Marzano Identifying Similarities and Differences

Identifying Similarities and

Differences•Basic to human thought• Possibly the core to learning•Higher-order on Bloom’s • Level 4: Analysis• Level 6: Evaluation

Why is this important?

• Leads to deeper student understanding of the content.• Students make connections with old

knowledge to new knowledge.• The brain works by building connections

and associations constantly.• The brain remembers more easily

things that are unusual or different.

Identifying Similarities and

Differences•Comparing•Classifying•Creating Metaphors•Creating Analogies

Comparing

• Definition: Identifying the similarities and differences. (Note: Traditionally, comparing refers to identifying similarities; contrasting refers to identifying differences.)

• How are the objects below the same? How are they different?

Comparing in Action

• When introducing the activity, start very structured, explicit, and teacher-directed. Use familiar and simple content.

• Teacher-directed: Teacher selects items to compare and how to compare.

• Student-directed: Teacher selects items, students decide how to compare.

• Advanced student-directed: Students select items to compare and how to compare.

Comparing in Action

• Steps for students:•What do I want to compare?•What things about them do I want to compare?•How are they the same? •How are they different?

Graphic Organizers for Comparing

• Venn Diagram (especially for younger grades)

Graphic Organizers for Comparing

• Comparison Matrix (for older grades- can be done in younger grades whole-group.)

SimpleAdvanced

Comparison Activity Time!

1.Get your Comparison Matrix out.2.Work with your table to complete

the matrix for five minutes.3.Stop working and talking when

the timer goes off. (Thanks!)4.Reward yourself with some

candy- you deserve it!

Classifying

• Definition: Grouping things that are similar into categories on the basis of their characteristics.

• It is critical to first identify the rules of

the categories before classifying.

• If your class “sorts”, you are classifying!

Classifying in Action

• Remember to model and start out very structured when introducing. Emphasize how you are grouping them and why you are grouping them.

• Teacher-Directed: Students are given the elements to classify and the categories.

• Student-Directed: Students are given the items but come up with their own categories.

• Advanced Student-Directed: Students come up with the items to classify and the categories.

Classifying in Action

• Steps for classifying:• What to classify?• What things can I group?• How are the things alike?• Can I make the groups another way? • Does everything fit into a group?• Would it be better to split up any of the

groups or combine any groups?

Graphic Organizers for Classifying

Category

Category

Category

Category

Category

Items Items Items Items Items

Classifying Activity Time!

1. Empty the envelope.2. Work with your table to classify the items in

the graphic organizer for two minutes.3. Stop working and talking when the timer goes

off. (Thanks!)4. Turn your paper over and come up with new

categories. Classify your items for three minutes.

5. Stop working and talking when the timer goes off. (Thanks!)

6. Stand up, stretch, and move around!

Creating Metaphors

• Definition: Identifying a pattern in a specific topic and then finding another topic that appears to be quite different but has the same general pattern.

• In other words… two items that are connected by an abstract (non-literal) relationship.

• Note: Similes connect two things using the words like or as.

Creating Metaphors in Action

• Teacher-Directed: Teacher provides the first element and the abstract relationship.

• Student-Directed: Teacher provides first element and the student identifies the second element and the relationship.• The brain is _______________.• Love is ____________.

• For younger students, starting out with similes may help them understand the relationship concept.

Graphic Organizer for Metaphors

Ms. Metaphor!

Her eyes are

luminous

stars!

Her smile is a

gleaming

string of

pearls!

Her pencils are lightening

bolts carving words into

the sky!

Her imagination is a vast and

endless ocean!

Her brain is a

super-fast

computer!

Metaphor Activity Time!(5 minutes)

1. Read the metaphors describing the Internet.2. Choose the one that you think best describes

the Internet.3. Explain your choice to an elbow buddy. 4. Come up with your own Internet metaphor

either on your own or with your elbow buddy.5. Be willing to share your metaphor when the

timer goes off.6. Enjoy another piece of candy or another

stretch! We’re almost done!

Creating Analogies

• Definition: Identifying relationships between pairs of concepts. In other words, identifying relationships between relationships.

• Example:

happy:sad::big:small“Happy is to sad as big is to small.”

Happy and big are opposites of sad and small, respectively.

Creating Analogies

• Analogies help us to see how seemingly dissimilar things are similar, therefore increasing our understanding of new information.

• Creating analogies help us make connections.

Creating Analogies in Action

• Teacher-Directed: Analogy is given and the students explain the relationship. As understanding increases, eliminate one element. (Younger students- use pictures or do the activity orally in a whole-group or small-group setting.)

• Student-Directed: The teacher presents the first pair, the students come up with the second pair.

• Advanced Student-Directed: Give students the type of relationship. Students come up with their own analogy.

Types of Analogies

• Similar Concepts: hungry:ravenous::tired:exhausted

• Dissimilar Concepts: grim:cheerful::hilly:flat• Class Membership: carrot:potato::brown:red• Class Name/Class Member:

whale:mammal::snake:reptile• Part to Whole: spark plug:engine::variable:function• Change: caterpillar:butterfly::tadpole:frog• Function: pilot:airplane::lawn mower:grass• Quantity/Size:

one minute:one hour::one second: one hour

Graphic Organizer for Creating Analogies

is to

is to

Relationship:___________________

Creating Analogies Video

http://www.youtube.com/watch?v=bbXR43hMSV8

Analogy Activity Time!(5 minutes)

1. Open the envelope and distribute the analogies.

2. Complete the missing element.3. Sort the analogies by relationship.4. Stop talking when the timer goes off.

(Thanks!)5. Say a cheer because we covered the whole

chapter! Woooooo!6. Look at the resources and attachments

and get excited about using them!

Resources

• Venn Diagrams Galore: • http://www.math-aids.com/Venn_Diagram/

• Comparison Matrix, Bubble Maps, and more:

• http://www.fresno.k12.ca.us/divdept/sscience/GraphicOrganizers/MarzanoGraphicA.pdf

• Metaphors and Analogies Graphic Organizers:

• http://www.fresno.k12.ca.us/divdept/sscience/GraphicOrganizers/MarzanoGraphicB.pdf

Attachments to PowerPoint

• (On cardstock) Similarities and Differences Cue Cards- cut them up, punch a hole in the corner, and put them on a ring for a quick time-filler.

• Metaphor Match.• List of analogies for younger

grades.

References

• Classroom Instruction that Works, A Handbook for Classroom Instruction that Works. Robert Marzano, Debra Pickering, Jane Pollock.

• Google Images• Youtube.com• Helloliteracy.weebly.com• Enchantedlearning.com• Havefunteaching.com