Classroom Instruction that Works

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• Classroom Instruction that Works
• by Robert Marzano, Debra Pickering, and
  Jane Pollock

STRATEGY ONE Identifying Similarities and
Differences
This presentation was created for the Enhancing
Effective Standards-based Instruction by
Integrating Technology project made possible by
a grant from Senator John Pippy and the
Commonwealth of Economic Development.
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Understanding by Design

• Prior to presenting content about strategy one,
  the UbD template components have been used on the
  following slides to provide the anticipatory set
  to this review of Marzanos Chapter 2.

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Established Goalsfor this chapter and our project
Expectations

• Teachers will understand the mental operations of
  identifying similarities and differences related
  to the curricular content.
• Teachers will develop instructional activities
  that engage students in identifying similarities
  and differences related to the curricular content.

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Understandingsfor this chapter and our project
Expectations

• Teachers will understand that
• Identifying similarities and differences is a
  robust activity that enhances students
  understanding of and ability to use knowledge.
• Research indicates that there are four different
  forms of this activity that are highly effective.

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Essential Questionsfor this chapter and our
project
Expectations

• What are the similarities and differences
  relative to the content in my curriculum?
• How can I get my students to recognize and
  understand them?

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Key knowledgefor this chapter and our project
Expectations

• Teachers will know
• Key terms comparing, classifying, creating
  metaphors, creating analogies
• Types of tasks that may be presented to students
  to help them identify similarities and
  differences.
• The difference between teacher-directed and
  student-directed tasks

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Key skillsfor this chapter and our project
Expectations

• Teachers will be able to
• Design instructional activities that call for
  students to identify similarities and differences
  within their planned instruction.
• Analyze student work to determine whether or not
  students understand the similarities and
  differences relative to the lesson content.

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Performance tasksfor this chapter and our project
Expectations

• Teacher teams will design, implement, collect
  evidence, and reflect upon a lesson that utilizes
  the strategy Identifying Similarities and
  Differences within the project portfolio.

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Other evidencefor this chapter and our project
Expectations

• Teacher teams will select one self choice item
  for each portfolio entry that reinforces the
  achievement of the desired results.

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Self-Assessment Reflectionfor this chapter and
our project
Expectations

• Answer the reflection questions authored by
  Charlotte Danielson based on the implementation
  of the strategy Identifying Similarities
  Differences.

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• Identifying similarities and differences might
  be the core of all learning.
• It enhances students understanding of and
  ability to use knowledge.
• -Marzano, 2001

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• How can we use this strategy to improve student
  achievement?

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4 highly effective forms to identify
similarities and differences

• Comparing
• Classifying
• Creating metaphors
• Creating analogies

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4 highly effective forms to identify
similarities and differences

• Comparing
• Classifying
• Creating metaphors
• Creating analogies

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Comparing
For example, Compare the use of literary elements
within and among texts including characters,
setting, plot, theme, and point of view. PA
Standard Reading, Writing, and Interpreting
Literature 1.3.5

• The identification of important characteristics
  is the key to effective comparison.
• It is these characteristics that are then used
  as the basis to identify similarities and
  differences. -Marzano,2001

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Graphic Organizers for Comparing
-most useful when comparing only two items
-more useful to provide a greater number of
details
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4 highly effective forms to identify
similarities and differences

• Comparing
• Classifying
• Creating metaphors
• Creating analogies

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Classifying
For example, Invertebrates animals without a
backbone or spinal column Vertebrates animals
with a backbone or spinal column

• The process of grouping things that are alike
  into categories on the basis of their
  characteristics.
• It is critical to identify the rules that govern
  class or category membership.
• -Marzano,2001

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Graphic Organizers for Classification
Place Categories in column headings
-most useful when all categories are equal in
generality
-more useful when all categories are not equal in
generality
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4 highly effective forms to identify
similarities and differences

• Comparing
• Classifying
• Creating Metaphors
• Creating analogies

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Creating Metaphors
For example, Love is a rose.

• The two items in a metaphor are connected by an
  abstract or nonliteral relationship.
• -Marzano,2001

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Graphic Organizer for Metaphors
Literal Pattern 1
Element 1
Element 2
Literal Pattern 2
Abstract
It depicts that two elements have somewhat
different literal patterns, but they share a
common abstract pattern.
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4 highly effective forms to identify
similarities and differences

• Comparing
• Classifying
• Creating metaphors
• Creating Analogies

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Creating Analogies
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.

• Analogies help us to see how seemingly
  dissimilar things are similar.
• They increase our understanding of new
  information.
• -Marzano,2001

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Graphic Organizers for Analogies
Is to
Relationship
Is to
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Teacher vs. Student Directed Tasks

• Each of the four forms of identifying
  similarities and differences may used in ways
  that are teacher directed or student directed.
• Teacher-directed tasks are much more structured
  where the teacher provides more information to
  direct students in the task a certain way.
• Student-directed tasks are less structured and
  require the students to conceptualize more of the
  task on their own.

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Teacher vs. Student Directed Analogy

• Student-directed analogy task
• Robert Frost is to poetry
• As
• _____ is to ______.

• Teacher-directed analogy task
• Eighty is to eight
• As
• Dime is to ______.

See Marzano text for examples of teacher and
student directed comparison, classification, and
metaphor tasks.
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In conclusion

• Identifying similarities and differences can
  play out in many ways in the classroom. Students
  can be engaged in tasks that involve comparisons,
  classifications, metaphors, and analogies. In
  addition, these tasks can be either more teacher
  directed or student directed. -Marzano,2001