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

Identifying Similarities & Differences

Classroom Instruction That WorksHerbert Hoover Middle School

Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio

The NumbersSetting 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%

The Numbers (continued)

Generating and Testing Hypothesis

Co-operative Learning

Summarizing & Note Taking

3%

5%

8%

WALTWALT

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

CategoryAve. Effect

Size (ES)

Percentile

Gain

No. of

ESs

Standard

Deviation

(SD)

Identifying similarities and

differences1.61 45 31 .31

Summarizing and note taking 1.00 34 179 .50

Reinforcing effort and providing

recognition.80 29 21 .35

Homework and practice .77 28 134 .36

Nonlinguistic representations .75 27 246 .40

Cooperative learning .73 27 122 .40

Setting objectives and providing

feedback.61 23 408 .28

Generating and testing hypotheses .61 23 63 .79

Questions, cues, and advance

organizers.59 22 1,251 .26“Classroom Instruction that Works”, Marzano, Pickering and Pollock

Categories of Instructional Strategies that Affect Student Achievement

Create the Environment for LearningSetting Objectives & Providing Feedback

Reinforcing Effort & Providing RecognitionCooperative Learning

Develop Understanding

Cues, Questions, Advanced Organizers

Nonlinguistic Representation

Summarizing & Note Taking

Homework & Practice

Extend & Apply Knowledge

Identifying Similarities & Differences

Generating & Testing Hypotheses

• 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

How can we use this strategy to improve student achievement?

The Big Picture:

• The brain works by building connections and associations

• The brain remembers more easily things that are unusual

… of how items, events, processes, words, things or concepts are similar and different.

Four Thinking Process Tasks

Higher Level Thinking…

Bridging Known

New

Comparing ClassifyingCreating

Metaphors

Creating

Analogies

…is identifying

and

articulating S

& D between

or among

items or ideas.

…is identifying

characteristics

and grouping

like items.

...is identifying

a pattern in

one topic, then

finding a

different topic

that has the

same pattern.

…is identifying

and analyzing

relationships

between

ideas.

ComparingComparing The identification of important The identification of important

characteristics is the key to characteristics is the key to effective comparison.effective comparison.

It is these characteristics that are It is these characteristics that are then used as the basis to identify then used as the basis to identify

similarities and differences.similarities and differences. -Marzano,2001-Marzano,2001

For example,For example,

Recognize and Recognize and compare the compare the

following plane following plane and solid and solid geometric geometric

figures: square, figures: square, rectangle, rectangle,

triangle, . . .triangle, . . .

SD Standard: 3.G.1.1

(Comprehension)

Steps to Comparing

1.Select the items you want to compare.

2.Identify the characteristics of the items on which you want to base your comparison.

3.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.

Graphic Organizers for ComparingGraphic Organizers for Comparing

-most useful when comparing only two items

-more useful to provide a greater number of details

Characteristics Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

#1 #2 #3

Comparison Matrix

Science

Math & Tech

World Language

Unconventional Venns

Cooperative Learning

When there is nothing in common...

ClassifyingClassifying The process of grouping things The process of grouping things that are alike into categories on that are alike into categories on the basis of their characteristics.the basis of their characteristics.

-Marzano,2001-Marzano,2001

For example,For example,

InvertebratesInvertebrates

animals without a backbone or spinal column

VertebratesVertebrates

animals with a backbone or

spinal column

Graphic Organizers for ClassificationGraphic 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

Comparison Matrix

Author Study:Comparing Texts

Identifying Similarities & Differences

Affinity Diagrams

Classifying Activity• With your group, classify the geographical

features listed on the accompanying sheet into four categories

• Work together to determine category names

Creating MetaphorsCreating Metaphors

The two items in a The two items in a metaphor are connected by metaphor are connected by

an abstract or non-literal an abstract or non-literal relationship.relationship.

-Marzano,2001-Marzano,2001

For example,For example,

Love is a rose.Love is a rose.

1. Identify important or basic elements.

2. Write basic information as a general pattern by

• Replacing works for specific things with words for more general things

• Summarizing info when possible.

3. Find new information/situation to which the general pattern applies.

Steps for Creating MetaphorsSteps for Creating Metaphors

Graphic Organizer for MetaphorsGraphic Organizer for Metaphors

Element 1 Literal Pattern 1 Abstract Element 2Literal Pattern

2

It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

Metaphor Activity

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

Creating Creating AnalogiesAnalogies

Analogies help us to see how Analogies help us to see how seemingly dissimilar things are seemingly dissimilar things are

similar.similar.They increase our They increase our

understanding of new understanding of new information (most complex).information (most complex).

-Marzano,2001-Marzano,2001

Examples,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.

1. Identify how the 2 elements in the

first pair are related.

2. State the relationship in a general

way.

3. Identify another pair of elements that

share a similar relationship.

Steps for Creating AnalogiesSteps for Creating Analogies

Graphic Organizers for AnalogiesGraphic Organizers for Analogies

Is to

Is to

Relationship

Creating Analogies

Coming Up...

•January 29th: Whole Group Session: PLC Guidelines Moving Forward

•February 26th: PLC Breakout Sessions

For Fun...