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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C. Practice: In kindergarten, in math we are in the geometry unit of our Investigations math curriculum. After reading the chapter, I thought I would have the students compare and contrast the various shapes we are studying. I plan on doing this again, when we look at 3-D shapes. Together, using a venn diagram comparing squares and rectangles. I thought the kids did a good job of coming up with characteristics and deciding where they would go in the venn diagram.
D. Final Strategy Reflection: I have used comparing and contrasting at various times throughout the year. As I was reading how valuable this strategy is, I wondered how much more I could use it in my units throughout the year. I also wondered how and if I could compare and contrasts "things" from the different units we focus on throughout the year. I have found using comparing and contrasting to be a highly successful activity with kindergartener and first graders. As I was reading about metaphors and analogies, I wondered if it would be too complex for this age. I would have to teach them what each of those are before I would be able to move to an activity that involved either one. I am interested in exploring how this might work with students in kindergarten and first grade. I really liked the graphic organizer for analogies (figure 2.9). I like how any of these tasks can be either more teacher directed or student directed and are still highly effective.
I think using the compare and contrast with your math unit is a natural fit. I think you def. would be able to use it across units.
I do think you could use analogies with Kindergarten and first grade students. I would do some (or a lot) of whole group/ small group work with the students. Even if they aren't able to read yet they could identify the relationship. Here's a link to one simple sheet that might work for the primary level:
http://www.havefunteaching.com/language-worksheets/analogy
Let me know if the link doesn't work.
I also know that I used an old book from my student teaching days that had shape analogies that primary students would be able to successfully complete. You might look for something similar or create your own if you were interested in introducing analogies to your students.
C. Practice: In resource room students began an analogy activity comparing antonyms and synonyms.In the beginning students were challenged, however as they continued they became quite well comparing and contrasting and found an internet site where they continue to practice their analogy skills.
D. Final Strategy Reflection: Students will continue to practice analogies throughout the year. I will also incorporate more activities to practice metaphors. I believe students will be more successful beginning with teacher-directed metaphors by using graphic organizers. I wonder by introducing graphic organizers and scaffolding students will become more confident with metaphors.
Hi Linda,
I think your students will def. have more success if you use graphic organizers and scaffold the lessons as you progress through the year.
Also, as you plan to practice the concept throughout the year, your students will also increase their ability vs. just introducing the concept one time and never returning to it.
C. “To Be and To Have” is a French film about a one-room schoolhouse for 4-11 year olds in a small village in France (highly recommended for all, especially teachers). Second year French students will watch the film (with English subtitles) and take notes on the similarities and differences between the education system/style shown in the film and their own school experience using a graphic organizer (comparison matrix or Venn diagram). I subbed in French a few weeks ago, and the students were instructed to take notes on the film and were told that they would be graded on quality and quantity of their notes. Some students took notes that only told what anyone watching the film would realize, others went deeper and responded personally to the film. I especially noticed that the students who had begun their education in another country were comparing their school experiences with the one shown on the film. Purposing to compare the students’ personal educational experiences with the one shown in the film would lead to a more meaningful connection with the film. If discussed as a class, students would also learn about each other’s school experiences. The film covered many aspects of education (classroom management, counseling, teacher’s duties, interacting with peers, teaching styles, family involvement, etc.) Taking notes on a film is an easy way to make students pay attention (especially when there is a substitute teacher), but going a step farther and using a simple graphic organizer to compare a key theme of the film with a personal experience creates a lesson plan that extends beyond the class period.
D. Even as a parent, I have felt that learning to compare is an essential lesson of life. Whenever my kids wanted to watch a movie based on a book that they had read, we would discuss the differences and similarities between the two. (My kids even agree that the book is always better!) Reading this chapter affirmed the importance of this skill. I better understand now the tremendous use graphic organizers can have in teaching this concept at any level. Also, from the lesson I proposed, I saw the value of directing note taking on a film to the specific skill of comparison. I still have some work to do on how to implement metaphors and analogies into lesson plans although I understand the theory behind them. In my classroom, I would try to be more intentional in teaching these skills and if I ever teach ESL, I would strive to teach the academic language to support the learning of this concept.
Assignment Two:
C. Practice: In 5th grade we just completed a animal habitat unit. The students learn about the various habitats, then had to use a modified version of a comparison matrix, similar to the one shown on page 19. I modeled desert as the first habitat compared. The students were able to choose their own three habitats for their graphic organizer (tropical rain forest, savanna, wetlands, etc). The three characteristics that they compared were: weather, shelter, and adaptations.
D. Final Strategy Reflection: I really like this graphic organizer, but added a line across the center of each item so the similarities and difference were easy to identify. Although I've used graphic organizers in the best, I want to start using them more often. This is a very important SIOP strategy that I enjoyed reading about. One of the most useful graphic organizers that my team uses every year is a laminated picture of a balance that our students can use for our "hands on algebra" unit. There were some excellent graphic organizers in chapter two that I want to start using in various subject areas.
Part C:
In my reading groups I’m working on long vowel sounds. The week I focused on comparing I was using the long a sound. I had students use a premade T chart. On the left side it had the letters ay and on the other side ai. I started the activity by discussing long a sounds and showing them a few examples. They were then asked to work in pairs together to complete the activity, and then lastly I asked them to come up with a few on their own. I really like the model and the students get excited when they think of new words to add to their charts.
Part D:
-I know that this is a beneficial strategy to help students with their comprehension. It’s also a suggested skill to practice from Bloom’s Taxonomy of higher order thinking.
-I was unsure of how well first graders would do with this, but they surprised me and did very well. It’s also exciting to see them bringing it up in other curricular areas, as we do that across all subject areas.
-I will try to give students more opportunities to practice this skill, as well as more examples provided by myself. I’m currently in a 2-year study and implementation of the SIOP model, and this was mentioned as a great tool for helping not only our ESL students, but all students.
Heidi: I am amazed at what kindergarteners are learning. It is such a great start for them to begin using Venn diagrams to compare and contrast. Did you ever introduce metaphors and analogies?
Linda: I liked your analogy activity of comparing synonyms and antonyms. I also would like to learn more about teaching metaphors. I eventually would like to teach ESL so anything language oriented interests me.
MK: I want to start using graphic organizers more also. I like it when I sub for teachers who use them because they really do help students learn. I liked how you used one to review animal habitats.
Jennie: The Title I teacher that I often sub for uses the "T" graphic organizer for sorting sounds on white boards. The kids love the hands-on learning.
C/D. Practice: In Science I use graphic organizers to identify similarities and differences primarily when classifying. I find these strategies great for organizing ideas/concepts/vocabulary. I love organizing! For example, making a flow chart when classifying animals. Venn diagrams when teaching the difference between biotic and abiotic. I find that I tend to use these strategies almost strictly when classifying and after reading this chapter am looking for new ways of using these strategies. The chapter affirmed the importance of this strategy, however it also pointed out to me that strangely enough, due to my own learning style I am struggling with finding new ways of using these strategies for identifying similarities and differences.
Hi Barbie,
The film does sound interesting. Personal connections are so important for student learning. Though, it seems that the time to allow for discussion and connections is short-changed due to the demands and pressures that classroom teachers now face. I think you are right that adding the graphic organizer to help students compare enhances the lesson.
Metaphors can be a challenge, especially in the lower grades. Similes are easier for students to grasp and use in their own writing. Once you practice analogies with your students, I think they will really enjoy the lessons. You may have to scaffold and do several whole group lessons, but even first graders can grasp the concept. When I student taught in third grade my mentor teacher had a book of shape analogies that we used with the students. It was an old book but a great one to use. I’m sure you could find or create something similar.
Hi Meagan,
I’m always looking to see how I can modify lesson, activities, and graphic organizers to work better for my students! Glad you were able to make some adjustments to the comparison matrix. I enjoy reading this text and being reminded of some best practices to incorporate into my instruction. Using graphic organizers more with your students should help them with their comprehension.
Hello Jennie,
You hit on an important point. We need to give our students ample opportunities to practice new skills throughout the year. Not just introduce a concept once and move on. You can see the transfer of learning when your students bring up the topic in other subject areas. Exciting indeed! And yes, not only do ELL students benefit, but all students in general.
Hi Michaela.
I think the more you are aware of it and thinking about it you will discover areas where you’ll be able to incorporate graphic organizers in your instruction. You could also ask some of your teammates how they use them.
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