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 D to the blog (especially since it's summer term and many of us aren't working with students). We’re also trying to make the blog more user-friendly and easier to read. 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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27 comments:
Week Two: Reflection Identifying Similarities and Differences – Paula Stepankowsky
This book is going to be very helpful because it goes into detail about specific strategies that were discussed in general during my Master’s in Teaching program.
I have used comparing strategies in my classes during the last two years, and I have found them helpful and effective. Reading this chapter affirmed that, and it is good to know about the research that supports the effectiveness of comparing as a classroom strategy. I am sure there is more research available since this book was published.
Since I have only completed two years of teaching, I know I have a lot to learn, and the specific strategies mentioned in this chapter will help me not only enhance some of the comparisons I was already using, but also encourage me to work on the higher level comparison strategies – metaphor and analogy.
One strategy I will use is to combine student-directed and teacher-directed comparisons on the same assignment. I had been using teacher-directed comparisons, for example, and wrote student responses on the board in the form of a Venn diagram. What I will experiment with in the future is to ask the students first to make their own comparisons in their English notebooks and then do the same as a class.
Since I have the same students for three years – 6th, 7th and 8th grades – I found the strategy of using partner classification across the curriculum intriguing. For example, I can ask my 7th graders in the coming year to do some classification exercises based not only on what they will read this year, but what they read last year as they all read the same texts.
I did my research paper at the University of Portland on the use of graphic organizers to teach Shakespeare to students on IEPs or with special needs. The results showed they helped not only the special education students in my classroom, but also the regular education students. So I am eager to read more about the use of graphic organizers. I liked the graphic organizer in the chapter about the teacher who taught her students how to write a paragraph using a sandwich metaphor. I think I will use that with my incoming 6th grade in the fall.
I am not sure how many words to write for each reflection as the adjective “brief” is specified, but I hope this is about right.
Reading this chapter really opened my eyes to the potential effectiveness of using comparisons in my classroom. Of course I have done it sporadically but am now thinking this could be a very effective strategy to use everyday, most especially with my students. I say this because a main focus in my classroom is developing understanding and comprehension. That may seem silly to say, we all want that. However, for example, a couple of my students can decode words at 230 cwpm, but have no clue what the words are trying to tell them. It is very difficult for them to actually comprehend and make connections between concepts. I also have non-readers and students with intellectual disabilities. If I take nothing away from this class, other than motivation and intent to bring the comparison model into my classroom on a daily basis, my students will benefit greatly. I often take a Read Naturally passage or a News2You newsletter (a weekly newsletter for life skills students) and create curriculum around it. Having specific, routine, visual strategies for comparing and ordering information, will make my efforts much more effective. I have been through SIOP training, I have files of graphic organizers, but learning the reasons behind using them helps me to actually use them. Sometimes Mrs. Rose needs a reminder prompt herself! I will have incoming 5th graders and thought a fun thing to do would be to do a Venn on the differences and similarities of elementary school and middle school. Transition is an especially difficult time for my students. What a great way to involve the 7th and 8th graders to helping the new 6th graders with this process.
I am also excited about introducing analogies. I thought they were too hard for my students but the idea of filling out an analogy chart first and then letting them make their own opened up new possibilities. I can even do visual analogies using Boardmaker, for my non-readers. Pretty exciting stuff.
Classroom Instruction That Works
Assignment #2
Robin Rose
@ Paula"The results showed they helped not only the special education students in my classroom, but also the regular education students."
Paula, I can attest to this! I would learn a great deal more in school these days as the needs of visual learners are recognized so much more. I loved the sandwich model also and plan to use it. I have been teaching 10 years and find I have constantly "rediscovered" strategies over the years when I take classes, go to conferences, etc. I think I am finally understanding that I need to pick only 1-3 "new" things a year to actually implement. I am starting a notebook for next year with my top 3 strategies (comparison will be one!), with notes for where/when I want to use them.
Thanks Paula and Robin for your comments on Identifying Similarities and Differences. Your responses were the perfect length. We’ve just found in the past that if everyone’s responses were too long that participants weren’t reading and responding to each other, which is one of the biggest advantages of a blog.
Paula – It sounds as though you’ve gotten off to a great start your first two years of teaching using Marzano’s instructional strategy of comparing to improve your students’ achievement. You mentioned wanting to use Analogies more often with your students. Here are the steps (from Marzano’s Handbook) for creating anologies with your students along with some examples:
Steps for Creating Analogies:
1. Identify how the two elements in the first pair are related.
2. State their relationship in a general way.
3. Identify another pair of elements that share a similar relationship.
Here are some examples that fit within your area of Language Arts:
• Similar Concepts – adjacent concepts are synonyms or similar in meaning.
o Hungry:ravenous::tired:exhausted
• Dissimilar Concepts – adjacent concepts are opposites or dissimilar in meaning.
o Grim:cheerful::hilly:flat
Robin - I don’t think it’s silly at all to say that your main focus is to develop understanding and comprehension. That should be every teacher’s main focus no matter what the grade or ability of the students you are teaching. Read Naturally was designed to teach readers to be more fluent, so I think that if this is one of your basic reading components, you have to incorporate comprehension into the work as you’ve been doing. It seems like SIOP training is rampant across the country. I’m hoping this is a positive as my school is piloting this for the district next school year. I think you have a great advantage with the capabilities that “looping” with you has for your students. I’m sure that the visual tool, Boardmaker will be a tremendous support for your students.
Much of the information in the “Research and Theory” section are things that I am already implementing in my classroom at this time. For many of the concepts I introduce, I try to use metaphors as a baseline example for students to anchor on to. It usually has to be something that is familiar to my students. I use that to convey and relate areas of the new concept to what they are familiar with.
I definitely feel I have a better understanding in the use of comparisons. Much of what I did was using it in my practice but I feel that it was in a more haphazard approach. Reading through the applications of the techniques has definitely given me ideas on how to better focus my efforts as well students on the introduction of new concepts.
I feel that after reading through the applications of these techniques in comparison, classifying, and the use of metaphors I could be doing a better job in when to use teacher-directed or student- directed activities. Obviously much of this is dependent on the situation. I believe I would start the incorporation of graphic organizers for certain concepts in chemistry that would be conducive for this process. A few examples I thought of was just in the classification of metals, nonmetals, and metalloids and how they are organized in the periodic table. I think I would use have students create Venn Diagrams in understanding the characteristics and behaviors of each of these general element classes. I feel that this would have helped a great deal especially for an inquiry lab that I have my students perform when given many different types of elements and having to classify them.
Overall, this section really helped me identify some lessons this year which I perhaps needed to have more guided focus on new concepts and then give the students the chance to expand on their own discoveries through inquiry based labs. I feel that the use of comparison techniques would help set up students for a greater understanding for new concepts and I hope that when given the opportunity through inquiry based labs they would be able to apply that knowledge.
David H Lee
Assignment#2: Identifying Similarities and Differences
Thanks!
I am definitely aware of the importance of teaching and using comparing and contrasting as an instructional strategy , I was just surprised to learn that they are considered by many researchers to be the “core” of all learning! This affirms how powerful identifying similarities and differences is to students’ understanding and ability to use knowledge, and encourages me to spend even more time explicitly teaching these strategies.
I use Venn diagrams often to teach comparing, but mostly in the teacher-directed mode. I would like to include more student-directed comparisons, especially toward the end of the school year, when my first graders are most comfortable and confident with Venn diagrams. I use matrices in the form of process grids when teaching GLAD-type content units. Adding the “Similarities and Differences” column will be an easy way to enhance these charts and further students’ understanding of the content.
I would say the biggest challenge for me is figuring out how to use metaphors and analogies in a first grade classroom, especially one with such a high population of language learners. The graphic organizer for creating analogies is a good, simple visual. I can envision using it whole class and teacher-directed to provide lots of structure. The graphic organizer for Metaphors seems too complex for young learners.
Theresa Muller
Assignment #2: Identifying Similarities and Differences
Assignment # 2
Erinn Carrillo
Reading this chapter and the comments makes me reflect on my teaching practices and how I will change and improve them in the upcoming year.
Comparing and contrasting is a huge skill that needs to be taught with ELLs (English Language Learners) who are navigating a new language and often a new culture. As an ESL teacher it is often my teacher directed activities for comparing that are most prevalent.
In working with teachers across grade levels to write learning objectives and lessons to support their ELL learners, I will remember to add the specific strategies from the text with those teachers. I see this as especially helpful with my fourth and fifth grade students who are what we call ‘stuck’ in their level of English development. The children, who remain at an ELD level of Intermediate and Early Advanced, often have trouble understanding analogies, metaphors, etc. If I add lessons to my teaching and the classroom teachers add some of the graphics and strategies to their teaching, our students will make more progress.
Some of the strategies from SIOP and GLAD that were mentioned in previous posts, along with the Graphic Organizers from the chapter will be helpful to our ELL students. When our language learners see a visual representation of their learning, it becomes more clearly understood. I am going to be sure to add more organizers as I teach in the fall.
@Theresa: Since we are in neighboring schools, I understand your concern about using metaphor and analogies with ELLs who are in first grade. I think metaphor and analogies are more appropriate with third grade students and older. OR with ELLs who are level 3 or 4. I struggle teaching these concepts with my higher level English learners.
Thanks David, Theresa, and Erinn on your comments for assignment two.
David - I'm glad that this chapter and it's instructional strategies have helped to fine tune your instruction. I definitely find that
it's supportive to know that your teaching IS anchored in researched best practices. In the field of education, you always hear everyone complain about the pendulum of change (or maybe this is more at the elementary level???) and how everything that's considered good teaching is always cyclical. If you know that your instructional practices are supported by research, you can stand firm on what you believe is best for your students no matter what is "in" at the time.
Theresa - I think one of the most important things to process as a teacher of primary students is once you understand the instructional impact for students to be able to identify similarities and differences, is to keep it developmental (like using the Venn and the Gradual Release model of instruction like you mentioned), but to also consider how you might transfer this thinking and learning across all of your content areas such as math, social studies, and science. I think in the primary grades we tend to use this instructional strategy most in language arts.
Erinn - I absolutely love the idea of you working with teachers to include comparing and contrasting in their learning goals. Making those connections and links between the new and the known is key to all learners, especially those who are trying to bridge gaps between languages. I definitely agree that this will support student growth. Your teachers are lucky to have your support and teamwork attitude, as it's in the best interest of the students!
Amber Young-Assignment Two:
This chapter was a big light bulb. Of course, comparing is the core of all learning because we all compare something new against something we already knew to be true. This strategy naturally lends itself to our orchestra unit, which I teach every winter for each grade in different ways. We spend an entire month (about 8 lessons) comparing and classifying the orchestra instruments based on how the pitch is changed, what materials are used for the instrument, and how the materials are used to create the sounds (i.e. how the vibrations are created.) I realized that I had definitely been using teacher-directed strategies because I want my students to know those three categories.
I learned that a teacher guiding the activity results in the class discovering common information, while students choosing the categories/elements to compare leads to a wider discussion. I learned that I’m not using analogies and metaphors. I really enjoyed seeing the concrete examples of graphic organizers, and I’m excited to try a few.
I am very eager to try the Comparison Matrix on p. 19 for my intermediate students so I could try some student-directed comparisons. Moving to a student-directed model would be new for me in this unit, and it would be wonderful to see what they've learned through the years. I would like to try Venn diagrams for my primary students. I’m going to think about how analogies and metaphors would fit into my classroom, but it would definitely be for intermediate students, and it wouldn’t be for the orchestra unit, but maybe something more like form in music.
Robin, I agree with you when you said that "Mrs.Rose needs a reminder prompt herself!" As teachers, we beg, salvage, steal, and pillage small ideas from workshops, books, colleagues (if we're lucky enough to have great workshops, books, colleageus, etc.)but then we forget to use them regularly! So far, this might be the first non-music book that talks about instruction in a very concrete way, while other books just talk about theory. I'm hoping to expand my bag of tricks with this book so I won't have to 'fish' so hard, and I can have it on my shelf when I'm lesson planning so my learning activites don't get stuck in a rut.
Week Two: Identifying Similarities and Differences--Marika Conrad
It was refreshing to have so many things I’ve learned at various trainings I have completed the last few years be affirmed so much in this chapter. I use graphic organizers in my classroom all the time (both Venn diagrams and matrix charts) and know that they can help all students learn. The biggest thing I have taken away from my recent trainings (CRISS, GLAD, SIOP) is that it’s okay to complete a Venn Diagram, but the power lies in the response to the Venn Diagram. I was told to always do some sort of written response to a graphic organizer so I stuck to that model this year. If we made a comparison chart on the wall as a class or students made their own, a sentence frame was always part of the process. For example, when we compared two different stories about sea turtles using a Venn Diagram, students had to fill in the blanks on a sentence frame that had them identify 2 differences between the stories and 1 thing the stories had in common. I saw the power of having students complete a written response to a graphic organizer. It kept students accountable and required them to interact with the chart, not just fill it in. By fifth grade, students know what a Venn diagram is, so I no longer provide them with a piece of paper with circles on it. They draw their own in my room and learn when that particular graphic organizer is appropriate to use. I am good about giving my students teacher-directed activities to use with graphic organizers, but would like to improve on having students direct the activities more when it comes to the categories and what’s being compared. This is something that I understand I know need to do a better job of doing.
I also teach literary devices to my students at the beginning of the year, but what I’d like to do a better job of from now on is using concrete metaphors in multiple subject areas. I know I use them a great deal orally when I am trying to help students anchor their learning, but I think it would be more powerful to have them written in front of students and have students write their own in response to new learning. But, the biggest area I am weak on is using analogies with my 5th graders. I can easily see how I can incorporate analogies when analyzing character traits and events in literature and in math, especially with geometry. This will be a focus for me in the coming year.
Thanks Amber and Marika for your reflections on identifying similarities and differences.
Amber - I think that you have a great opportunity of making the comparing and contrasting work they do with you very explicit because this work may be more enjoyable for some of your students than their other subject areas, and understanding this concept with a subject them better enjoy, may help transfer understanding to other subject areas. I’m glad that you are able to use some of the suggested strategies within your instruction!
Marika – it’s so wonderful when our teaching receives affirmation. I agree with your comment of trying to have some sort of written response when using graphic organizers. It is in the written response where the synthesis of learning will be evident. I also like that you encourage independence with your students as they use graphic organizers to support their thinking. You’ve set a great goal in trying to use analogies across your content areas this coming year.
Week Two: Identifying Similarities and Differences.
Amy Ryan
When I previewed this chapter, I thought, “Oh good! I use this often!” My 5th/6th grade students come to me well-versed in using Venn diagrams, but not so well-versed in the purpose. I don’t think I do a particularly good job of informing them of the purpose either, so this is definitely something I will add to my use of comparing and contrasting in the class.
I do have them compare and contrast regularly, though not across all topic areas. This technique would be great for use in social studies and science, yet I tend to use it mostly in language arts. The same goes for analogies. I tend to use analogies as a stand-alone language arts activity, more as a way to think than as a way to process concepts at a curricular level.
I am excited to apply comparing/contrasting and analogies more broadly in the classroom. I also want to take the standard Venn diagram deeper by having students reflect more when they have completed one. I was inspired by Marika’s post to have them think of a concluding statement that summarizes the big picture that the Venn (or chart) demonstrates.
Amy--The sentence frames work so well with not just Venn Diagrams, but everything. I have used the sentence frames for everything from morning work to "tickets out the door." Students write the frame I give them and fill in the blanks on a notecard to go to recess or leave at the end of the day. It keeps everyone accountable, they are super flexible, and the structure for the writing is set. Frames were part of CRISS training and SIOP--great stuff!
Amy & Marika –
Amy - I think it would be extremely beneficial for your students if you began to compare and contrast and use analogies across the content areas. Especially at this grade level, your students would have a deeper understanding of the content using these strategies.
Marika – I love the idea of using “exit slips” or your “ticket out the door” as a wonderful way to check for understanding/monitor for meaning!
Since, I currently am not teaching and subbing and have not had my own classroom, I am going to reflect on the readings as best as I can from my experiences as a teacher in the classroom and my experiences as a learner. I know for me reading all of the other posts from all of you other teachers who are able to share what works for you in your classrooms will help me gain insight and give me a complete picture of classroom instruction that works.
I loved this chapter because for me it is refreshing me on the tools that work in the classroom and what is considered the “core” of all learning. I have to admit it is like relearning things that I have forgotten. It is something so simple but so important. I feel like this will not only help me when I am back in the schools subbing or if I ever do have my own classroom but also I will use this information and be able to assist my children as they enter school and go through each grade.
The Venn Diagram is the graphic organizer I have primarily used in the classroom as a student teacher and as a sub in the primary grades. I also like Theresa have used this diagram more in the teacher-directed mode versus student-directed mode. I also have always considered this a strategy for the language arts and as a student remember only using it in the language arts. I love the idea of using it in other content areas especially knowing that comparing and contrasting is such an important skill for learners.
What I love the most with these graphic organizers is that is makes learning visual for the students. I know for me that is how I have always learned the best and I think finding ways that students are able to visualize along with comparing and contrasting is what makes these such wonderful instructional tools. It makes me very excited to one day use these strategies in a classroom.
Classroom Instruction that Works
Assignment #2
Sara Malvar
Week Two: Identifying Similarities and Differences (Jennifer Flagel)
This chapter had a lot of impact on my thinking as both a learner and educator. I realized that I am much like the students in my class; I need to understand the purpose of a lesson to fully appreciate its importance. I have taught lessons around identifying similarities and differences each year, but have really not fully understood why. Each teaching year, through professional development and my own initiative, I learn more about our required curriculum, its purpose, and current best practices. I love “Aha!” moments, and I had one while reading this chapter. Now that I can attach comparison strategies to the knowledge of why they are necessary and effective, I will be able to give more explicit instruction in this particular area.
I would say that I have done a lot of student-directed comparing in my classroom, and not nearly enough teacher-directed comparing. It seems this is one area that I may have assumed the children understand better than they actually do. There is a lot of comparing in Houghton-Mifflin, but with so many areas to cover each day, I haven’t slowed down enough to teach some of the aspects of comparing explicitly.
Until reading this chapter I did not realize all of the different ways of identifying similarities and differences: comparing, categorizing, metaphors, and analogies. I did bits and pieces of each, mostly comparing and contrasting. I’ve mostly just used categorizing with phonics families and not much else, and I rarely touch on analogies and metaphors. My son is in the first grade and his teacher assigned the class an analogy to solve each day. Though I thought this seemed a useful practice, I didn’t realize the depth of how it can affect students’ thinking, connections, and comprehension.
I do plan to change how I use comparing in the classroom. One way is that I plan to have specific learning objectives and targets instead of going through it so casually. I will also model comparing strategies more explicitly and with greater intention before I expect the class to perform student-directed tasks. I also am intrigued by the idea of comparing a couple of specific traits in greater depth instead of comparing in a broad sense (e.g. George Washington’s vs. Abraham Lincoln’s physical characteristics instead of George Washington vs. Abraham Lincoln.) I am also planning on speaking with my son’s teacher about the daily analogies so I can adopt them for use in my classroom.
Week Two: Identifying Similarities and Differences—Ashley Madison
Getting students to actually think about what they are learning is a big challenge in teaching. Many of the teacher trainings I have had address strategies to do this, and in many ways, “comparing” is a simple word that encompasses several of those strategies. When you compare, classify, or use metaphors or analogies, you activate background knowledge which helps students better understand new information. It helps curriculum make sense to students. While reading this chapter, I thought about what activities I already do that encompass this strategy: card sorts, concept definition maps, paragraph structure, and (of course) venn diagrams. It was very validating and encouraging to read different examples of these strategies. Some of the examples seemed geared toward higher-level thinking, but like one of the teacher said in an example, I am often surprised by the abstract thinking of my (7th grade) students. Also, after being off-put by the difficulty of some of the ideas at first, I thought about how I could differentiate them—like moving the blanks in the analogies or how the comparison matrix is like a complex venn diagram—and this helped me think of different ways to use them in my language arts classroom. You have to play around with what strategy fits with what concept. I am excited to try some of the analogies to teach sentence structure, and to use the comparison matrix to take the good ‘old venn diagram to the next level.
Week Two: Identifying Similarities and Differences
Marti Severson
As a learner, I find Venn diagrams and similar models helpful to me, and my 3rd grade students seemed to enjoy them as well. Now I realize the thinking required for this can be very meaningful.
I understand that at times I may need to directly teach similarities and differences with discussion and inquiry. Also, using some sort of graphic organizer is important to increase understanding of concepts. Like I said, they really help me, probably because I am such a visual learner. I feel that I understand the 4 forms for identifying similarities and differences and with a little more planning, I could make a routine activity more engaging and meaningful for my students. I liked Marika’s idea of a sentence strip. I always ran out of time with my highest reading group, and rarely held them accountable with a written response. So, in the future, my plan is to use comparing, classifying and analogies with my students, especially for key concepts and big ideas. I will need to take a little extra time to create lessons that utilize these simple yet important strategies. I may try to incorporate metaphors with my students, but so many do not think that abstractly yet.
Thanks Sara for your responses on Assignment Two.
Sara – I think it’s great that you are able to learn and reflect on what others are commenting on in the course. I think that this book had a very similar effect for me…it reaffirmed how important some of the “basics” still are in education. Sometimes there are so many new things that come into the field of education that you just don’t have time to fit it all in, and therefore other strategies and teaching techniques tend to go out the window.
Thanks Jennifer, Ashley, and Marti for your comments on identifying similarities and differences.
Jennifer – I’m glad that you better understand the rationale behind identifying similarities and differences; your instruction will be that much more purposeful. Seeing that there was a broader depth to this strategies was an “ah-ha” moment for me as well. I think it’s great that your son in first grade came home with analogy work; many wouldn’t set the expectation that primary children are capable of this thinking.
Ashley - It definitely sounds as though you do some great work getting your students to be able to make comparisons. You are correct when you mention how so many of these strategies are for activating background knowledge to better support students with new learning. Brain research shows that the more of these links we can make for these children, the more successful they will be.
Marti – In one of the future chapters, Marzano mentions how important it is to be visual for our students. Best of luck as you strive to incorporate more of these strategies into your teaching next year.
The ability to identify similarities and differences has always been a skill that my students were exposed to in our reading block to compare characters, stories or settings and sometimes in science to compare the differences between animals or plants. I was surprised when the author might have considered this skill the “core” of all learning. I always knew this skill was important to develop in students but I’m not sure I was aware of the “why” and how best to teach my students these skills. After reading some of the examples presented in the text, I am now thinking about how I can incorporate comparing, classifying, creating metaphors and creating analogies throughout all subjects. I had never considered using these strategies in math. I can see how it is useful although I have never seen mention in teacher texts on using them. I figure the more students see opportunities to practice these skills the more likely they will be to use them in other situations. It was also interesting to see the graphic organizer for metaphors. I have never seen it presented where the two elements are moved to literal patterns converging on a common abstract…makes sense now. It also makes sense to use a combination of the Teacher-Directed tasks combined with Student-Directed tasks depending on what it is you want them to understand. In the past I have used both without really thinking about why specifically. This year I am teaching fourth grade and plan on using comparing, classifying and analogies on a more consistent basis. I plan on exposing them to metaphors and trying to explain how they work but I’m not sure to what degree I will use them because some individuals may not be developmentally ready…I’ll just have to wait and see. I will surely expose them to metaphors and explain how they work so that at least they will be able to identify them at the absolute least. I have always used the Venn Diagrams and in the past few years have used the Comparison Matrix to show similarities and differences in my Fairy Tale Unit. Now I plan on expanding the use of this graphic organizer to other subjects as well.
Assignment #2 (8/8/11) – Classroom Instruction That Works
Thanks John for assignment two. It’s great that you’re now considering how you might incorporate these skills and strategies into other content areas. Have fun using these strategies next year!
week two:I always knew comparing was important to learning, this chapter helped me realized it is more important than I thought. I would like to incorporate more comparing, classifying and even analogies and metaphor into my instruction. What I also liked about this chapter is that they had specific analogy strategies that I could use in my math classrooms, which are complex and useful to my students learning. Since my students are older, they can use more complex strategies. Most of all I need to make sure that the activity they do is meaningful and has specific goals. Simply asking them to compare two ideas isn’t enough, there has to be a discussion or an activity taking the comparison one step further.
In my Geometry class we use Venn Diagrams often at the beginning of the year to introduce logic and classification. This type of graphic organizer helps students find errors in definitions and errors in logic arguments. Then later we use many graphic organizers to help classify different topics that can be tricky. For example we create a hierarchy of quadrilaterals. This helps with the confusion over the idea that a square is a rectangle, but a rectangle isn’t a square. This diagram classifies the quadrilaterals based on similar properties and helps students see both the similarities and the differences.
Overall identifying similarities and differences is a core strategy to help students learn, much more that I originally thought. I will use meaningful comparing and classifying strategies much more next year and I will even try to incorporate some analogy strategies as well.
Thanks Lynn for adding your comments to identifying similarities and differences. It’s great that you are able to integrate this strategy so easily into your math classroom instruction. Even at the more primary grades with which I focus my instructional time, I can see them benefitting from using your example with quadrilaterals.
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