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

2. The Numbers Setting 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%

3. The Numbers (continued) Generating and Testing Hypothesis Co-operative Learning Summarizing & Note Taking 3% 5% 8%

4. WALT WALT 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

5. Category Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD) Identifying similarities and differences1.614531.31 Summarizing and note taking1.0034179.50 Reinforcing effort and providing recognition.802921.35 Homework and practice.7728134.36 Nonlinguistic representations.7527246.40 Cooperative learning.7327122.40 Setting objectives and providing feedback.6123408.28 Generating and testing hypotheses.612363.79 Questions, cues, and advance organizers.59221,251.26 “Classroom Instruction that Works”, Marzano, Pickering and Pollock Categories of Instructional Strategies that Affect Student Achievement

6. Create the Environment for Learning Setting Objectives & Providing Feedback Reinforcing Effort & Providing Recognition Cooperative Learning Develop Understanding Cues, Questions, Advanced Organizers Nonlinguistic Representation Summarizing & Note Taking Homework & Practice Extend & Apply Knowledge Identifying Similarities & Differences Generating & Testing Hypotheses

7. 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?

8. The Big Picture: The brain works by building connections and associations The brain remembers more easily things that are unusual

9. … of how items, events, processes, words, things or concepts are similar and different. Four Thinking Process Tasks

10. Higher Level Thinking…

11. Bridging Known New ComparingClassifying Creating 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.

12. Comparing The identification of important characteristics is the key to effective comparison. 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 It is these characteristics that are then used as the basis to identify similarities and differences. -Marzano,2001 For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle,... SD Standard: 3.G.1.1 (Comprehension)

13. 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.

14. Graphic Organizers for Comparing -most useful when comparing only two items -more useful to provide a greater number of details Characteristic s Items to be compared Similarities Differences #1#2#3 Comparison Matrix

15. Science

16. Math & Tech

17. World Language

18. Unconventional Venns

19. Cooperative Learning

20. When there is nothing in common...

21. Classifying The process of grouping things that are alike into categories on the basis of their characteristics. The process of grouping things that are alike into categories on the basis of their characteristics. -Marzano,2001 -Marzano,2001 For example, Invertebrates animals without a backbone or spinal columnVertebrates animals with a backbone or spinal column

22. Graphic 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

23. Comparison Matrix

24. Author Study: Comparing Texts

25. Identifying Similarities & Differences Affinity Diagrams

26. Classifying Activity With your group, classify the geographical features listed on the accompanying sheet into four categories Work together to determine category names

27. Creating Metaphors The two items in a metaphor are connected by an abstract or non-literal relationship. The two items in a metaphor are connected by an abstract or non-literal relationship. -Marzano,2001 -Marzano,2001 For example, Love is a rose.

28. 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 Metaphors

29. Graphic Organizer for Metaphors Element 1 Literal Pattern 1 Abstract Element 2 Literal Pattern 2 It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

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

31. Creating Analogies Analogies help us to see how seemingly dissimilar things are similar. Analogies help us to see how seemingly dissimilar things are similar. They increase our understanding of new information (most complex). -Marzano,2001 -Marzano,2001 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.

32. 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 Analogies

33. Graphic Organizers for Analogies Is to Relationship

34. Creating Analogies

35. Coming Up... January 29th: Whole Group Session: PLC Guidelines Moving Forward February 26th: PLC Breakout Sessions

36. For Fun...