor of your own. The internet is an information superhighway. The internet is a giant flea market. The internet is a coffee shop. Which metaphor best describes the internet and why? Write your own metaphor to describe the internet.
36. Metaphors: Teachers and teaching
37. Orchestra Conductor
38. It's like trying to make a copy of Michelangelo's David out of play dough. You wrangle with it and struggle, but you have to constantly work to keep the dough warm and pliable.
39. Teaching is not unlike parenthood: Requires enthusiasm, commitment and an enormous amount of patience.
40. Teaching is like painting. Sometimes the subject makes a difference but mostly its the style
41. Teachers grow and cultivate the seeds of knowledge they plant within their students.
42. Let’s try it . . . Form a new group of 3ish Create a metaphor for teaching
43. Creating Analogies Like metaphors, analogies help us see how seemingly dissimilar things are similar, increasing our understanding of new information.
44. Creating Analogies Involves relationships between pairs of elements Looking for similarities between pairs of elements Ruler: length :: measuring cup: __??___
45. Analogies: It’s All About Relationships! Help us make connections between things that are different; Help explain an unfamiliar concept by making a comparison to something we understand; Most complex format for identifying similarities and differences.
46. Analogy Example
47. Oxygen humans is to is to is to is to
48. Creating Analogies Mitt Romney: MA :: _____________: GARELATIONSHIP:_________________________ Teacher Directed—Present students with one missing element; students must explain the relationship
49. Graphic Organizers for Analogies Is to Relationship Is to
50. Let’s Try One . . . “I Have a Dream” was to Civil Rights Movement as ________________ was to ____________________.
51. Reflection What activities do you already do using metaphors and/or analogies What new ideas do you have now? What are the key points to remember when having students complete metaphors and analogies? Identifying similarities and differences is a mental operation found to be basic to human thought. Indeed, it might be considered the “core” of all learning. (Marzano, 2001)
52. Review some graphic organizers… Form small groups Review the graphic organizers in the folder Select one or more that would work for your content area/grade level Decide how you might use it for deepening understanding with your students Be ready to share your ideas
53. Best Hope . . . What’s your best hope for having students engage in activities that require them to identify similarities and differences?