Quote of the Day

Do the best that you can, in the place that you are, and be kind.

- Helen Nearing

Effective Teaching Strategies

Exploring Similarities and Differences

Windham Middle SchoolDecember 3, 2008

Jane CookEASTCONN Staff Development Specialist

Windham Middle School Literacy & Technology Coachjanecook@earthlink.net

Parts of the presentation are adapted from a PowerPoint presentation by Scott King-Owen

http://www.nhcs.k12.nc.us/instruction/ssflpe/CITWhandouts/Teaching%20Similarities%20and%20Differences.ppt

and a PowerPoint presentation by Rebecca Pilver, EASTCONN Staff Development Specialist

Warm Up What do we have in common? With a partner, you have 2 minutes to find 4 things that you have in common - the 4 things have to be hidden (not obvious). Write them down.

Now, get with another partner. Find 4 things that you have in common. Again the 4 things must be hidden (not obvious). Write them down.

Now, join into a group of 4 and compare the commonalities and find things that are unique about each of you. Find 2 things that each of you have that is unique to only you.

What did you learn? How could you use this activity with your students? What purpose would it serve?

Objectives

To understand how Effective Teaching Strategies connect to Data Teams and the DDDM process

To explore the Effective Teaching Strategy (ETS) known as Similarities and Differences

To practice using the Similarities and Differences strategy and plan ways to apply this ETS in your teaching

Review of Effective Teaching Strategies Marzano, et al, 2001

1. Similarities and Differences Summarizing and Note Taking Effort and Recognition Homework and Practice Nonlinguistic Representation Cooperative Learning Setting Objectives &

Providing Feedback Generating & Testing

Hypotheses Cues, Questions and Advance

Organizers

Category: Achievement Gain(Percentiles)

1. Identifying Similarities and Differences * 45

2. Summarizing and Note Taking 34

3. Reinforcing Effort and Providing Recognition 29

4. Homework and Practice 28

5. Nonlinguistic Representations * 27

6. Cooperative Learning 27

7. Setting Objectives and Providing Feedback * 23

8. Generating and Testing Hypothesis 23

9. Questions, Cues and Advance Organizers 22

10. Non-fiction Writing NOTE: This strategy was identified after Marzano’s book was published

Classroom Instruction that WorksRobert Marzano, Debra Pickering, Jane Pollock

Why Are These “Effective” Strategies?

6

* Indicates district-wide focus 2008-09

How do we use ETS in Data Driven Decision Making? Let’s try an example:

Team collected and charted data: They found through their pretest data that students are scoring far below their peers on problem solving.

Team wrote a SMART Goal: Currently 50% of our grade 5 students are scoring below proficient on math word problem solving as measured by the pretest. By the end of the 3-week instructional unit, 75% will score proficient or higher on math word problem solving as measured by the post test.

Data Team Thinking

Analyze “Why?” and Select Instructional StrategiesWhy is this? What can we try? (ETS)

Students know how; they are not fluent or automatic

Homework and Practice Problem a Day in class for guided practice/ Homework targeted to provide independent practice

Students don’t know the process

Nonlinguistic Representation & Similarities and DifferencesProblem solving chart/Comparison matrix

Problems are various Providing FeedbackLooking at Student Work

They don’t know the vocabulary

Vocabulary InstructionVariety of ETS strategies, e.g., Nonlinguistic Representations, Similarities and Differences, etc.

Similarities and Differences Read the description of Similarities and Differences.

Turn to a partner and briefly discuss why similarities and differences are considered the “core of all learning.”

Similarities and Differences Let’s play the Similarities and Differences online evolution game at: http://evolution.berkeley.edu/evolibrary/article/0_0_0/similarity_hs_01

With a partner, discuss how such an activity might support a student’s learning.

4 Types of Similarities and Differences

Comparing

Classifying

Creating Metaphors

Creating Analogies

4 Door Shutter Fold Foldable Fold a piece of paper in half widthwise (like a hamburger).

Open it up and fold each half in half so they meet in the center – You now have a 2 Door Shutter Foldable

Fold the 2 Door Shutter in half widthwise (like a hamburger).

Open it back up and cut or tear the shutters on the fold line so you have 4 doors instead of 2.

Write Comparing, Classifying, Metaphors and Analogies on the four shutters (tabs).

Use this 4 Door Shutter Fold Foldable to take notes today.

Comparing Turn to your neighbor/s and compare a “table” to a “chair”.

What steps did you go through in order to compare?

What did comparing require of you?

Comparing – Steps in the Process

1. Select the items2. Describe the items (visually or

linguistically)3. Select the characteristic(s) of the

items that are most important for comparison

4. Explain how the items are similar and different according to the selected characteristic(s)

OR PUT ANOTHER WAY…

Graphic Organizers for Comparing Comparison Matrix Venn Diagram Double Bubble Others?

A Comparison Matrix is…• A table that is used to describe items (things, people, places, events, ideas, etc.) and to compare their characteristics

• An effective analytic tool to simplify the process of analysis.

• An organized way of thinking that allows users to compare multiple characteristics of two or more items

If students haven't worked with a Comparison Matrix before, the structure of the matrix should be as unsophisticated as possible.

As students become more knowledgeable, you can add more characteristics for a deeper comparison.

A Simple Comparison Matrix

Directions: Place a 'X' in the box to indicate if an item possesses that characteristic.

How are they alike? How are they different?

Characteristics

Item #1 Item #2

Similarities

Differences

Similarities

Differences

Similarities

Differences

Similarities

Differences

A Complex Comparison Matrix

Here’s an example of a completed matrix: http://www.americanchemistry.com/s_plastics/hands_on_plastics2/activities/abrasion_results.asp

Low Cost Laptop Cheat SheetLaptop

NamePrice Processor Storage

Display Size /Resolution

Webcam

Asus EeePC 2G Surf (700)

$299 800 MHz Intel Celeron-M ULV 353

2GB SSD

7 inches/800 x 480

No

Asus EeePC 4G Surf (701)

$349.99 900 MHz Intel Celeron-M ULV 353

4GB SSD

7 inches/800 x 480

No

Asus EeePC 4G

$399.99 900 MHz Intel Celeron-M ULV 353

4GB SSD

7 inches/800 x 480

0.3 mega pixels

Asus EeePC 8G

$499.99 900 MHz Intel Celeron-M ULV 353

8GB SSD

7 inches/800 x 480

0.3 mega pixels

Source: http://blog.laptopmag.com/low-cost-laptop-cheat-sheet

What real world applications can you think of for a Comparison Matrix? Turn to a partner and discuss this.

How about this?

Any ideas?

Real World Applications of a Comparison Matrix

Venn Diagram

A Venn Diagram is a graphic organizer that uses circles to represent sets (or items), with the position and overlap of the circles indicating the relationships between the sets (or items). It was named after John Venn (1834–1923), British logician. Venn Diagrams show how items relate to each other. Most of the "action" is in the overlapping areas.

Source: http://www.answers.com/topic/venn-diagram

How to make a Three-Tab Venn Diagram Book Foldable®*1. Fold a piece of (8 ½ x 11”) paper in half vertically (like a hotdog). If using notebook paper, fold only to the margin.2. With the paper horizontal and the fold of the hotdog up, fold the right side toward the center, trying to cover one half of the paper. (Make a mark here, but do not crease the paper.) Or, to reinforce math skills, have the students determine what the measurements would be for dividing the page into 3 equal parts using a ruler.3. Fold the left side over the right side to make a book with three folds.4. Open the folded book. Place your hands between the two thicknesses of paper and cut up or tear the two valleys on one side only. This will form three tabs.5. Draw overlapping circles on the three tabs to make a Venn Diagram.

A GetReal! Project http://getreal.wikispaces.com/

*Foldables are 3D Graphic Organizers created by Dinah Zike. www.dinah.com

Double BubbleA Double Bubble is a kind of thinking map/graphic organizer that can be used to compare similarities and differences. It has multiple bubbles that connect two items with their similarities and differences.

To download this graphic organizer, go to: http://freeteach.com/graphic_organizers/double_bubble

Double Bubble Template

To use the Double Bubble Template:

1. Fill in the 2 large circles with the items you are comparing and contrasting.

2. In the shaded bubbles, write in the characteristics that the 2 items have in common.

3. Use the other circles to list characteristics that are unique to each item.Source: http://www.cwhp.info/curriculum/sources2/graphic_organizers.pdf

Create a Double Bubble

Middle

School

Meatloaf

Sample Completed Double Bubble

ComparingStudents may benefit from brainstorming about the topics to be compared by using a Circle Map. This allows them to focus on one object of comparison at a time.

Comparing Teaching Tips

Students can expand their creative thinking if you ask them to compare two objects which

seem very dissimilar.(How is the President similar to and different from

a restaurant chef?)

How you use it depends on your purpose. For example, if you wish for students to focus on specific similarities and differences, the activity will be more teacher-directed. If you wish to stimulate divergent thinking, the activity would be more student-directed.

Other Ideas?

In small groups or with a partner, talk about what you will be teaching in the next few weeks and discuss:

How can you use comparing in your classroom to teach the concepts that you want your students to learn?

Jot down some ideas on your 4 Door Foldable.

Classification Classifying refers to sorting objects into categories based on shared characteristics.

Classifying depends on identifying the similarities and differences between the objects.

Share: When have you used classifying as an instructional strategy?

Classification Activity Sort the words on the next slide into categories.

Discuss: What steps did you take to sort the words? What did classifying require of you?

tuna shark eagle whale

ostrich bat dog alligator

salmon dolphin penguin flying squirrel

person sheep monkey robin

More Classifying Ideas

Ask students to classify objects in teacher directed groups and then ask them to form new groups and create new classifications.

Use classifying to preview, assess and tap into prior knowledge before a unit.

Use classifying for vocabulary development.

Why is classification effective?

Look at the following letters for 10 seconds:

XIBMSATMTVPHDX

What do you remember? How many letters did you remember? All 14 Between 8 and 14 Less than 8

What strategy did you use to remember the letters?

Look at them again.

XIBMSATMTVPHDX

Now what do you remember? How many letters did you remember this time? All 14 Between 8 and 14 Less than 8

Why did you remember more the second time?

What strategy did you use to remember the letters?

Other Ideas?

In small groups or with a partner, talk about what you will be teaching in the next few weeks and discuss:

How can you use classifying in your classroom to teach the concepts that you want your students to learn?

Jot down some ideas on your 4 Door Foldable.

What is a Metaphor?

Comparison involving similarity

A similarity between two objects at an abstract level.

Life is a rollercoaster

metaphor simile

A similarity between two objects at an abstract level using “like” or “as.”

Life is like a rollercoaster

A simile is a type of metaphor because it is a comparison, but not all metaphors are similes.

A Rose is… Rose: The blossom is beautiful and sweet to smell, but if you touch the thorns, they can stick you.

Something is beautiful but it can sometimes hurt! OUCH!

Love: Love makes you feel wonderful, but you can get hurt.Love is a rose.

Metaphors: Choose one of the following and create a metaphor.

The water cycle is… Writing a paragraph is…. Poetry is… Differentiating instruction is…

Reading is….

Why are metaphors effective?

Think about when someone you were learning from used a metaphor in their teaching. Why was it effective?

Metaphor Teaching Tips

Use metaphors in your teaching to help connect to background knowledge.

Give students open-ended metaphors to encourage creative thinking.

Give students completed metaphors to explain and evaluate.

Other Ideas?

In small groups or with a partner, talk about what you will be teaching in the next few weeks and discuss:

How can you use metaphors in your classroom to teach the concepts that you want your students to learn?

Jot down some ideas on your 4 Door Foldable.

Analogy

An Analogy is a comparison between related pairs.

A is to B as C is to D

as as

Brace Map

A

B D

C

A Sample Miller Analogy Test Item

PLANE : AIR :: CAR :(a. motorcycle, b. engine, c. land, d. atmosphere)

Or put another way:

asPLANE

AIR

CAR

Who thinks the answer is… a. motorcycle b. engine c. land d. atmosphere

Turn to a partner and explain why you chose the letter that you did.

The Answer In this type of analogy, one term causes, creates, provides, requires, uses, or in some other way relies on the other term.

For this particular item, one term in each pair of terms “travels on” the other. A plane travels on air, just as a car travels on land.

asPLANE

AIR

CAR

c. LANDSource:

http://pearsonassess.com/NR/rdonlyres/1A2076F6-2608-421F-8ECA-EA884EBB9288/0/NAGAPPresentation2008.pdf

Create an Analogy“I Have a Dream” was to the Civil Rights Movement as

_____________ to _________________.(historical event (movement) or document)

In small groups, complete the analogy using another historical event or document in the first blank and a movement in the second blank.

Analogy Teaching Tips During Instructional Delivery:

-Use an analogous situation to explain difficult concepts using more familiar terms. This helps students connect the known to the unknown.

Ask students to generate analogies:-Give them a partial analogy and ask them to generate

another pair

-Ask them to come up with the analogy on their own

-Put word pairs into an envelope and ask students to randomly construct analogies

-Ask students to defend their reasoning orally and in writing

Other Ideas?

In small groups or with a partner, talk about what you will be teaching in the next few weeks and discuss:

How can you use metaphors in your classroom to teach the concepts that you want your students to learn?

Jot down some ideas on your 4 Door Foldable.

EDUCATION HUMOR – WORST ANALOGIES USED IN ESSAYS

The following are from the winners of the "worst analogies ever written in a high school essay" contest from http://www.adprima.com/humor.htm:

Mary was as interested in Joey as she was in a two-day old tuna sandwich left on the kitchen table, hidden by a dishcloth. This perplexed Joey.

Her hair glistened in the rain like nose hair after a sneeze.

Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.

Next Steps: Application to Data Teams At future meetings, brainstorm more ideas for using comparing, classifying, analogies, and metaphors across the curriculum.

Discuss with your Data Team members how Similarities and Differences could be applied in your classrooms.

Plan at least one lesson that incorporates Similarities and Differences with your students.

For Next Time

Bring a sample of some student work which used one of the types of Similarities and Differences.

Thank You!