Similarities and differences

Similarities and differences

• 1.
  “… the mostimportant factor affecting student learning is the teacher.” -Robert Marzano and Debra Pickering
• 2.
  Research Results for High Yield Strategies 22 .59 Questions, Cues and Advance Organizers 23 .61 Generating Hypothesis 23 .61 Setting objectives and Feedback 27 .73 Cooperative Learning 27 .75 Nonlinguistic Representations 28 .77 Homework and Practice 29 .80 Effort and Recognition 43 1.00 Summarizing and Note Taking 45 1.61 Similarities and Differences Percentile Gain Ave. Effect Size Strategy
• 3.
  Similarities and DifferencesClassroom Instruction That Works Chapter 2 Overview of chapter Discuss strategies Practice Question and answer time
• 4.
  Generalizations from theresearch Identifying Similarities and Differences can be accomplished in a variety of ways: Comparing Classifying Creating Metaphors Creating Analogies
• 5.
  Comparing Identifying anddescribing similarities and differences among items: Venn Diagram (see page 21) Comparison Matrix (see page 19)
• 6.
  Classification Involves organizingelements into groups based on their similarities. Teacher directed Teacher- student directed Student directed
• 7.
  Classifying Strategy forGroup Learning Teacher Directed: Teacher supplies concept Teacher supplies categories for sorting Teacher supplies terms
• 8.
  Classifying Strategy forGroup Learning Teacher/ Student Directed: Teacher supplies concept Teacher supplies terms for sorting Students create categories (headings)
• 9.
  Classifying Strategy forGroup Learning Student Directed Teacher supplies concept Students brainstorm terms for sorting Students create categories
• 10.
  Classifying Strategy forGroup Learning Extension Students exchange categories (headings) Students regroup terms to match new headings The value of this activity is in the student discussion. Students will debate, rearrange, and supply reasoning for their classification choices. Teachers should monitor but allow groups to arrive at their own conclusions. Groups should be asked to explain their reasoning and be able to defend their choices.
• 11.
  Metaphors and AnalogiesMetaphors expose how objects or ideas that seem quite different might actually be, at a more general level, very similar. Complete analogy contains two terms. In the first set (capital A and B) that have the same relationship as the two terms in the second set (C and D). A is to B as C is to D
• 12.
  Graphic Organizer forAbstract Reasoning in Analogies is to is to As Relationship: __________________________________________
• 13.
  Graphic Organizer forAbstract Reasoning in Analogies is to is to As Relationship: Measure incremental changes in something thermometer odometer distance temperature
• 14.
  Application Try oneor more of the similarities and differences strategies that we discussed today in the coming week. This is optional, but those who participate will be rewarded for trying something new! Please bring an example of your students’ work to share.
• 15.
  No Difference Smallas a peanut Big as a giant We’re all the same size When we turn off the light Rich as a sultan Poor as a mite We’re all worth the same When we turn off the light Red, black or orange, Yellow or white, We all look the same When we turn off the light So maybe the way To make everything right Is for God to just reach out And turn off the light!