Identifying Similarities and Differences

3. Identifying Similarities and Differences

4. The process of identifying and articulating similarities and differences among items. Comparing The process of grouping things into definable categories on the basis of their attributes. Classifying The process of identifying and articulating the underlying theme or general pattern in information. Creating Metaphors The process of identifying relationships between pairs of concepts (e.g., relationships between relationships). Creating Analogies What processes can students engage in to identify similarities and differences?

5. Similarities and DifferencesAnalogies putter is to a set of golf clubs as 2 is to the set of primes 2, 3, 5, 7, 11, 13, … What is the common relationship? putter

6. Building understanding on prior knowledge.

7. The questions that p_____ face as they raise ch_____ from in_____ to adult life are not easy to an_____. Both fa_____ and m_____ can become concerned when health problems such as co_____ arise any time after the e_____ stage to later life. Experts recommend that young ch_____ should have plenty of s_____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b_____ or even sleep in the same r_____. They may be afraid of the d_____. An essential element of checking for understanding is for students to share the meaning of essential content related vocabulary.

8. The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. ~Adapted from Madeline Hunter

9. First-grade children from higher SES groups know about twice as many words as lower SES children High school seniors near the top of their class knew about four times as many words as their lower performing classmates High-knowledge third graders have vocabularies about equal to lowest-performing 12th graders Individual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade Vocabulary

10. Non-linguistic Representations

11. Types of pictures: • Draw the actual thing. Marine biologist

12. Types of pictures: • Draw the actual thing. Abraham Lincoln

13. Types of pictures: • Draw the concept. Mutualism When one thing helps another.

14. Types of pictures: • Draw the concept. Change

15. Types of pictures: • Draw an example. Explorer

16. Types of pictures: • Draw the concept. revolve

17. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed # of studies

18. Step 1 Teacher identifies the new word and elicits background knowledge. Step 2 Teacher explains the meaning of the new word. Step 3 Students generate their own explanations of the new word. Step 4 Students create a visual representations of the new word. Step 5 Students engage in experiences that deepen their understanding of the new word. Students engage in vocabulary games and activities to help them remember the word and its meaning. Step 6

19. Organizing Theme: Things someone would say… Trivia Triangle President Bush 200 POINTS Rosa Parks a principal 100 POINTS 100 POINTS a teacher a mother a student 50 POINTS 50 POINTS 50 POINTS

20. Science Energy 200 POINTS Hypothesis Electron 100 POINTS 100 POINTS Atmosphere Experiment Dissolve 50 POINTS 50 POINTS 50 POINTS

21. Things that are parallel area perimeter Types of graphs Types of angles Ways to make .25 Grade 4 Math 200 POINTS 100 POINTS 100 POINTS 50 POINTS 50 POINTS 50 POINTS

22. Setting Objectives and Providing Feedback

23. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

24. Effective Instruction Essential Characteristics of effective instruction - Improves through regular assessments and evaluations; focuses on essential knowledge and essential skills; builds on students’ prior knowledge; integrates higher level and basic skills; provides instruction on specific strategies; includes the frequent review of key concepts; consistently uses collaborative learning; focuses on student-directed instruction; strives to be culturally and linguistically relevant; and Office of Educational Research and Improvement (OERI), US DOE, 2000

25. “A pupil from whom nothing isever demanded which hecannot do, never does all he can.” John Stuart Mill “No one Rises to Low Expectations.” Carl Boyd