1. 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.

2. 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 Marzano ’ s Chapter 2.

3. Established Goals for this chapter and our project Teachers will understand the mental operations of identifying similarities and differences related to the curricular content. 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. Teachers will develop instructional activities that engage students in identifying similarities and differences related to the curricular content. Expectations

4. Understandings for this chapter and our project Teachers will understand that … Identifying similarities and differences is a robust activity that enhances students ’ understanding of and ability to use knowledge. 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. Research indicates that there are four different forms of this activity that are highly effective. Expectations

5. Essential Questions for this chapter and our project What are the similarities and differences relative to the content in my curriculum? What are the similarities and differences relative to the content in my curriculum? How can I get my students to recognize and understand them? How can I get my students to recognize and understand them? Expectations

6. Key knowledge for this chapter and our project Teachers will know … Teachers will know … Key terms – comparing, classifying, creating metaphors, creating analogies Key terms – comparing, classifying, creating metaphors, creating analogies Types of tasks that may be presented to students to help them identify similarities and differences. 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 The difference between teacher- directed and student-directed tasks Expectations

7. Key skills for this chapter and our project Teachers will be able to … Design instructional activities that call for students to identify similarities and differences within their planned instruction.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.Analyze student work to determine whether or not students understand the similarities and differences relative to the lesson content. Expectations

8. Performance tasks for this chapter and our project Teacher teams will design, implement, collect evidence, and reflect upon a lesson that utilizes the strategy “ Identifying Similarities and Differences ” within the project portfolio. Teacher teams will design, implement, collect evidence, and reflect upon a lesson that utilizes the strategy “ Identifying Similarities and Differences ” within the project portfolio. Expectations

9. Other evidence for this chapter and our project Teacher teams will select one “ self choice ” item for each portfolio entry that reinforces the achievement of the desired results. Teacher teams will select one “ self choice ” item for each portfolio entry that reinforces the achievement of the desired results. Expectations

10. Self-Assessment & Reflection for this chapter and our project Answer the reflection questions authored by Charlotte Danielson based on the implementation of the strategy “ Identifying Similarities & Differences. ” Answer the reflection questions authored by Charlotte Danielson based on the implementation of the strategy “ Identifying Similarities & Differences. ” Expectations

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

12. How can we use this strategy to improve student achievement?

13. 4 highly effective “ forms ” to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

14. 4 highly effective “ forms ” to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

15. 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, 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 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

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

17. 4 highly effective “ forms ” to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

18. 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

19. 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

20. 4 highly effective “ forms ” to identify similarities and differences Comparing Classifying Creating Metaphors Creating analogies

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

22. 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.

23. 4 highly effective “ forms ” to identify similarities and differences Comparing Classifying Creating metaphors Creating Analogies

24. 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. They increase our understanding of new information. -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.

25. Graphic Organizers for Analogies Is to Relationship

26. 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.

27. Teacher vs. Student Directed Analogy Teacher-directed analogy task Eighty is to eight As Dime is to ______. Student-directed analogy task Robert Frost is to poetry As _____ is to ______. See Marzano text for examples of teacher and student directed comparison, classification, and metaphor tasks.

28. 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 “ 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