Identifying Similarities & Differences

1. Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio

2. The Numbers Setting Objectives & Providing Feedback Cues/Questions & Advanced Organizers Reinforcing Effort and Providing Recognition Nonlinguistic Representation Identifying Similarities and Differences Homework & Practice 90.5% 36% 28% 19.8% 6% 7%

3. The Numbers (continued) Generating and Testing Hypothesis Co-operative Learning Summarizing & Note Taking 3% 5% 8%

4. WALT Today’s Objectives: • Understand the purpose and importance of identifying similarities and differences • Determine ways to implement identifying similarities and differences in the classroom • Review examples of identifying similarities and differences activities

5. Categories of Instructional Strategies that Affect Student Achievement “Classroom Instruction that Works”, Marzano, Pickering and Pollock

6. Develop Understanding Cues, Questions, Advanced Organizers Nonlinguistic Representation Summarizing & Note Taking Homework & Practice Extend & Apply Knowledge Identifying Similarities & Differences Generating & Testing Hypotheses Create the Environment for Learning Setting Objectives & Providing Feedback Reinforcing Effort & Providing Recognition Cooperative Learning

7. How can we use this strategy to improve student achievement? • Give students a model for the process • Use familiar content to teach the steps • Give students graphic organizers • Both teacher directed guidance & student centered opportunities

8. The Big Picture: • The brain works by building connections and associations • The brain remembers more easily things that are unusual

9. Four Thinking Process Tasks … of how items, events, processes, words, things or concepts are similar and different.

10. Higher Level Thinking…

11. Bridging Known New

12. Comparing For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle, . . . SD Standard: 3.G.1.1 (Comprehension) • The identification of important characteristics is the key to effective comparison. • It is these characteristics that are then used as the basis to identify similarities and differences.-Marzano,2001

13. Steps to Comparing • Select the items you want to compare. • Identify the characteristics of the items on which you want to base your comparison. • Explain how the items are similar and different with respect to the characteristics you identified. ** Model the process, provide corrective feedback, set the stage for students to provide their own feedback.

14. Comparison Matrix Characteristics Items to be compared #1 #2 #3 Similarities Differences Similarities Differences Similarities Differences Similarities Differences Graphic Organizers for Comparing -more useful to provide a greater number of details -most useful when comparing only two items

15. Science

16. Math & Tech

17. World Language

18. Unconventional Venns

19. Cooperative Learning

20. When there is nothing in common...

21. Classifying For example, Invertebrates animals without a backbone or spinal column Vertebrates animals with a backbone or spinal column • The process of grouping things that are alike into categories on the basis of their characteristics. • -Marzano,2001

22. 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

23. Comparison Matrix

24. Author Study: Comparing Texts

25. Affinity Diagrams Identifying Similarities & Differences

26. Classifying Activity • With your group, classify the geographical features listed on the accompanying sheet into four categories • Work together to determine category names

27. Creating Metaphors For example, Love is a rose. • The two items in a metaphor are connected by an abstract or non-literal relationship. • -Marzano,2001

28. Steps for Creating Metaphors • Identify important or basic elements. • Write basic information as a general pattern by • Replacing works for specific things with words for more general things • Summarizing info when possible. • Find new information/situation to which the general pattern applies.

29. Graphic Organizer for Metaphors Literal Pattern 1 Element 1 Literal Pattern 2 Element 2 Abstract It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

30. Metaphor Activity • We’ll read you a scenario... tell us how to solve the problem!

31. Creating Analogies Examples, Carpenter is to hammer as painter is to brush. Hot is to cold as night is to day. Oxygen is to humans as carbon dioxide is to plants. Core is to earth as nucleus is to atom. • Analogies help us to see how seemingly dissimilar things are similar. • They increase our understanding of new information (most complex). • -Marzano,2001

32. Steps for Creating Analogies • Identify how the 2 elements in the first pair are related. • State the relationship in a general way. • Identify another pair of elements that share a similar relationship.

33. Graphic Organizers for Analogies Is to Relationship Is to

34. Creating Analogies

35. Coming Up... • January 29th: Whole Group Session: PLC Guidelines Moving Forward • February 26th: PLC Breakout Sessions

36. For Fun...