Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School...
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![Page 1: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/1.jpg)
Identifying Similarities & Differences
Classroom Instruction That WorksHerbert Hoover Middle School
Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio
![Page 2: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/2.jpg)
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%
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The Numbers (continued)
Generating and Testing Hypothesis
Co-operative Learning
Summarizing & Note Taking
3%
5%
8%
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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
![Page 5: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/5.jpg)
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
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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
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• 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?
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The Big Picture:
• The brain works by building connections and associations
• The brain remembers more easily things that are unusual
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… of how items, events, processes, words, things or concepts are similar and different.
Four Thinking Process Tasks
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Higher Level Thinking…
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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.
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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)
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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.
![Page 14: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/14.jpg)
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
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Science
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Math & Tech
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World Language
![Page 18: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/18.jpg)
Unconventional Venns
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Cooperative Learning
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When there is nothing in common...
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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
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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
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Comparison Matrix
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Author Study:Comparing Texts
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Identifying Similarities & Differences
Affinity Diagrams
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Classifying Activity• With your group, classify the geographical
features listed on the accompanying sheet into four categories
• Work together to determine category names
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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.
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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
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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.
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Metaphor Activity
• We’ll read you a scenario... tell us how to solve the problem!
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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.
![Page 32: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/32.jpg)
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
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Graphic Organizers for AnalogiesGraphic Organizers for Analogies
Is to
Is to
Relationship
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Creating Analogies
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Coming Up...
•January 29th: Whole Group Session: PLC Guidelines Moving Forward
•February 26th: PLC Breakout Sessions
![Page 36: Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.](https://reader035.fdocuments.us/reader035/viewer/2022062304/56649de45503460f94adb939/html5/thumbnails/36.jpg)
For Fun...