Identifying Similarities and Differences Quote of the Day

Identifying Similarities and Differences

Quote of the Day “If you think you are too small to be effective, you have never been in the dark with a mosquito. ” –Unknown

Examples of Good Analogies Skimming is to Understanding the Text Relationship: taking an action to increase understanding Watching a movie is to Enjoying the movie

Celebrate Effort - Reflection n What did you experience when using your advance organizers in your classroom? What went well? n What would you do differently next time? n

Today’s Agenda n Objectives n Participant Activity Outline n What did you learn? n For next time … n Also for next time …

Objectives After completing Session Eight and its fieldwork, teacher participants will be able to … n utilize the online modules. n describe the specific strategies, research generalizations, and resulting classroom implications for the identifying similarities and differences strategies.

Objectives (Continued) n recognize the ways in which they currently use the identifying similarities and differences strategies as part of their practice. n recognize when these instructional strategies are used appropriately and meaningfully at their grade level range. n assess their own use of the instructional strategies in their classrooms.

Quick Write n How has your understanding of Similarities and Differences been frontloaded from the beginning of this learning?

Learn About It: Mental Set Questions n Why is it important that teachers use the instructional strategy of Identifying Similarities and Differences in their instructional practice? n How can the use of the Identifying Similarities and Differences instructional strategy enhance student learning?

Comparison Matrix Characteristics Items to be compared #1 1. #2 #3 Similarities Differences 2. Similarities Differences 3. Similarities Differences 4. Similarities Differences

Metaphors n Working in cooperative learning groups is a food web because each group member is dependent on the other group members. n This idea applied to the learning environment means that each group member is dependent on the other group members for his/her learning and achievement.

Objectives After completing Session Eight and its fieldwork, teacher participants will be able to … n utilize the online modules. n describe the specific strategies, research generalizations, and resulting classroom implications for the identifying similarities and differences strategies.

Objectives (Continued) n recognize the ways in which they currently use the identifying similarities and differences strategies as part of their practice. n recognize when these instructional strategies are used appropriately and meaningfully at their grade level range. n assess their own use of the instructional strategies in their classrooms.

For next time … n Are you ready to try the list-group-label strategy in your classroom? n Write a half-page reflection on your experiences. n n n What went well? What would you do differently next time? Be prepared to share.

Also for next time … n Be sure to participate in the online discussion. n Our focus will be on the “Summarizing and Note-Taking” strategy. n To prepare, please skim Chapter 3 of Classroom Instruction that Works. n Bring a photocopy of a piece of content area text you will be using with your students.

Any Questions?

References Marzano, R. J. [et al. ] (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. , Pickering, D. J. , and Pollock, J. E. (2005). Classroom Instruction that Works: Researchbased Strategies for Increasing Student Achievement. Upper Saddle River, NJ: Pearson Education, Inc.