classroom instruction that works by robert marzano, debra pickering, and jane pollock

1. Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock

3. Established Goalsfor this chapter and our project Teachers will understand the mental operations of identifying similarities and differences related to the curricular content. Teachers will develop instructional activities that engage students in identifying similarities and differences related to the curricular content.

4. Understandingsfor this chapter and our project Teachers will understand that� Identifying similarities and differences is a robust activity that enhances students� understanding of and ability to use knowledge. Research indicates that there are four different forms of this activity that are highly effective.

5. Essential Questionsfor this chapter and our project What are the similarities and differences relative to the content in my curriculum? How can I get my students to recognize and understand them?

6. Key knowledgefor this chapter and our project Teachers will know� Key terms � comparing, classifying, creating metaphors, creating analogies Types of tasks that may be presented to students to help them identify similarities and differences. The difference between teacher-directed and student-directed tasks

7. Key skillsfor this chapter and our project Teachers will be able to� Design instructional activities that call for students to identify similarities and differences within their planned instruction. Analyze student work to determine whether or not students understand the similarities and differences relative to the lesson content.

8. Performance tasksfor this chapter and our project Teacher teams will design, implement, collect evidence, and reflect upon a lesson that utilizes the strategy �Identifying Similarities and Differences� within the project portfolio.

9. Other evidencefor this chapter and our project Teacher teams will select one �self choice� item for each portfolio entry that reinforces the achievement of the desired results.

10. Self-Assessment & Reflectionfor this chapter and our project Answer the reflection questions authored by Charlotte Danielson based on the implementation of the strategy �Identifying Similarities & Differences.�

11. Identifying similarities and differences might be the �core� of all learning. It enhances students� understanding of and ability to use knowledge. -Marzano, 2001

12. How can we use this strategy to improve student achievement?

13. 4 highly effective �forms� to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

14. 4 highly effective �forms� to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

15. Comparing The identification of important characteristics is the key to effective comparison. It is these characteristics that are then used as the basis to identify similarities and differences. -Marzano,2001

16. Graphic Organizers for Comparing

17. 4 highly effective �forms� to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

18. Classifying The process of grouping things that are alike into categories on the basis of their characteristics. It is critical to identify the rules that govern class or category membership. -Marzano,2001

19. Graphic Organizers for Classification

20. 4 highly effective �forms� to identify similarities and differences Comparing Classifying Creating Metaphors Creating analogies

21. Creating Metaphors The two items in a metaphor are connected by an abstract or nonliteral relationship. -Marzano,2001

22. Graphic Organizer for Metaphors

23. 4 highly effective �forms� to identify similarities and differences Comparing Classifying Creating metaphors Creating Analogies

24. Creating Analogies Analogies help us to see how seemingly dissimilar things are similar. They increase our understanding of new information. -Marzano,2001

25. Graphic Organizers for Analogies

26. Teacher vs. Student Directed Tasks Each of the four forms of identifying similarities and differences may used in ways that are teacher directed or student directed. Teacher-directed tasks are much more structured where the teacher provides more information to direct students in the task a certain way. Student-directed tasks are less structured and require the students to conceptualize more of the task on their own.

27. Teacher vs. Student Directed Analogy Teacher-directed analogy task Eighty is to eight As Dime is to ______. Student-directed analogy task Robert Frost is to poetry As _____ is to ______.

28. In conclusion �Identifying similarities and differences can play out in many ways in the classroom. Students can be engaged in tasks that involve comparisons, classifications, metaphors, and analogies. In addition, these tasks can be either more teacher directed or student directed.� -Marzano,2001