Classroom Practice in Identifying Similarities and Differences David

Classroom Practice in Identifying Similarities and Differences David E. Cáceres, TEFL Graduate Program Candidate Universidad Pontificia Bolivariana – UPB Floridablanca, Santander COLOMBIA daelca 69@hotmail. com

Which are some classroom practices that work? 1. COMPARING 4. ANALOGIES To provide effective teaching “The art of getting information to the students’ memory in an organized manner to facilitate later retrieval. ” (Hutchison and Padgett, 2007) 2. CLASSIFYING 3. METAPHORS

1. 1 Some Definitions: ü “…the process of identifying similarities and differences between or among things or ideas. ” (In Marzano, Pickering, Pollock, 2001). ü “Technically, the term […] refers to the process of identifying similarities. ” 1. 2 Two Kinds of Comparisons in Teaching • Teacher-Directed Comparisons = T’ s Goal Ss obtain a general awareness of the similarities and differences for the same characteristics.

• Student-Directed Comparisons = PREY 1. 3 Graphic Organizers for Comparisons Venn diagrams: The Blog and the wiki WIKI BLOG -one Administrator -Information published in chronological order - Mainly, to give opinions to articles Web tools 2. 0 -Many administrators - No strict order in the publication of information - Multi task tool

Comparison Matrix: Wild Animals- The Canidae Family Comparison Matrix Items to be compared Characteristics size Coyote 46 cms tall, maximum height Fox Wolf 30 cms on average 76 cms tall, on average prey Small animals and fruits Coyote, deer, beaver Life Span 10 -14 years of age 3 years on average 8 years of age Species Canid fam. * Adapted and retrieved from Reflection What else can I do with the information?

2. 1 Definition: ü “… is the process of identifying similarities and differences on the basis of their characteristics. ” (In Marzano, Pickering, Pollock, 2001). 2. 2 Two Kinds of Classifications in Teaching • Teacher-Directed classifications = 2. 3 Two Kinds of Classifications in Teaching • Teacher-Directed classifications =

2. 4 Graphic Organizers for Classifications Classification Organizer— Information, education, communication, travel, entertainment, and shopping CATEGORIES Information education Communication travel shopping entertainment Get local weather reports Do academic research Chat or instant message Check vacati on plans Buy gifts Download music Read the news Take online courses Write a blog Make airline reserv ations Buy used goods Order concert tickets Classification Organizer— Bubble Chart So, what are Graphic organizers for? “They are tools students can use as a visual guide to the classifying process. ” (Adapted and retrieved from http: //www. ascd. org/publications/books/101041/chapters/Module-2. - Classifying. aspx

3. 1 Some quotes: “The two items in a metaphor are connected by an abstract or nonliteral relationship. ” (Marzano, 2001) “Metaphor […] is not only a rhetorical device, but an important mental facility and cognitive instrument. ” (Hong-mei, 2010) “metaphor is not just a way of expressing ideas by means of language, but a way of thinking about things. ” (Ungerer & Schmid in Hong-mei, 2010). “Language, and writing are virtually impossible without metaphor. ” (Lakoff & Johnson in Heid). 3. 2 Teacher – Directed Metaphors How is this useful for the teaching of English?

3. 3 Student – Directed Metaphors SADNESS IS , and SADNESS IS How is this useful for the teaching of English? 3. 4 Graphic Organizer for Metaphors Element 1 Literal Pattern 1 Abstract Literal Pattern 2 Element 2 It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

4. 1 Some quotes: “Analogies help us to see how seemingly dissimilar things are similar. ” (Marzano, 2001) “Analogies deal with relationships between relationships” “The use of analogies is one means of organizing knowledge in the minds of students. ” (Hutchison & Padgett, 2007) 4. 2 Teacher – Directed Analogies DIRTY is to DAVID AS LOVELY is to LADY ANNOYING is to ANNA AS LOVELY is to _______ 4. 3 Student – Directed Analogies ROBERT DE NIRO is to MOVIES AS ______is to ______

4. 4 Graphic Organizers for Analogies Is to Relationship Is to 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

5. 1 Accomplish the following challenges in groups of three. v Compare the four classroom practices for identifying similarities and differences using the appropriate graphic organizer. v Identify the two things being compared in each sentence and tell in what way they are alike. 1. The lake was a huge mirror in the moonlight. 2. The playground became a lake after the thunderous rain. 3. I am the glue that holds us together. v Write your own metaphor. Explain the meaning and circle the two items being compared. Activities adapted and retrieved from Pearson Achievement Solutions. “Metaphors. ” Co-nect Professional Development. <http: //exchange. co-nect. net>