Classroom Instruction That Works

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Classroom Instruction That Works
Chapter 2 Identifying Similarities and
Differences

• Presenters
• Karen Davis
• Renee Dino
• Janice Fowler
• David Gaston
• Lynda Byrd-Poller

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Session Objectives
This session will connect Marzano research to
the roles and performance responsibilities of
school administrators, managers, and directors as
well as demonstrating the application of the
research in the classroom.
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Making the Connection

• Identifying similarities and differences is
  basic to human thought and might be considered
  the core of all learning.
• Page 14

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Research and Theory on Identifying Similarities
and Differences

• Strategies that will enhance students
  understanding of and ability to use knowledge
  are
• Teaching students how to identify similarities
  and differences.
• Asking students to independently identify
  similarities and differences.
• Representing similarities and differences in
  graphic or symbolic form.
• Identification of similarities and differences
  using comparing, classifying, creating metaphors,
  and creating analogies.

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Two Types of Tasks
Teacher-Directed These are pre-set or
pre-determined tasks that restrict the type of
conclusion or response from the student.
Student-Directed These are that allow students
to generate what characteristics or items are
selected, thus broadening the scope of their
conclusions and/or responses.
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Practice in Identifying Similarities and
Differences

• Classifying
• Comparing
• Metaphors
• Analogies

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Types of Graphic Organizers

• Webbing
• Concept Maps
• Flow Chart
• Matrix

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Webbing
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Double Cell Diagram
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Types of Graphic Organizers

• Webbing
• Concept Maps
• Flow Chart
• Matrix

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Spider System Concept Maps
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Types of Graphic Organizers

• Webbing
• Concept Maps
• Flow Chart
• Matrix

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Flow Chart
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Types of Graphic Organizers

• Webbing
• Concept Maps
• Flow Chart
• Matrix

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Classifying Activity

• Sort the items by an attribute then reclassify
  using another attribute and again using another.
  
• Point- think beyond the most obvious attribute
  and single attributes because situations, people
  and circumstances are multi-layered.

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Classifying

• Involves organizing elements into groups based on
  their similarities.
• In order to classify one must be able to
  determine the rules that govern class or
  category. What is being compared
• Classifying is a skill we learn before we enter
  school.
• Classifying is sorting.
• Classifying is a survival skill.

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Color Test
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• http//www.cs.ucr.edu/chua/test/test.html

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Stereotypes

• People naturally categorize others
• We tend to over categorize individuals thus we
  perceive members of a group as more similar or
  different to one another than they really are.
• Our perceptions plus our classification of how
  we have sorted individuals or groups of people
  can become the bases of our associated
  stereotypes.

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Comparing

• Involves organizing information by identifying
  the similarities and differences between and
  among things or ideas.
• Venn Diagram

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Analogies
An analogy is a statement in which two things are
compared because they have something in common.

• Analogies involve organizing information to see
  how similar or dissimilar two things are.
• An analogy is the comparison of something
  familiar to something unfamiliar, in order to
  explain a common principle.
• An analogy is a type of word problem that often
  appears on standardized tests.

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Analogy activity

• Complete the open-ended analogies posted around
  the room.
• Work in groups of 4 or 5
• Identify and describe the relationship between
  the two words given.
• Complete the analogy by providing two words/ideas
  describing the same relationship.
• Complete at least 6 different analogies with your
  group.

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Metaphor
Metaphors are used to describe and compare two
ideas or items. A metaphor shows how those two
ideas or items are not alike in most ways but are
similar in one important way.
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Metaphor/Simile activity

• Select an item from the collection and bring it
  back to your table.
• Create a metaphor by describing how the item you
  selected is like some aspect of your job.
• Work cooperatively brainstorm share your
  ideas with others at your table.
• Select 2 metaphors (from the group at your table)
  to share with the whole group

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Metaphor Activity
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Administration
How does Marzanos research apply to me and what
I do? How can I promote Marzanos work from
outside of the classroom?

• Management is doing things right leadership
  is doing the right things.      
• - Peter F. Drucker

• D\BugsLifeLeadership.mov

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The tree is more than first a seed, then a stem,
then a living trunk, and then dead timber.  The
tree is a slow, enduring force straining to win
the sky.  Antoine de Saint-Exupéry
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Classroom Instruction That Works
Chapter 2 Identifying Similarities and
Differences
Happy New Year

• Presenters
• Karen Davis
• Renee Dino
• Janice Fowler
• David Gaston
• Lynda Byrd-Poller