Similarities

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Identifying Similarities Differences
Research-Based Strategies for Increasing Student
AchievementFromClassroom Instruction that
WorksbyR. Marzano, D. Pickering, J.
PollockCreated by The School District of Lee
County, CSDC in conjunction with Cindy
Harrison, Adams 12 Five Star Schools Adapted by
the Foreign Language Cadre
Arlene DunnDavid FlechaDebbie FuchsCristina
Hernandez
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Participant Outcomes

• Participants will
• Understand the purpose and importance of
  identifying similarities and differences
• Determine ways to implement identifying
  similarities and differences in the classroom
• Review examples of identifying similarities and
  differences activities

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Categories in Instructional Strategies That Affect Student Achievement Categories in Instructional Strategies That Affect Student Achievement Categories in Instructional Strategies That Affect Student Achievement Categories in Instructional Strategies That Affect Student Achievement Categories in Instructional Strategies That Affect Student Achievement
Category Average Effect Percentile No. of ESs  
Category Size (ES) Gain No. of ESs  
Identifying similarities and differences 1.61 45 31  
Summarizing and note taking 1.00 34 179  
Reinforcing effort and providing recognition 0.80 29 21  
Homework and practice 0.77 28 134  
Nonlinguistic representations 0.75 27 246  
Cooperative learning 0.73 27 122  
Setting objectives and providing feedback 0.61 23 408  
Generating and testing hypotheses 0.61 23 63  
Questions, cues and advance organizers 0.59 22 1,251  
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Identifying Similarities Differences
Food eaten during frontier days
Food eaten today
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Heroes
José Martí
Abraham Lincoln

• Cuban
• exiled
• died fighting for a cause

• American
• president
• assassinated

• Poets/writer
• lawyers
• Civil rights advocates
• both faces found on currency

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Research and Theory aboutIdentifying
Similarities Differences

• Generalizations based on research
• Presenting explicit guidance in identifying
  similarities differences enhances ability to
  understand and use knowledge.
• Asking students to independently identify
  similarities differences enhances ability to
  understand and use knowledge.
• Representing similarities differences in
  graphic or symbolic form enhances ability to
  understand and use knowledge.
• Identification of similarities differences can
  be accomplished in a variety of ways.

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Research and Theory aboutIdentifying
Similarities Differences

• Generalization 1
• Presenting explicit guidance in identifying
  similarities differences enhances ability to
  understand and use knowledge.
• Teacher-directed
• Directly present with steps and give the
  information to compare
• Generalization 2
• Asking students to independently identify
  similarities differences enhances ability to
  understand and use knowledge.
• Student-directed
• Students identify topics for comparison
• Stimulates divergent thinking

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Research and Theory aboutIdentifying
Similarities Differences

• Generalization 3
• Representing similarities differences in
  graphic or symbolic form enhances ability to
  understand and use knowledge.
• Graphic/symbolic forms require students to deeply
  process information
• Increases number of distinctions students find
• Generalization 4
• Identification of similarities differences can
  be accomplished in a variety of ways.
• 4 ways to identify similarities and differences
• Comparing, classifying, creating metaphors, and
  creating analogies

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Recommendations for Classroom Practice on
Identifying Similarities Differences

1. Use comparing, classifying, creating metaphors,
   and creating analogies
2. Give students a model
3. Use a familiar context to teach steps
4. Use graphic organizers
5. Guide students

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Recommendations for Classroom Practice on
Identifying Similarities Differences

• a. 4 basic processes should be taught

Comparing The process of identifying and articulating similarities differences among items.
Classifying The process of grouping things into definable categories on the basis of their attributes.
Creating Metaphors The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogies The process of identifying relationships between pairs of concepts (e.g., relationships between relationships.
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Recommendations for Classroom Practice on
Identifying Similarities Differences

• Give students models of the 4 processes
• Select items you want to compare
• Select characteristics of the items on which you
  want to base your comparison
• Explain how the items are similar and different
  with respect to the characteristics you selected.

Steps for Comparing
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Example of a Comparison

• José Martí vs Abraham Lincoln
• birthplace
• occupation
• ideals
• cause of death

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Steps for Classifying

1. Identify items
2. Describe key attributes of an important item and
   identify other items with same attributes
3. Create a category by specifying attribute
4. Select another item, describe key attributes,
   identify other items with same attributes
5. Create 2nd category by specifying attribute
6. Repeat steps 4 and 5 until all classified
7. If necessary, combine or split categories

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Example of Classification

• Leisure time activities
• Individual Group
• reading basketball
• painting soccer
• swimming football
• running volleyball

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Steps for Creating Metaphors

• Identify important or basic elements.
• Write basic information as a general pattern by
• Replacing works for specific things with words
  for more general things
• Summarizing info when possible.
• Find new information/situation to which the
  general pattern applies.

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Example of Metaphor

• Life is like a box of chocolates.
• Esta soñando con castillos en el aire.
• What is essential is invisible to the eye.

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Steps for Creating Analogies

1. Identify how the 2 elements in the first pair are
   related.
2. State the relationship in a general way.
3. Identify another pair of elements that share a
   similar relationship.

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Example of Analogy

• Finger is to hand as toe is to ______.
• Knee is to leg as _____ is to arm.
• Hammer is to carpenter as _____ is to Artist.

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Recommendations for Classroom Practice on
Identifying Similarities Differences

• Use a familiar context to teach steps
• Example Provence is to France as Bavaria is to
  Germany.
• They are both states/regions of a country.

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Recommendations for Classroom Practice on
Identifying Similarities Differences

• Use graphic organizers
• Examples

Bavaria
Germany
is a place/region in
France
Provence
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Recommendations for Classroom Practice on
Identifying Similarities Differences

• Guide students as they engage in this process.
  Gradually give less structure and less guidance.
• Example Côte dAzur is to France as Costa del
  Sol is to _________.
• Paris is to ________ as Berlin is to
  __________.

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Using a whip

• What have you learned about identifying
  similarities and differences?

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What thoughts, questions, challenges, or ideas do
you have?