1. Similarities and Differences
Suzanne Whisler
ESU 4
February 20, 2012

2. Session Outcomes
Explore four basic tasks that focus on identifying similarities and differences.
Discuss implications for instruction.
Examine ways to enhance the tasks with technology.

3. What will I do to help students practice and deepen their understanding of new knowledge?

4. “Students must have opportunities to practice new skills and deepen their understanding of new information. Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.”
~Robert J. Marzano~
This quote suggests that new knowledge may be lost if opportunities to practice or process don’t occur. Think about yourself --- take a moment to come up with something you learned at one time, but failed to retain because of lack of practicing or processing.
Think of something new you learned at one time, but failed to retain because of lack of practice or processing.

5. Category 1.61 45 Identifying similarities and differences
Ave. Effect Size
Percentile gain
Identifying similarities and differences
1.61 45
Summarizing and note taking
1.00 34
Reinforcing effort and providing recognition
.80 29
Homework and practice
.77 28
Nonlinguistic representations
.75 27
Cooperative learning
.73
Setting objectives/providing feedback
.61 23
Generating and testing hypotheses
Questions, cues, and advance organizers
.59 22
Identifying similarities and differences is a powerful way for students to practice and deepen their knowledge and understanding.

6. Four Generalizations
Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.
Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.
Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.
Identification of similarities and differences can be accomplished in a variety of ways. The identification of similarities and differences is a highly robust activity.
Read through and consider these generalizations as we move through today’s workshop.

7. Four Basic Tasks of Similarities & Differences

8. Comparing
The key to an effective comparison is the identification of important characteristics. The characteristics are used as the basis for which similarities and differences are identified.

9. Dr. Marzano’s Recommendations
Provide students with a model for the process
Use familiar content to teach the steps
Provide graphic organizers
Use both teacher directed guidance and student-centered opportunities

10. Two Types of Comparison
Teacher-Directed Comparison Tasks --- teacher presents highly structured tasks (the items they are to compare and the characteristics on which they are to base the comparison).
Student-Directed Comparison Tasks --- students select the characteristics on which the items are to be compared OR students select both the items to compare and the characteristics on which they are compared.
Let’s practice this! It is “Women in History” month. My goal as teacher is to build your understanding of the changing role of women in America. An introductory activity to this unit of study involves comparison.
Martha Washington
Mary Todd Lincoln
Florence King Harding
Anna Eleanor Roosevelt
Mamie Eisenhower
Hillary Rodham Clinton
With a partner, please generate a list of three to five characteristics on which you will base your comparison of these past First Ladies.

11. Using Sentence Stems
Discussion Builders

12. Boosting Retention Average Retention Rate after 24 hours Lecture 5%
10%
Reading
20%
Audio-visual
30%
Demonstration
Discussion Groups
50%
75%
Practice by doing
90%
Teach others/immediate use of learning
National Training Laboratories
Bethel, Maine

13. A win and a victory are similar because they both
________________.
A win and a victory are different because
Win is ___, but Victory is __________.
Win is ___,but Victory is ________.

14. Sentence Stem for Comparing
Similarities and Differences
Sentence Stem for Comparing
Monarchy and Dictatorship are similar because they both
___________________________________________________________________________________________________________________________________________________________________________________.
Monarchy and Dictatorship are different because
____________ is ____________, but ____________ is ____________.

15. Venn Diagram and Comparison Matrix
Characteristics
Items to be compared
Similarities
Differences #1 #2 #3
Comparison Matrix
Compare the use of literary elements within and among texts including characters, setting, plot, theme, and point of view

16. Comparison Matrix Dictatorship Monarchy How the leaders came to power
Characteristics
Items to be compared
Similarities
Differences
Dictatorship
Monarchy
How the leaders came to power
The reaction from the people
The role of the people
The role of religion

17. Similarities and Differences
Comparison Matrix

18. Double Bubble Chart

19. Double Bubble
Compare your first year of teaching with the current year of teaching.
Think of important characteristics to compare.
Complete the graphic organizer.

20. Technology Tools
Integrating Technology with Marzano’s Instructional Strategies
Graphic Organizers
Interactive Graphic Organizers
Education World

21. Reflection What types of comparison activities do you already do?
What new ideas do you have now?
What is the key point to remember when having students do comparison activities?

22. Classifying
Classifying involves organizing elements into groups based on their similarities. One of the critical elements of classifying is identifying the rules that govern class or category membership.

23. 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

24. Similarities and Differences
Classification Chart
Characters that Overcame Hardship
Characters that Had Unique Personalities
Characters that Experienced Significant Change

25. Classifying Numbers -9, 0, 36, -14, 1.5, 7, .0001 Whole Integer
-9, 0, 36, -14, 1.5, 7,
Whole
Integer
Rational
MA d Classify numbers as natural, whole integer or rational.

26. SC 12.3.4.a Identify types of adaptations necessary for survival.
Morphological
Behavioral
Physiological

27. Let’s Try It . . .
In groups of 3ish classify the following Nebraska communities into 3 categories
Form your own categories and explain the defining feature of each category.
Defend why each community belongs in a specific category
Falls City Omaha Brownville North Platte
Blue Hill Kearney Nemaha Silver Creek
Ponca Rising City Ogallala Nebraska City

28. Technology Tools Bubbl.us https://bubbl.us/
Dabble Board
Google Docs

29. Reflection What classifying activities do you already do?
What new ideas do you have now?
What is the key point to remember when having students complete classifying activities?

30. Metaphors
The key to constructing metaphors is to realize that the two items in the metaphor are connected by an abstract or nonliteral relationship. is

31. Why Metaphors?
Think about a time when you used a metaphor to explain something that was otherwise difficult to explain.
LA d, LA d, LA d, LA d
Identify semantic relationships (e.g., metaphors, similes, idoims, analogies, comparisons)
pa 06-06

32. Metaphors versus Similes
A metaphor states the comparison directly using “is”, for example,
He is a rock.
A simile states the comparison using “like” and “as”, for example,
The stars were like jewels in the sky.
pa 06-06

33. Similes and Metaphors Similes: Busy as a bee Good as gold
Hungry as a bear
Fight like cats and dogs
Eat like a pig
Metaphors:
John is an angel.
Angie is a pig when she eats.
You are my sunshine.
Love is a rose.

34. The pen is mightier than the sword.

35. Which metaphor best describes the internet and why?
The following metaphors describe the internet. Imagine you are a student and the teacher asks you to explain each metaphor. Select the one that you believe best describes the internet and explain that metaphor. Then create a metaphor of your own.
The internet is an information superhighway.
The internet is a giant flea market.
The internet is a coffee shop.
Which metaphor best describes the internet and why?
Write your own metaphor to describe the internet.

36. Metaphors: Teachers and teaching

37. Orchestra Conductor t

38. It's like trying to make a copy of Michelangelo's David out of play dough. You wrangle with it and struggle, but you have to constantly work to keep the dough warm and pliable. ss

39. ss
Teaching is not unlike parenthood: Requires enthusiasm, commitment and an enormous amount of patience.

40. Teaching is like painting
Teaching is like painting. Sometimes the subject makes a difference but mostly its the style ss

41. ss
Teachers grow and cultivate the seeds of knowledge they plant within their students.

42. Let’s try it . . . Form a new group of 3ish
Create a metaphor for teaching

43. Creating Analogies
Like metaphors, analogies help us see how seemingly dissimilar things are similar, increasing our understanding of new information.

44. Creating Analogies Ruler: length :: measuring cup: __??___
Involves relationships between pairs of elements
Looking for similarities between pairs of elements
Ruler: length :: measuring cup: __??___

45. Analogies: It’s All About Relationships!
Help us make connections between things that are different;
Help explain an unfamiliar concept by making a comparison to something we understand;
Most complex format for identifying similarities and differences.

46. Analogy Example

47. Identifying Similarities and Differences
Analogies A is to B as C is to D = A: B : : C : D
Relationship: ______________ as
Oxygen
is to
humans
is to
Analogies have the following form: A is to B as C is to D. In the context of vocabulary instruction, a teacher might present students with analogies like the following and ask them to explain the relationships. Oxygen is to humans as carbon dioxide is to plants-Nucleus is to atom as core is to earthquake. At a more advanced level, the teacher might provide students with an incomplete analogy and ask students to fill in the missing parts. Research indicates that analogical thinking is perhaps the most complex activity involving similarities & differences & requires in-depth analysis of the content.
is to
is to

48. Creating Analogies
Mitt Romney: MA :: _____________: GA RELATIONSHIP:_________________________
Teacher Directed—Present students with one missing element; students must explain the relationship

49. Graphic Organizers for Analogies
Is to
Relationship
Is to

51. Let’s Try One . . . “I Have a Dream” was to Civil Rights Movement as

52. Reflection
What activities do you already do using metaphors and/or analogies
What new ideas do you have now?
What are the key points to remember when having students complete metaphors and analogies?
Identifying similarities and differences is a mental operation found to be basic to human thought. Indeed, it might be considered the “core” of all learning (Marzano, 2001)

53. Review some graphic organizers…
Form small groups
Review the graphic organizers in the folder
Select one or more that would work for your content area/grade level
Decide how you might use it for deepening understanding with your students
Be ready to share your ideas

54. Best Hope . . .
What’s your best hope for having students engage in activities that require them to identify similarities and differences?