Similarities and Differences Followup Sessions

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Similarities and Differences Follow-up Sessions

• Modules 1-4

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MODULE 1 COMPARING

• To compare is to identify similarities and
  differences between or among things or ideas.
• This process can be used to deliberately and
  rigorously deepen students understanding of the
  information they are learning

3
Looking at the Depth of Comparisons

• Students compare things all of the time
• Need to push students beyond the automatic type
  of comparing to a systematic process
• Key is identifying important characteristics that
  enhance students understanding

4
Reflecting on My Current Beliefs and Practices -
Comparing

• What is the purpose of asking students to
  compare?
• What kinds of activities do you use to help
  students compare?
• Think of a time you asked students to compare,
  and were pleased with the results. Why did it go
  well?
• Think of a time you asked students to compare,
  and were not pleased with the results. Why didnt
  it go well?
• What questions do you have about using comparing
  in your classroom?

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Model for Comparing Grades 3-5

• If comparison is based on meaningful
  characteristics, students will have a much better
  understanding.
• Steps for comparing
• Select items to compare
• Select characteristics on which to base
  comparison
• Explain how the items are similar and different
• Following steps in the comparison process helps
  students process content knowledge

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Model for ComparingGrades k-2

• If comparison is based on meaningful
  characteristics, students will have a much better
  understanding.
• Steps for comparing
• What do I want to compare?
• What things about them do I want to compare?
• How are they the same? How are they different?
• Following steps in the comparison process helps
  students process content knowledge

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Graphic Organizers as Visual Tools

• Venn Diagram (blackline master 351)
• Can be used to compare two things
• Can be used to compare only one characteristic at
  a time
• Comparison Matrix (blackline master 352)
• Helps student systematically organize information
  about the items/events they are comparing
• Scaffolded approach
• Identify the items to compare and the
  characteristics
• Identify just the items to compare and let
  students choose characteristics

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Venn Diagram
Desert
Rain Forest

• Sparse vegetation
• 10 in. precipitation/year
• Low humidity
• Plants with small leaves
• Sparse vegetation
• Camel
• Kangaroo rat

• Thick vegetation
• Average temp 77
• 6-30 ft. precipitation/year
• High humidity
• Climbing plants w/ large leaves
• Thick vegetation
• Beetles
• Bats
• Gorillas
• Elephants
• sloth

• Nocturnal animals
• Reptiles
• Insects
• Hot

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Comparison Matrix
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Planning for Comparing

• What knowledge will the students be learning?
• Do I need to set aside time to teach students
  comparing? How will I teach them the process?
• Will I ask student to use a graphic organizer?
• How much guidance will I provide students?
• How will students explain their work and
  communicate their conclusions?
• How will I monitor how well students are doing
  with comparing?
• What will I do to help students who are not
  comparing effectively?

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MODULE 2 CLASSIFYING

• Classifying involves grouping things into
  definable categories based on like
  characteristics
• It is something we do with our day-to-day lives
  (ex classify clothing, food items, CDs)

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Classifying In The Classroom

• Give students a model for the process
• Use familiar content to teach students the steps
  in classifying
• Give students graphic organizers for classifying
• Guide/Scaffold students during the process

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Classifying Basics and Beyond

• Basics classifying food groups, animals, or
  rocks
• Beyond students can classify historical
  battles, works of literature, types of exercises
• It is important to teach explicit steps for
  classifying and help them understand the process
  as a systematic strategy with rules and
  expectations.

14
Reflecting on My Current Beliefs and Practices -
Classifying

• What is the purpose of asking students to
  classify?
• What kinds of activities do I use to help
  students classify?
• I can think of a time that I asked students to
  classify, and I was pleased with the results. Why
  did it go well?
• I can think of a time that I asked students to
  classify, and I was not pleased with the results.
  Why did it not go well?
• What questions do I have about using classifying
  in my classroom?

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Model for Classifying Grade 3-5

• Identify the items to classify.
• Select what seems to be an important item and
  describe its key attributes, and identify other
  items that have the same attributes.
• Create the category by specifying the attributes
  that the items must have for membership in the
  category.
• Select another item, describe its key attributes,
  and identify other items that have the same
  attributes.
• Create the second category by specifying the
  attributes that the items must have for
  membership in the category.
• Repeat the previous two steps until all items are
  classified and the specific attributes have been
  identified for membership in each category.
• If necessary, combine categories or split them
  into smaller categories and specify the
  attributes that determine membership in the
  category

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Model for Classifying Grade K-2

• What do I want to classify?
• What things are alike that I can put into a
  group?
• How are these things alike?
• What other groups can I make? How are the things
  in each group alike?
• Does everything fit into a group now?
• Would it be better to split up any of the groups
  or put any groups together?

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Graphic Organizers as Visual Tools

• Classification Organizer Bubble Tree Map
  (blackline master 353)
• Example Literary Text (Some Categories listed
  below)
• Non- Fiction
• Biography/Autobiography, speech
• Fiction
• Myths, poems, classics, science fiction
• Classification Matrix (blackline master 354)
• Example Resources
• Natural Resources
• Land, forests, rivers, oceans, sunlight, minerals
• Human Resources
• Police officer, mail carrier, teacher, engineer,
  construction worker
• Capital Resources
• Bricks, hammer, bus, lumber, saw, dump truck,
  computer

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Classification Organizer
Literary Texts
Non-Fiction
Fiction
Myths
Speeches
Biography
Poems
Sci-Fi
Classics
Fahrenheit 451 -Bradbury
I Have a Dream -M. L. King
Young Helen Keller -A. Benjamin
Medusa
Little Women -Alcott
Stopping by the Woods by Frost
Lion, Witch, the Wardrobe -Lewis
Gettysburg Address -A. Lincoln
Diana, Princess of Wales -OMara
Atlas
Harlem By Hughes
Adventures of Huck Finn -Twain
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Classification Organizer
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Planning for Classifying

• What knowledge will students be learning?
• Do I need to set aside time to teach students the
  process of classifying? How will I teach students
  the process?
• Will I ask students to use a graphic organizer?
• How much guidance will I provide students?
• How will students explain their work and
  communicate their conclusions?
• How will I monitor how well students are doing
  with classifying?
• What will I do to help students who are not
  classifying effectively?

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MODULE 3 CREATING METAPHORS

• To create metaphors, identify a general or basic
  pattern in a topic
• Then find another topic (different at the literal
  level) with the same pattern
• Metaphors are used to give strong mental images

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Metaphor used by Shakespeares Macbeth

• Life s but a walking shadow, a poor player that
  struts and frets his hour upon the stage and then
  is heard no more it is a tale told by an idiot,
  full of sound and fury, signifying nothing.
  (Macbeth, Act V Scene V)

Macbeth likens life to a theatrical performance
that exists for an hour upon the stage and then
disappears, implying that life lacks substance
and is merely a brief drama that does not leave a
lasting mark.
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Reflecting on My Current Beliefs and Practices
Metaphors

• Using handout Figure 3.1 answer the following
• What is the purpose of asking students to create
  metaphors?
• What kinds of activities do I use to help
  students create metaphors?
• What metaphors apply to the content areas that I
  teach?
• What questions do I have about using metaphors in
  my classroom?

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Recommendations for Classroom Practice

• Give students a model for the process
• Use familiar content to teach the steps in
  creating metaphors
• Give student graphic organizers for creating
  metaphors
• Give students guidance as needed

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Model for Metaphors

• Steps for Creating Metaphors
• Identify the important or basic elements of
  information or situation with which you are
  working
• Write that basic information as a general pattern
  by
• Replacing words for specific things with words
  for more general things
• Summarize information whenever possible
• Find new information or a situation to which the
  general pattern applies

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Model for Metaphors for Younger Students

• Steps for Creating Metaphors for Younger Students
• What is important here?
• How can I say the same thing in a more general
  way?
• What else has the same general pattern?
• Example You are walking on thin ice.

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Looking at Common Metaphors

• Students make metaphorical comparisons every day
• That test was a monster
• Cafeteria lunches are dog food
• My brother is a tyrant
• My sister is a princess
• Use examples like these to help students learn
  the process

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Example of this process

• Tyrant
• Absolute ruler
• Makes rules that are not fair
• What happens
• Citizens flee
• Arrests people

My Brother Makes me do his chores Calls me
names What happens I lock myself in the
bathroom to escape Sometimes he locks me in the
bathroom
Therefore My brother is a tyrant!!!
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Stating the Relationship

• State the relationship in more general terms to
  help students understand the reasoning behind the
  connections they are making in the metaphor.
• Example My brother and a tyrant are both cruel
  rulers who treat innocent and weaker people
  unfairly.

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Graphic Organizer for MetaphorMy Brother is a
Tyrant
Abstract Relationship
Element
Literal Pattern
Literal Pattern
Element

• Brother

cruel rulers who treat innocent and weaker people
unfairly
Makes me do his chores Calls me names What
happens I lock myself in the bathroom to
escape Sometimes he locks me in the bathroom
Absolute ruler Makes rules that are not
fair What happens Citizens flee Arrests people
Tyrant
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Graphic Organizer for MetaphorMy mom is the
queen bee
Abstract Relationship
Element
Literal Pattern
Literal Pattern
Element
Mom
Central to the creation and survival of the
family
Busy around the house Mother of the children in
the house What happens Important to survival of
the family
Buzzes around the hive Mother of all the bees in
the hive What happens Important to survival of
the bee colony/hive
Queen Bee
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Rubrics for Metaphor, Younger students

• Student identifies important information of the
  situation in detail. Student tells what the
  general pattern is. Student finds another
  situation that has the same pattern. Student
  explains how the two situations are related.
• Student identifies the important information of
  the situation. Student tells what the general
  pattern is. Student finds another situation that
  has the same pattern.
• Student identifies some information about the
  situation. What the student says about the
  general pattern shows some mistakes.
• Student identifies some information that does not
  explain the situation. What the student says
  about the general pattern has some big mistakes.
• 0 Student does not try to do the task.

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Rubrics for Metaphor

• Student identifies important information of the
  situation in detail and correctly states the
  abstract relationship that explains the general
  pattern. Student identifies another situation
  that has the same general pattern and accurately
  explains their relationship in detail.
• Student identifies the important information of
  the situation and states the abstract
  relationship that explains the general pattern.
  Student identifies another situation that has the
  same general pattern and accurately explains
  their relationship
• Student identifies some information about the
  situation, but the statement of the abstract
  relationship shows some misconceptions.
• Student identifies trivial information about the
  situation. The statement of the abstract
  relationship shows the student does not
  understand the general pattern.
• 0 Not enough information to make a judgment.

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Planning for Metaphors

• What knowledge will students be learning.
• Do I need to set aside time to teach students the
  process of creating metaphors? How will I teach
  them the process?
• Will I ask students to use a graphic organizer?
• How much guidance will I provide students?
• How will students explain their work and
  communicate their conclusions?
• How will I monitor how well students are creating
  and using metaphors?
• What will I do to help students who are not
  creating and using metaphors effectively?

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Check Your Understanding of Metaphors

• Take a three minutes to create a metaphor of your
  own using Figure 3.4.
• Select the one that your believe best describes
  the internet and explain that metaphor using
  blackline master 5.
• Notice what the task asks you to do with the
  knowledge.
• How does this take you beyond simply recalling
  information?

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Assessing Myself Metaphors

• Earlier you reflected on your current beliefs and
  practices on metaphor.
• Now reflect on your current practices by using
  the Assessing Myself rubric.
• Respond on the Module reflections page.
• This page may be turned in to earn the additional
  points for the Marzano Staff Development

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MODULE 4 CREATING ANALOGIES

• To create analogies, identify relationships
  between pairs of concepts.
• Analogies help us make connections between things
  that seem very different.
• Typically the pattern is ABCD (or A is to B
  as C is to D

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MODULE 4 CREATING ANALOGIES

• Analogy is a term that means word
  relationships.
• Analogies are like word puzzles.
• Why teach analogies?
• Solving Analogies helps develop critical
  thinking skills!

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Example of Analogy

• happysadbigsmall
• Happy and sad are opposites, just as big and
  small are opposites

Example of using a familiar concept to help
students understand a more difficult one
concentrations of particulates in water are
stated in measures such as one part per
trillionWhat does trillion mean? Onetrillionon
e drop of milk in a row of tanker trucks ten
miles long
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Reflecting on My Current Beliefs and Practices -
Analogies

• Using the handout Figure 4.1 answer the
  following
• What is the purpose of asking students to create
  analogies?
• What kind of activities do I use to help students
  create analogies?
• What analogies can I think of that apply to the
  content areas that I teach?
• What questions do I have about using analogies in
  my classroom

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Recommendations for Classroom Practice

• Give students a model for the process
• Use familiar content to teach students the steps
  of creating an analogy
• Give students a graphic organizer for creating an
  analogy
• Give guidance as needed scaffold their growth

42
Model for Analogies

• Steps for Creating Analogies for Younger Students
• What is the connections between the first two
  things?
• How can I describe this connection?
• Do the second two things have a connection like
  the first two?
• Steps for Creating Analogies
• Identify how the two elements in the first pair
  are related.
• State their relationship in a general way
• Identify another pair of elements that share a
  similar relationship

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Looking at Relationships Common to Analogies

• Similar Concepts the adjacent concepts are
  synonyms or similar in meaning
• hungryravenoustiredexhausted
• Dissimilar Concepts adjacent concepts are
  opposites or dissimilar in meaning
• grimcheerfulhillyflat
• (Adapted from Lewis Greene, 1982)

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Class or Category Analogies

• Class Membership Adjacent concepts belong to
  the same class or category
• carrotpotatobrownpurple
• Class Name or Class Member One element in the
  pair is a class name the other is a member of the
  class
• 3natural numberv2 irrational number
• (Adapted from Lewis Greene, 1982)

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More Analogies

• Part to Whole One element in a pair is a part
  of the other element in the pair
• Spark plugenginevariablefunction
• Change One element in a pair turns into the
  other element in the pair
• Caterpillarbutterflytadpolefrog
• (Adapted from Lewis Greene, 1982)

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Still More Types of Analogies

• Function One element in a pair performs a
  function on or for another
• Pilotairplanelawnmowergrass
• Quantity/Size The two elements in the pare are
  comparable in terms of quantity or size
• One minutetwo yearsone pennyten thousand
  dollars
• (Adapted from Lewis Greene, 1982)

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Analogy Graphic Organizer (figure 4.3)
B

A
Is to
Stock Market Crash of 1929
U.S. economy
Something that attacks a system and weakens its
ability to prevent serious affliction.
D
C
As
Is to
Human body
Exposure to germs
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Analogy Graphic Organizer 2 (figure 4.3)
B

A
Is to
Evaporation
Steam
The student must figure out the relationship of
the first two elements in order to fill in the
missing element.
D
C
As
Is to
Liquid
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Rubric for Analogies for Younger Students

• 4 Student correctly tells how the first two
  things are connected. Student tells how the
  general pattern applies to the second pair of
  things. Student uses details to completely
  explain the analogy.
• 3 Student correctly tells how the first tow
  things are related. The student tells how the
  general pattern applies to the second pair of
  things.
• 2 Student makes mistakes explaining how the first
  two things are connected, or the student makes
  mistakes telling how the general pattern applies
  to the second pair of things.
• 1 Student tells information that is not
  important. The explanation has some big mistakes
  or the student cannot explain how the
  relationship applies to the second pair of
  elements.
• 0 The student does not try the task.

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Planning for Analogies

• What knowledge will students be learning?
• Do I need to set aside time to teach students the
  process of creating analogies? How will I teach
  them the process?
• Will I ask students to use a graphic organizer?
• How much guidance will I provide students?
• How will students explain their work and
  communicate their conclusions?
• How will I monitor how well students are crating
  and using analogies?
• What will I do to help students who are not
  creating and using analogies effectively?

51
Check Your Understanding of Analogies

• Take 5 minutes complete Checking My
  Understanding using Figure 4.4 with the people
  at your table. (Using the rubric will help you to
  complete the task)
• Which relationship best describes the analogy?
• Explain the relationship between the elements.
• Set 1 Explain the analogies that follow each
  knowledge statement.
• Set 2 Complete the analogies that follow each
  knowledge statement.
• Then turn the paper over and take a few minutes
  to answer the questions of the back of the page
  on your own.

52
Assessing Myself - Analogies

• Earlier you reflected on your current beliefs and
  practices about analogy using Figure 4.1.
• Now reflect on your current practices by using
  the assessing myself rubric.
• Then respond on the module reflections page.
• This page may be turned in to earn the additional
  points for the Marzano Staff Development for
  2006-2007.