teaching similarities and differences

1. 1 Teaching Similarities and Differences Chapter 2 of Classroom Instruction that Works

2. 2

3. 3 Review In groups of 2-3, take the envelope on your table and remove the cards. Arrange the cards in order, starting with procedural and declarative and working your way down. For each type of knowledge, place the definition and the example underneath.

4. 4 Let�s Check - Overview

5. 5 Let�s Check

6. 6 Let�s Check - Declarative

7. 7 Let�s Check - Procedural

8. 8 Objectives Explain why similarities and differences are the �core of all learning.� Analyze effective strategies for teaching comparing and classification. Develop classroom applications of comparing and classification.

9. 9 The Core of All Learning In groups of 2-3, come up with some reasons why similarities and differences could be considered the �core of all learning.�

10. 10 Research Notes Teachers must show students how to work with similarities and differences

11. 11 4 Types of Similarities and Differences

12. 12 Comparing In groups of 2-3, compare a �table� to a �chair.� Now, analyze the steps you went through to compare those two items. What did you do in order to make the comparison?

13. 13 Steps for Comparison

14. 14 Comparing: Graphic Organizers

15. 15 Comparing: Graphic Organizers

16. 16 Activity: Comparing Think of two things from your content area to compare. Create a double-bubble map to illustrate the comparison. Now share your comparison with a neighbor.

17. 17 Comparing

18. 18 Comparing � Teaching Tips

19. 19 Comparing: Teaching Tips

20. 20 Comparing � Concept Formation Compare the subjunctive to the indicative mood.

21. 21 Classification What is classification? Classifying refers to sorting objects into categories based on shared characteristics. Therefore, it depends upon identifying the similarities and differences between the objects.

22. 22 Classifying In groups of 2-3, classify the following words: Vivamus Amemus Severiorum Centum Mille Basiorum Sciat cum possit

23. 23 Classifying Verbs Vivamus Amemus Sciat Possit Adjectives Centum Mille severiorum

24. 24 Classifying Words Ending in -UM Centum Severiorum Basiorum cum Words Ending in -MUS Vivamus amemus

25. 25 Classifying Good classification depends upon the knowledge of the learner as well as how the learner categorizes the objects. There are several approaches to classification:

26. 26 Classifying What are the steps in classifying? Identify items for classification. Describe the attributes of the items. Create category names for the attributes. (Combine detailed category names into larger groups when possible).

27. 27 Classifying The Thinking Map used with classification is the Tree Map

28. 28 Activity - Classifying Think of a topic that you teach. Create a Tree Map to show how that topic can be classified. Share your tree map with a neighbor.

29. 29 Classifying � Teaching Tips After introducing the vocabulary for a unit and teaching some definitions, have students classify the terms into categories of their own design.

30. 30 Classifying � Teaching Tips

31. 31 Classification: Chunking Look at the following letters for 10 seconds: XIBMSATMTVPHDX

32. 32 Classification: Chunking Grouping the letters into meaningful chunks helps improve their retention in working memory: XIBMSATMTVPHDX

33. 33 Review Is it important to teach students a process for studying similarities and differences? How can classification aid in the retention of content? What are some mistakes to avoid when using comparing or classifying?

34. 34 Teaching Similarities and Differences Part 2 Metaphors and Analogies

35. 35 Objectives To define �metaphor� and �analogy� To analyze how metaphors and analogies can be used in teaching To create lessons that apply metaphorical and analogical thinking

36. 36 What is a metaphor?

37. 37 What is a metaphor? A metaphor allows us to say that things in our lives are similar to other things in a way that extends the meaning. Teaching is difficult. Teaching is war.

38. 38 Why are metaphors important? Metaphors help us to: Make sense of the world Transfer understandings from known to unknown situations To move from the concrete or literal to a more abstract understanding

39. 39 Defining Metaphor

40. 40 How do we create metaphors?

41. 41

42. 42 Finding General Similarity

43. 43 Which picture best completes the metaphor? Education is . . .

44. 44 So What? How Do I Use Metaphors in the Classroom? Give students open-ended metaphors to encourage creative thinking: The subjunctive is ___________. The Civil War is ___________.

45. 45 So What? How Do I Use Metaphors in the Classroom? Give students completed metaphors to explain and evaluate (develops critical thinking): Participles are earrings. The US Constitution is a set of classroom rules.

46. 46 So What? How Do I Use Metaphors in the Classroom? Using metaphors invites several classroom strategies: Illustration of the metaphor Critical writing about the metaphor (how and why it works or does not work) Creative writing about the metaphor Acting out a metaphor through charades or other movement

47. 47 So What? How Do I Use Metaphors in the Classroom? Use metaphors to make things memorable: The branches of government are a human body. Heart (legislative branch) Head (judicial branch) Hands (executive branch)

48. 48 So What? How Do I Use Metaphors in the Classroom? Use a metaphor to connect something NEW to something students already know: The functions of the parts of speech are a road system for language. How do the parts of speech compare to features found on a road system?

49. 49 What is an analogy?

50. 50 What is an analogy? An analogy is a comparison between related pairs.

51. 51 What is an analogy?

52. 52 Life with Analogy Many arguments are based on analogy: The current war situation in Iraq mirrors the situation the United States faced in Vietnam in the 1970s and therefore the United States should withdraw from Iraq in order to avoid a similarly devastating situation.

53. 53 Life with Analogy It is said that a tourist once spotted the famous Spanish artist Pablo Picasso (1881-1973) in a Paris caf�. The tourist asked Picasso if he would do a sketch of his wife for pay. Picasso sketched the wife in a matter of minutes and said "That will be 10,000 francs [roughly $2,000]." Hearing this high price, the tourist became irritated, saying "But that took you only a few minutes." "No," replied Picasso, "it took me my entire life."

54. 54 Why use analogy? Analogy focuses on complex reasoning through: identifying similarities in structure or function moving from known relationships to unknown (but similar) relationships focusing on the logic and reasonableness of the analogy

55. 55 How to Make an Analogy

56. 56 Graphically Representing Analogies

57. 57 An Example of a Bridge Map

58. 58 Some Types of Common Relationships in Analogies

59. 59 What type of analogy is illustrated? Let�s see if we can identify the relationship in these analogies. Analogy of similar words First object performs on or in the second object The first object is a part of the second object Both items belong to the same class Analogy of opposites First object is a member of the general class (second object) Let�s see if we can identify the relationship in these analogies. Analogy of similar words First object performs on or in the second object The first object is a part of the second object Both items belong to the same class Analogy of opposites First object is a member of the general class (second object)

60. 60 Exercise with Analogy I will give you a started bridge map with an analogy. Guess how the two items were related and come up with your own analogy to add to the bridge map. Pass your addition to the person next to you and allow that person to add to the analogy. Keep passing until everyone has added.

61. 61 How to use Analogies in the Classroom During Instructional Delivery: Use an analogous situation to explain difficult concepts using more familiar terms Provide a Bridge map of your analogy to students (on the overhead is fine)

62. 62 How to use Analogy in the Classroom: Ask students to generate analogies: Give them a partial analogy and ask them to generate another pair Ask them to come up with the analogy on their own Put word pairs into an envelope and ask students to randomly construct Ask students to defend their reasoning orally and in writing

63. 63 How to use Analogy in the Classroom: Ask students to investigate and break apart analogies when they find them: Does the analogy work? How? Is there any place where the analogy breaks down? If a better analogy could be found, what would it be?

64. 64 A Good Source of Social Studies Analogy: Cartoons

65. 65 Cartoons and Analogy

66. 66 Remember, the lowest levels of knowledge use (memorizing) focus on very specific pieces of information. This is where many students and teachers are in the educational process � treating knowledge like life is a game of Jeopardy or Trivial Pursuit. The upper levels of understanding tend to lean toward more general uses of information � and higher level thinking skills. The purpose of information, in the end, is to be able to use it (application) in new situations where some benefit is conferred upon the student for knowing something useful (relevance to the real world).Remember, the lowest levels of knowledge use (memorizing) focus on very specific pieces of information. This is where many students and teachers are in the educational process � treating knowledge like life is a game of Jeopardy or Trivial Pursuit. The upper levels of understanding tend to lean toward more general uses of information � and higher level thinking skills. The purpose of information, in the end, is to be able to use it (application) in new situations where some benefit is conferred upon the student for knowing something useful (relevance to the real world).

67. 67 Discuss: DECLARATIVE Facts Details Vocabulary Concepts �What� PROCEDURAL Skills Processes Steps Tactics �How-to� Both! Teaching similarities and differences itself is procedural knowledge (the steps in comparing, classifying�etc.) but teachers can compare and classify declarative knowledge (compare causes of civil wars) AND procedural knowledge (compare the steps in the scientific method to the steps for historical investigation). Both! Teaching similarities and differences itself is procedural knowledge (the steps in comparing, classifying�etc.) but teachers can compare and classify declarative knowledge (compare causes of civil wars) AND procedural knowledge (compare the steps in the scientific method to the steps for historical investigation).

68. 68 Four Critical Steps

69. 69 Review Can you define and give examples of comparing, classifying, making metaphors, and creating analogies? Can you list the steps for teaching these processes to your students? Can you incorporate using similarities and differences into your teaching practice?

70. 70 Self-Reflect

71. 71 Self-Reflect

72. 72 The End! Thanks for your participation. Go and try to implement these ideas, share with them colleagues, and email me if you have questions. gkingowe@nhcs.net CITW Website: http://www.nhcs.k12.nc.us/instruction/CITWweb/indexcitw.htm