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

Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock STRATEGY ONE: Identifying Similarities and Differences This presentation was created for the “Enhancing Effective Standards-based Instruction by Integrating Technology” project made possible by a grant from Senator John Pippy and the Commonwealth of Economic Development.

Understanding by Design Prior to presenting content about strategy one, the UbD template components have been used on the following slides to provide the anticipatory set to this review of Marzano’s Chapter 2.

Expectations 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.

Expectations 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.

Expectations 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?

Expectations 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

Expectations 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.

Expectations 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.

Expectations 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.

Expectations 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.”

Identifying similarities and differencesmight be the “core” of all learning. It enhances students’ understanding of and ability to use knowledge. -Marzano, 2001

How can we use this strategy to improve student achievement?

Comparing Classifying Creating metaphors Creating analogies 4 highly effective “forms” to identify similarities and differences

For example, Compare the use of literary elements within and among texts including characters, setting, plot, theme, and point of view. PA Standard: Reading, Writing, and Interpreting Literature 1.3.5 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

Characteristics Items to be compared #1 #2 #3 Similarities Differences Similarities Differences Similarities Venn Diagram Differences Similarities Differences Comparison Matrix Graphic Organizers for Comparing -most useful when comparing only two items -more useful to provide a greater number of details

Comparing Classifying Creating metaphors Creating analogies 4 highly effective “forms” to identify similarities and differences

For example, Invertebrates animals without a backbone or spinal column Vertebrates animals with a backbone or spinal column 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

Graphic Organizers for Classification Place Categories in column headings -most useful when all categories are equal in generality -more useful when all categories are not equal in generality

Comparing Classifying Creating Metaphors Creating analogies 4 highly effective “forms” to identify similarities and differences

Creating Metaphors For example, Love is a rose. The two items in a metaphor are connected by an abstract or nonliteral relationship. -Marzano,2001

Graphic Organizer for Metaphors Literal Pattern 1 Element 1 Literal Pattern 2 Element 2 Abstract It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

Comparing Classifying Creating metaphors Creating Analogies 4 highly effective “forms” to identify similarities and differences

Examples, Carpenter is to hammer as painter is to brush. Hot is to cold as night is to day. Oxygen is to humans as carbon dioxide is to plants. Core is to earth as nucleus is to atom. Creating Analogies Analogies help us to see how seemingly dissimilar things are similar. They increase our understanding of new information. -Marzano,2001

Graphic Organizers for Analogies Is to Relationship Is to

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.

Teacher-directed analogy task Eighty is to eight As Dime is to ______. Student-directed analogy task Robert Frost is to poetry As _____ is to ______. Teacher vs. Student Directed Analogy See Marzano text for examples of teacher and student directed comparison, classification, and metaphor tasks.

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

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