Assignment #2: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 2 – Identifying Similarities and Differences.
Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part C and D. We’re trying to make the blog easier to read and more user- friendly. Thanks!
A. Guiding Questions for Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of identifying similarities in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. (Complete – but do not post!)
• What is the purpose of asking students to compare?
• What kinds of activities do I use to help students compare?
• I can think of a time that I asked students to compare, and I was pleased with the results. Why did it go well?
• I can think of a time that I asked students to compare, and I was not pleased with the results. Why did it not go well?
• What questions do I have about using comparing in my classroom?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 2 and reflect briefly on your thinking after reading the “Research and Theory” section for identifying similarities and differences. (Complete – but do not post!)
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may share how you would use this strategy in your classroom) – please post a brief reflection of how this went to the posting labeled Week Two: Identifying Similarities and Differences. Click on the “comment” link below.
D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Two: Identifying Similarities and Difference by clicking on the “comment” link below.
How has the information you read in this chapter on comparing affected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• How has reading this information affirmed some of what you already knew about comparing?
• What is something you now understand better about comparing?
• How might you change how you use comparing in your classroom?
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15 comments:
I hope this format is okay...
C. Practice:
I actually was able to start reading this book before school was out, so I do have an actual "classroom practice" to comment about. The kids love venn diagrams. Our reading theme was called, "Journeys" and we compared and contrasted a journey from the book and a journey we had taken. After they made the venn diagram, I had them write two paragraphs using it - one about the similarities and one about the differences. We also did several venn diagrams in our small group reading comparing characters from our chapter books with other characters, or with ourselves. They were "pros" at venn diagrams by the end and they always loved doing them.
D. Final Strategy Reflection:
I really had no idea how beneficial comparing and contrasting was, until I read this chapter. I have always used graphic organizers, but not in the same way as I have now (or think about doing now) since reading the chapter. I think presenting a comparing/contrasting tools like graphic organizers allows the kids to compare and contrast without knowing that's really what they are doing. Then we can introduce that vocabulary. Something I now understand better about comparing is that it needs to be explicitly taught. I definitely agree with that, after doing it with my class. They would list very vague things (awesome/not awesome, mean/not mean). I like the idea of actually presenting it in a structured task to focus the conclusions they will make (instead of just genearl similarities and differences, be specific...how each character feels about school, or what they look like, etc...) I definitely see the value of comparing and contrasting, and the need to do it early and often. I think a great way to start the process would be with partners at the beginning of the year - finding how they are alike and different and then introducing their partner to the class using their graphic organizer.
Hi Lindsay, the format is perfect! I loved the way you incorporated both reading and writing into your classroom use of the Venn diagram...and I think you're right, they really do require our students to be more specific in their thinking (or writing).
Kelly Carlson- Assignment #2
C. Practice
I really liked the science example of the student directed metaphors (the Enterprise). There are several applications for how I could use this in my classroom. First, as a review technique at the end of a class period where a new concept has been introduced- listing three new pieces of content on the left, asking students pick a system to compare it to for the middle column, and then having them describe the connection on the far right.
The second way that I could use this in my classroom is similar to how it was used in the chapter – as a final project. Of course, both of these applications would require a significant amount of modeling and practice, but the possibilities are exciting.
D. Final Strategy Reflection:
This chapter on comparing has affecting my thinking about teaching and learning in a variety of ways. First, it has affirmed that comparing is a valuable skill to increasing student understanding and ability to use information. I had not really considered metaphors, classifying, and analogies as methods of comparing, but when presented this way by Marzano, it makes a lot of sense. This chapter also provided me with several examples of how I cam implement a variety of comparing strategies into my classroom. For example, having students use a comparison matrix in my class and then take it to their science and/or English classes to identify differences and similarities is a powerful idea that contributes to our move toward more inter-disciplinary teaching and learning. I also found thought that I could provide opportunities to create analogies for my advanced students in the blended 9th grade class next year as a means of differentiating assignments. Although these are not necessarily changes to my classroom, they are two of the ideas that this chapter gave me about using comparing in my classroom.
Lindsay,
The 'Journeys' Venn sounds really neat- and a is a great way to get to know your students! I also love any strategy that feeds into writing...so using the Venn as a step toward writing paragraphs is excellent!
- From Kelly Carlson
I think having students review a concept using student directed metaphors is perfect!....anyway we can link and make connections between new and existing knowledge is a plus!
C) Practice:
Although I am not currently teaching, I anticipate using a version of the comparison matrix with my students. The format of this graphic organizer reminded me somewhat of a Guided Language Aquisition Strategy; I could see groups of students being responsible for components of the matrix, especially when working with more challenging items, and then having them teach/inform one another as new information is charted on the matrix.
D) Final Strategy Reflection:
The venn diagram was one of the graphic organizers mentioned in the book that could be used for making comparisons. In the past, I have been very intentional about modeling a venn diagram in such a way that comparisons can easily be made (characteristics are written in a corresponding fashion, as illustrated in the example, as opposed to scattered). Afterwards, a multi-paragraph comparison can easily be drafted using key vocabulary and key transition words. This corresponding fashion helps students easily see the similarities and differences.
As I read the chapter, I also thought about how I might incorporate the use of analogies in my classroom. I particularly liked the example presented in which a teacher used analogies to help explain math concepts. I found that I could use something similar to challenge my own students in math.
Thanks for sharing your thoughts Sarah! I think that using a version of the Comparison Matrix would be a great support for your Bilingual students...and using analogies (anything that helps students make those links) would benefit all students, especially ELLs.
C. Practice:
I can see how all of these Classroom Practices would be useful, in particular Comparing. I could use this easily within the Child Development classes to help students look at the practical outcomes of possible choices they will need to make related to relationships and their own personal health choices. I would be careful with the classification piece though, considering one of the main goals is to keep students, teen parents in particular, in school regardless of the choices they have made. Watching closely that students are not creating classifications based on “good/right” or “wrong/bad”.
D. Final Strategy Reflection:
As a new teacher this is very helpful for me to have a better language to use when teaching, as well as tools to apply these strategies. I am looking forward to using the Venn Diagram not just in my Child Development classes, but with my Teen Parent Seminars. I can see using this as a group activity looking at teens with children and without. Then having the students narrow it down, individually or in small groups, to look at specific areas. Such as time with friends, time to study, income, etc.
I have always known that looking at similarities and difference is beneficial, but not had the theory or the skills to use it to its full benefit. I don’t know what I would be changing since I just started teaching, but I certainly plan to use comparison a lot more!
Thanks for sharing your thoughts Bonnie. I agree with your thinking about making any classification about their personal choices! The greatest and most important goal for these kids should be to stay in school!!!
C. While reading this chapter I kept in mind my first grade class and was thinking how I could use each practice with my students. One of the most common ways is to use comparing. This is something we can use in reading to compare stories and characters. We can also use comparing in our Frog Science unit. We can look at the different types of frogs and also compare frogs and toads. Comparing can also be used in math to compare shapes and solid figures. A Venn Diagram is the most common way I use comparison and my tasks are almost always teacher directed with first graders. After reading the chapter I realized that I can use such things as a comparison matrix and acutally give students tasks to complete on their own. I realize I can simplify the matrix and we can come up with the categories together as a class and then students can work on their own or with a partner to identify simmilarities and differences. Again this can be used in multiple subject areas.
D. Reading this chapter helped reaffirm for me that comparing is a strategy that helps students better understand the information I am teaching. Just standing in front of the class giving information or just reading the information to the students is not as effective as getting them involved in a disscussion about the information I am giving them.
I now understand the teacher directed versus student directed ways of comparing. I think it is important especially at the beginning to use mostly teacher directed and then move to a combination of both and then hopefully by the end of the year we are mostly doing student directed activities.
I would change the way I use comparing in my classroom by changing the graphic organizer I use and possibly even creating new organizers to better fit with the activity we are working on. I also plan to increase student involvement in the activities even more than I currently do.
Thanks,
Kimberly Lewis
Hi Kim - I enjoyed reading your thoughts on using the strategy of comparing in your classroom. I liked your idea of simplifying your comparison matrix for your first graders...and it's definitely a good idea to model often, especially at the beginning of 1st grade!
Practice:
I have used Venn Diagrams a lot in my teaching practice. I like the visual that it provides for the students, and I think it is very useful in both reading and writing. I haven't really ever considered changing the way I teach the compare and contrast process. I think that with 6th graders it will be important for me to really challenge their thinking and have them use a higher level of thinking. So challenging them to use more specific similarities and differences will be good for them. I also really liked the examples given using metaphors. I think that metaphors alone help students think critically. I loved the making a sandwich idea and how they turned that into a paragraph writing assignment. I think this would be especially beneficial for ELL students.
Reflection:
*First of all, I think that visuals always help learners. This reading has also allowed me to reflect on my teaching, and the fact that I need to provide more individualized practice time for my students. Often I find myself doing the learning for my students rather than giving them the needed practice to learn these tasks.
*I know that comparing and contrasting helps students visualize what the key differences are and how those can change the way you view characters, plots, etc. It is also helpful to have a graphic organizer to put your thoughts into which can turn a writing piece into a much more thorough piece.
*I think the most important thing for me to do in my classroom is to give the students more individual practice as well as create opportunities for them to show their higher-level thinking.
Bonnie-I think that what you said about classifying using harsh words like good/bad, and right/wrong is really important to keep in mind for all teachers. You are always going to have students that you need to be cautious around with what you say and how you say it.
Kim-I think all too often teachers stick to comparing/contrasting with reading and writing. I think that it is important to use these tools in other subjects as well, and you thought of some really great ways to do that!
Thanks for sharing Katie! I completely agree with your thinking about how important the visual part of learning is for our students (especially the ELLs)! And YES!!! The more we're asking them to practice new learning, the more they will retain the new learning!
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