1. Similarities and Differences East Elementary March 2011 ER day

2. Category Ave. Effect Size (ES) Percentil e Gain No. of ESs Standard Deviation (SD) Identifying similarities and differences 1.614531.31 Summarizing and note taking 1.0034179.50 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

3. What does this mean? 1.0 Standard Deviation 35 percentile points 2-4 grade equivalents 100 SAT score points 5 ACT composite score points TIMMS would move from middle to the top five Black and Wiliam (1998)

4. Key Understandings The “Core” to all learning (Robert Marzano, 2001) The “Core” to all learning (Robert Marzano, 2001) Highly Robust Highly Robust engaging students in the learning process engaging students in the learning process Leads to deeper student understanding Leads to deeper student understanding Restructure understanding of content Restructure understanding of content Make new connections with things they already know Make new connections with things they already know Clear up misunderstandings Clear up misunderstandings Research indicates that there are four different forms of this activity that are highly effective. Research indicates that there are four different forms of this activity that are highly effective. Expectations

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

6. How can we use this strategy to improve student achievement? Model Model presenting explicit guidance in identifying similarities and differences presenting explicit guidance in identifying similarities and differences Guided & Independent practice Guided & Independent practice Stimulates divergent thinking Stimulates divergent thinking Reflection - Represent similarities and differences in graphic or symbolic form Reflection - Represent similarities and differences in graphic or symbolic form Nonlinguistic Representation Nonlinguistic Representation

7. highly effective “forms” to identify similarities and differences Comparing Comparing Classifying Classifying Creating metaphors Creating metaphors Creating analogies Creating analogies 4

8. Approaches for the Classroom Give students a model of the steps for engaging in the process. Give students a model of the steps for engaging in the process. Use a familiar context to teach students these steps. Use a familiar context to teach students these steps. Have students use graphic organizers as a visual tool to represent the similarities and differences. Have students use graphic organizers as a visual tool to represent the similarities and differences. Guide students as they engage in this process. Gradually give less structure and less guidance. Guide students as they engage in this process. Gradually give less structure and less guidance.

9. 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) For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle,... SD Standard: 3.G.1.1 (Comprehension)

10. Graphic 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 Differences #1#2#3 Comparison Matrix Venn Diagram

11. 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. It is critical to identify the rules that govern class or category membership. It is critical to identify the rules that govern class or category membership. -Marzano,2001 -Marzano,2001 For example, Invertebrates animals without a backbone or spinal columnVertebrates animals with a backbone or spinal column For example, Invertebrates animals without a backbone or spinal column Vertebrates animals with a backbone or spinal column

12. 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

13. 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. For example, Love is a rose.

14. Graphic 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.

15. 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). 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. 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.

16. Graphic Organizers for Analogies Is to Relationship