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. 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).
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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12 comments:
After reading the chapter on similarities and differences I felt inspired to bring more opportunities for my students to compare. I reflected on how when I have students make Venn diagrams to compare things, they tend to really understand the information. They are usually very engaged and are able to talk and write a lot about the given topic. I realize that as a student, I love having information organized in a chart, like a Venn diagram because the information seems to “jump out” at you. I am a visual learner so graphic organizers really help me process new information.
I learned from this chapter that metaphors and analogies are forms of comparing things. My exposure to both of metaphors and analogies is pretty limited, so I’m pretty intimidated by them both. The examples the book gave of using them in the classroom was very inspiring and made me want to visit these classrooms. I wonder if they can be modified for a first grade classroom.
I think I simply want to do more comparing in my classroom. One of the ways I can do this is by using more graphic organizers with students so they can easily see the similarities and differences between things. Off the top of my head I can see us comparing our vocabulary words of the week – which words are similar and why? Which ones are different? I can see us comparing characters in the stories we read, and classifying information in our science units. It seems that this strategy can be used effectively in any subject.
Randy Ball
Chapter2
This chapter gave me many things to think about. I have used comparison in my teaching before, by having the students measure the cylinder and piston to find clearance, but now look differently at what that could have been used to spark my students thought process in engine make up and the ability to live. I am currently preparing for semester finals and have used some of these techniques to recall what we have done, such as comparison, and metaphors. I got more feedback as we discussed the reviews and hope to see a good result in the testing.
January 24, 2012 8:21 PM
Hi Randy,
This was posted in the third assignment so I just moved it over for you.
Mary :D
Molly, you're right, this strategy can be used in any subject.
You can google analogies in first grade and find a bunch of material. You can also do it with shapes as well. Here's a link to a sheet:
http://www.havefunteaching.com/worksheets/language/analogy/analogy-worksheet.pdf
Metaphors can be a little tricky for little ones. Similes might be a better place to start. It's not impossible, but I wouldn't expect mastery at this age.
Randy,
I hope these strategies help the students on the finals. Let us know how it goes.
The reflection portion of this chapter made me realize that I already use comparing and contrasting quite a bit in my own teaching practice. During the first week of school I have the class create watercolor portraits as part of a teambuilding exercise. The class has to build their skin color for the portrait by blending different colors. After the project, we review each color and everyone who uses that color in their skin palate stands. What the students realize is that though they may look different, some parts of their palates are the same.
As compare and contrast is a learning objective in the area of second grade literacy, I teach several lessons in which we look at the alike and different for characters, setting, and whole stories. This chapter helped me to see that I need to look at ways to deepen my instruction in that area to help my students achieve a better understanding.
I used the idea of similarities and differences this week to help introduce some new math vocabulary. I needed to explain polygons to the class, and knew that in the past it was hard to get the definition of that word to stick in their heads. This time, I took a blank paper under the document camera and separated it into two columns. I wrote polygon on one side and not a polygon on the other. I drew several examples under the polygon side and on the “not” side I drew one circle. I asked the class to tell me why they think the circle is not a polygon. I gave them some collaborative time to talk it out and then took answers. The class had some good ideas, and they were on the right track with their thinking, but not quite there. I told them to talk some more and after that they were able to arrive at the answer. My hope is that by using this approach to the instruction they will remember that polygons have straight sides.
The information on metaphors and analogies was really interesting. I think I would like to start trying these out with my higher reading groups. I think they are ready for this kind of challenge and this would be great analytical work for them to experience. I also love the idea of using them for math vocabulary. I think this might help support English language learners if I can work the analogy in such a way that they have the background to support it.
I love the idea from this chapter of filling out a Venn diagram for each characteristic when classifying two subjects. I use the three-way Venn diagram for two different lessons in my community social studies unit and I find it hard to get all of the information I need onto the diagram. This would solve that problem, and help us to go even deeper with the information presented. I am really excited to try this out next year.
Hi Hope. I'm glad that you were able to take the readings and apply them to so many areas in your classroom. Yes, using many of these methods in your classroom helps you to deepen your instruction and hopefully make it more meaningful for your students. I enjoyed reading about your specific examples and could visualize you doing the math activity with your document camera. Often students aren't given time to discuss and problem solve together in the classroom (too loud, not enough time or teachers feel that it looks like they don't have control over the class :() I strongly feel that students need time to talk in classrooms- just as we do as adults. Thanks for your thoughts.
Using graphic organizers to examine subject matter is something I have always firmly believed in. I have done many classifying and comparing activities in 3rd grade because they helped students wrap their minds around a concept and dig deeper into subject matter. The children seem to understand better when giving a visual tool to help them organize, compare, and dissect a given topic.
When I made the switch to Kindergarten, I stopped using so many graphic organizers. I assumed that they were too advanced for the children because most Kindergartners are not yet readers or writers. However, I realized that we already do lots of comparing and classifying and that I could carefully scaffold using graphic organizers such as the Venn Diagram. I could first introduce it in whole group activities. Later in the year children could work together to come up with their own by drawing pictures or writing words in the separate categories. Our science curriculum would especially lend itself to using Venn Diagrams because we do lots of observations and comparisons between different living things.
This chapter broadened my view of comparing. I didn’t realize there were so many ways to do it. I especially like the idea of doing student-directed activities because it would give them an opportunity to think creatively and abstractly. The amount of learning with older aged children would definitely increase. However, I am still not exactly sure how to incorporate metaphors or analogies at the Kindergarten level. Abstract thinking is not so age appropriate. We do writing activities where the children compare their fathers to something, but this is done at a much simpler level. (My dad is as strong as a bulldozer.)
Yes, Raquel, you def. can use simple graphic organizers in a K classroom. Metaphors are a bit of stretch for Kindergartners, but I used Similes with first graders before quite successfully. Quick as a Cricket is a popular picture book to use for Similes. I'm sure there are many others now if you look on Amazon. So towards the end of the year may be a good time to introduce them to the students. Plus you can explain to the students how it adds details to writing and helps to paint pictures in the audiences' mind.
One way to introduce analogies to your students is to use shapes. There are books and resources that have analogies in them. Again, if you look on the Internet you will find some good resources. I used the term " analogy for kindergartners" and came up with this
sheethttp://www.superteacherworksheets.com/vocab/animal-analogies_WQTMF.pdf
You could also make it a game for the students. I know little ones love to be detectives and solve mysteries.
Here's another link with a worksheet that has shape analogies. I think you need to register but you can look at the thumbnails and get the idea.
http://edhelper.com/language/Analogies.htm
How has reading this information affirmed some of what you already knew about comparing?
I know that I learn well when I’m able to think about how one idea/situation/event/etc is related to something else that I’m more familiar with. Often times, I talk my way through a situation, bouncing comparisons off someone else, until I feel confident that I’ve reached a desired level of understanding. I’ve always felt that this process is helpful to me, but the reading affirmed for me that this is a valuable process for learning in general. The reading discussed research that supports the idea that identifying similarities and differences is “basic to human thought” and can be considered “the core of all learning.”
What is something you now understand better about comparing?
The reading helped be better understand a wider variety of strategies for supporting students in identifying similarities and differences. I also feel like I have a better understanding of how to use tools that I thought I was using appropriately (Venn Diagram: a separate diagram should be used for each characteristic…who knew?). I also appreciated the language and simple terms that the text uses for teaching about metaphors and analogies. These are two difficult concepts for many students, but using simplified definitions, like “the relationship between the relationships”, may help students better understand.
How might you change how you use comparing in your classroom?
I really appreciated how the text focused on each strategy as it would apply in a teacher-directed and a student-directed situation. Granted, I work with some of our school’s most struggling students, but I think that I have done a disservice by relying too heavily on teacher-directed comparing/classifying activities. Moving forward, I’d like to give my students the opportunity to be more independent in identifying similarities and differences; selecting characteristics by which to compare things; and selecting the items to compare. I’ve done a lot of modeling with these strategies, but it’s time to “remove the training wheels” and allow the students the opportunity to demonstrate what they are able to do on their own. I also think that I will make a more concerted effort to use graphic organizers in conjunction with identifying similarities and differences in order to maximize learning…if the use of one effective teaching strategy will impact student learning, then using more than one at a time must really have an impact!
• How has reading this information affirmed some of what you already knew about comparing?
I think that comparing and finding similarities and differences is one of those things that good instructors do innately; but less common I believe, is the use of comparing and similarities and differences as a sole instructional strategy. Basically, I think all good instructors draw similarities and differences, and make comparisons, when they teach nearly every lesson as they model the thinking of the topic to their students. But, using the strategies targeted specifically at comparisons and finding similarities and differences, presented in chapter 2 of Classroom Instruction that Works, as a intentional instructional tool at the heart of a lesson may not be as common. So, in this way, the information concerning making comparisons and finding similarities an differences was a valuable lesson received from chapter 2 of Marzano.
• What is something you now understand better about comparing?
After reading Chapter 2 of Classroom Instruction that Works, I really understand that there are a variety of tools and ideas that a teacher can uses to instruct using comparing and similarities and differences. In college all of us were presented with the Venn Diagram, and every time the discussion occurs about comparing, that’s one of the very first strategies offered up. And frankly, I got tired of the old Venn Diagram. This chapter offered many other tools such as the use of analogies, metaphors, and a variety of graphic organizers that a could integrate into their repertoire to make a larger impact.
• How might you change how you use comparing in your classroom?
I have always hesitated using analogies, as presented in chapter 2, as an instructional tool because I have always felt that it is a very difficult skill for students to understand, master, and use effectively. Maybe I was wrong. Teachers can be wrong you know. Over the next couple of weeks I am going to attempt to use the analogies strategy presented by Marzano in a few of my lessons and see how effective I can be with them. Wish me luck.
Jackie/Mary,
Again, I love your suggestions and value your feedback. I do think the children would have a lot of fun coming up with similies. We do one activity for Father's Day where the children write similies about their dads. I forgot about the book Quick As A Cricket and will definitely use it this year to introduce writing similies.
I will also save the analogy page you found. I think it is simple enough for Kindergartners. We would either have to do it whole group or in small, teacher-led groups because most students aren't reading that well yet. I will definitely look for a way to tie it into my curriculum because I love the creativity involved.
Thanks!!!
Hello Sarah and Brad,
Sarah, it does sound like some of your students are ready for that gradual release of responsibility (To, With, By or The Optimal Learning Model.)
I agree Brad, the Venn Diagram does seem to be the one that most people first use. As with anything, having a variety of different methods is more likely to help students see the connections or point.
Ha, yes, I’m wrong a lot! I worry about the teachers who never think they are wrong or don’t let students know they are wrong, don’t know or make mistakes. How did the analogies go with your students?
Thanks Raquel! :D
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