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 DesignPrior 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.

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.”

Expectations

Identifying similarities and differences might 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?

4 highly effective “forms” to identify similarities and differences

Comparing

Classifying

Creating metaphors

Creating analogies

4 highly effective “forms” to identify similarities and differences

ComparingClassifyingCreating metaphorsCreating analogies

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

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

Graphic Organizers for Comparing

-most useful when comparing only two items -more useful to provide a greater number of details

Venn Diagram

Characteristics

Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

#1 #2 #3

Comparison Matrix

4 highly effective “forms” to identify similarities and differences

Comparing

ClassifyingCreating metaphorsCreating analogies

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

For example,Invertebrates

animals without a backbone or spinal column

Vertebrates

animals with a backbone or spinal column

Graphic Organizers for Classification

-most useful when all categories are equal in generality

-more useful when all categories are not equal in generality

Place Categories in column headings

4 highly effective “forms” to identify similarities and differences

ComparingClassifyingCreating MetaphorsCreating analogies

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

For example,Love is a rose.

Graphic Organizer for Metaphors

Element 1 Literal Pattern 1 Abstract Element 2Literal

Pattern 2

It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

4 highly effective “forms” to identify similarities and differences

ComparingClassifyingCreating metaphorsCreating Analogies

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

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.

Graphic Organizers for Analogies

Is to

Is to

Relationship

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 vs. Student Directed Analogy

Teacher-directed analogy task

Eighty is to eightAsDime is to ______.

Student-directed analogy task

Robert Frost is to poetry

As_____ is to ______.

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