Transcript Identifying Similarities and Differences

Identifying Similarities and
Differences
Comparing pg. 9
Classifying pg. 21
Marzano Book Tour goes to OK
Focus
 Facilitate the student use and explanation
of important and less obvious
characteristics to compare items.
(Comparing)
 Facilitate the student organization of items
into meaningful categories and thoroughly
describe the defining characteristics of each
category and provide insightful conclusions
about classifications. (Classifying)
Percentile Gain
Identifying similarities and differences
(Yields a 45 percentile gain)
Comparing
“identifying similarities and differences
between and among things or ideas.”
Compare
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Text to 37607 then 661114 (response)
Recommendations for Classroom
Practice
 Give students a model for the process
 Use familiar content to teach students
the steps for comparing
 Give students graphic organizers for
comparing
 Guide students as needed
Model
 Engage in rigorous
use. (Does this
knowledge deepen
student
understanding?)
 Identify important
characteristics
 A set of written steps
(1.2)
Ex: Malcolm X and Martin
Luther King Jr.
Obvious –Face level:
where they were born.
Deepening: Religious
views or role in the
civil rights movement
Use Familiar Content
Explain how the items
are similar and different
in terms of these
characteristics to
uncover for the
students the
information that lies
behind Friday’s
cafeteria lunch is better
than Tuesday’s.
Nutritional
Content
Cafeteria
Menu
Type of
cuisine
Variety
of Foods
Graphic Organizers
 Venn diagrams (1.4,1.5 p. 13)
 Comparison matrix (1.6 p.14)
Interactive organizers:
http://my.hrw.com/nsmedia/intgos/htm
l/igo.htm
Guide Students as Needed
 Identify the items to compare and the
characteristics to use in the
comparison.
 Summarize
 Grapple with the issue of choosing
meaningful characteristics
Classroom management p.20
 Clearly communicate the knowledge the
student will use for the comparing activity.
 Make sure they know how to use the
process of comparing.
 Make sure they understand the graphic
organizers for comparing.
 Provide an adequate amount of guidance.
 Monitor student’ proficiency at using
comparing.
Classifying pg.21
Classifying
“Involves grouping things into definable
categories based on like
characteristics.”
We Classify…
 Clothes in our closet
 Food on our kitchen shelf
 Music CDs in our collection
Elaborate
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Text to 37607 then 418075(response)
Recommendations for Classroom
Practice
 Give students a model for the process
 Use familiar content to teach the
steps in classifying
 Give students graphic organizers for
classifying
 Guide students as needed
Model
 Allow students to classify based on
their own rules category membership
Historical battles
Works of literature
Exercises
(most difficult step)
 Provide systematic strategy with rules
and expectations.
Model
“How things are classified
influences our
perceptions and
behavior. When rules
for the category
membership change,
we change the way we
think about items.”
Ex: Food items





Color
Shape
Weight
Pyramid placement
Calories
Model for Classifying p. 23
 What do I want to classify?
 What things are alike that I can put in
a group?
 How are these things alike?
 What other groups can I make? How
are things alike in that group?
 Does everything fit in a group? Do
any of the groups need to be
rearranged?
Familiar Content
Ex: Snowboarder
Explain the difference
between “wack”
and “phat” moves
on the slopes
“Thinking about
what defines a
particular group
and why an items
fits into the group
helps students to
learn more about
the content they
are studying.”
Graphic Organizers
 Bubble p.25
 Chart pg.26
Guide Students
 Structured guided
practice
 Independent
practice
 Teacher defined
Vs. Student
defined
“This activity requires
student to think in
a different way and
forces them to
answer the
question: How
would I group
these items and
why?”
Classroom Management
 Be confident of your own understanding
 Clearly communicate the knowledge to be
classified
 Make sure the students understand the
graphic organizer
 Give the student an adequate amount of
guidance for the activity.
 Monitor the students’ progress of
classifying.
Ms. Gipson Encouraging you to
take the bull by the horns!
From the Teacher Quality Team