Identifying Similarities and Differences Comparing pg 9 Classifying

Identifying Similarities and Differences Comparing pg. 9 Classifying pg. 21

Marzano Book Tour goes to OK

Focus o Facilitate the student use and explanation of important and less obvious characteristics to compare items. (Comparing) o Facilitate the student organization of items into meaningful categories and thoroughly describe the defining characteristics of each category and provide insightful conclusions about classifications. (Classifying)

Percentile Gain Identifying similarities and differences (Yields a 45 percentile gain)

Comparing “identifying similarities and differences between and among things or ideas. ” Compare http: //www. polleverywhere. com/ Text to 37607 then 661114 (response)

Recommendations for Classroom Practice o Give students a model for the process o Use familiar content to teach students the steps for comparing o Give students graphic organizers for comparing o Guide students as needed

Model o Engage in rigorous use. Ex: Malcolm X and Martin (Does this knowledge Luther King Jr. deepen student understanding? ) Obvious –Face level: o Identify important where they were born. characteristics o A set of written steps Deepening: Religious (1. 2) views or role in the civil rights movement

Use Familiar Content Explain how the items are similar and different in terms of these characteristics to uncover for the students the information that lies behind Friday’s cafeteria lunch is better than Tuesday’s. Nutritional Content Cafeteria Menu Type of cuisine Variety of Foods

Graphic Organizers o Venn diagrams (1. 4, 1. 5 p. 13) o Comparison matrix (1. 6 p. 14) Interactive organizers: http: //my. hrw. com/nsmedia/intgos/htm l/igo. htm

Guide Students as Needed o Identify the items to compare and the characteristics to use in the comparison. o Summarize o Grapple with the issue of choosing meaningful characteristics

Classroom management p. 20 o Clearly communicate the knowledge the student will use for the comparing activity. o Make sure they know how to use the process of comparing. o Make sure they understand the graphic organizers for comparing. o Provide an adequate amount of guidance. o Monitor student’ proficiency at using comparing.

Classifying pg. 21

Classifying “Involves grouping things into definable categories based on like characteristics. ”

We Classify… o Clothes in our closet o Food on our kitchen shelf o Music CDs in our collection Elaborate http: //www. polleverywhere. com/ Text to 37607 then 418075(response)

Recommendations for Classroom Practice o Give students a model for the process o Use familiar content to teach the steps in classifying o Give students graphic organizers for classifying o Guide students as needed

Model o Allow students to classify based on their own rules category membership Historical battles Works of literature Exercises (most difficult step) o Provide systematic strategy with rules and expectations.

Model “How things are classified influences our perceptions and behavior. When rules for the category membership change, we change the way we think about items. ” Ex: Food items o o o Color Shape Weight Pyramid placement Calories

Model for Classifying p. 23 o What do I want to classify? o What things are alike that I can put in a group? o How are these things alike? o What other groups can I make? How are things alike in that group? o Does everything fit in a group? Do any of the groups need to be rearranged?

Familiar Content Ex: Snowboarder Explain the difference between “wack” and “phat” moves on the slopes “Thinking about what defines a particular group and why an items fits into the group helps students to learn more about the content they are studying. ”

Graphic Organizers o Bubble p. 25 o Chart pg. 26

Guide Students o Structured guided “This activity requires practice student to think in a different way and o Independent forces them to practice answer the o Teacher defined Vs. question: How Student defined would I group these items and why? ”

Classroom Management o Be confident of your own understanding o Clearly communicate the knowledge to be classified o Make sure the students understand the graphic organizer o Give the student an adequate amount of guidance for the activity. o Monitor the students’ progress of classifying.

Ms. Gipson Encouraging you to take the bull by the horns!

From the Teacher Quality Team