Similarities and Differences

Suzanne WhislerESU 4

February 20, 2012

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/

What will I do to help students practice and deepen their

understanding of new knowledge?

“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.

CategoryAve. Effect

SizePercentile

gain

Identifying similarities and differences 1.61 45

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

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.

Four Generalizations

Four Basic Tasks of Similarities & Differences

ComparingThe 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.

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

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.

Using Sentence Stems

Discussion Builders

Lecture

Reading Audio-visual

DemonstrationDiscussion Groups

Practice by doingTeach others/immediate use of learning

Average Retention Rate after 24 hours

5%10%

20%

30%

50%

75%90%

National Training LaboratoriesBethel, Maine

Boosting Retention

A win and a victory are similar because they both

________________.

________________.

________________.

A win and a victory are different because

Win is ___, but Victory is __________.

Win is ___,but Victory is ________.

Win is ___,but Victory is ________.

Similarities and DifferencesSentence Stem for Comparing

Monarchy and Dictatorship are similar because they both__________________________________________________________________________________________________________________________

_________________________________________________________.

Monarchy and Dictatorship are different because

____________ is ____________, but ____________ is ____________.____________ is ____________, but ____________ is ____________.____________ is ____________, but ____________ is ____________.

Venn Diagram and Comparison Matrix

Characteristics

Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

#1 #2 #3

Comparison Matrix

Characteristics Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

Dictatorship

Comparison Matrix

Monarchy

How the leaders came to power

The reaction from the people

The role of the people

The role of religion

Comparison MatrixSimilarities and

Differences

Double Bubble Chart

Double Bubble Compare your first year of

teaching with the current year of teaching.

Think of important characteristics to compare.

Complete the graphic organizer.

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

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?

ClassifyingClassifying 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.

Graphic Organizers for Classification

Most useful when all categories are equal in generality

More useful when all categories are not equal in generality

Place Categories in column headings

Classification ChartSimilarities and

DifferencesCharacters that

Overcame HardshipCharacters that Had Unique Personalities

Characters that Experienced

Significant Change

Classifying Numbers

Whole Integer Rational

-9, 0, 36, -14, 1.5, 7, .0001

MA 7.1.1.d Classify numbers as natural, whole integer or rational.

SC 12.3.4.a Identify types of adaptations necessary for survival.

AdaptationsMorphological

PhysiologicalBehavioral

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 PlatteBlue Hill Kearney Nemaha Silver CreekPonca Rising City Ogallala Nebraska City

Technology ToolsBubbl.us https://bubbl.us/

Dabble Board http://www.dabbleboard.com

Google Docs

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?

MetaphorsThe key to constructing metaphors is to

realize that the two items in the metaphor are connected by an abstract

or nonliteral relationship.

is

pa 06-06 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

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.

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.

The pen is mightier than the sword.

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.

Metaphors: Teachers and teaching

Orchestra Conductor

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.

Teaching is not unlike parenthood: Requires enthusiasm, commitment and an enormous amount of patience.

Teaching is like painting. Sometimes the subject makes a difference but mostly its the style

Teachers grow and cultivate the seeds of knowledge they plant within their students.

Let’s try it . . . Form a new group of 3ishCreate a metaphor for teaching

Creating Analogies

Like metaphors, analogies help us see how seemingly dissimilar things

are similar, increasing our understanding of new information.

Creating Analogies

Involves relationships between pairs of elements

Looking for similarities between pairs of elements

Ruler: length :: measuring cup: __??___

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.

Analogy Example

Identifying Similarities and Differences

Analogies A is to B as C is to D = A: B : : C : D

Relationship: ______________

as

Oxygen humansis to

is to

is to

is to

Creating Analogies

Mitt Romney: MA :: _____________: GA

RELATIONSHIP:_________________________

Teacher Directed—Present students with one missing element; students must explain the relationship

Graphic Organizers for Analogies

Is to

Is to

Relationship

Let’s Try One . . .“I Have a Dream” was to Civil Rights Movement as

________________ was to ____________________.

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)

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

Review some graphic organizers…

Best Hope . . . What’s your best hope for having students

engage in activities that require them to identify similarities and differences?