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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8 comments:
Chapter 2 Identifying Similarities and Differences: Since it is summer and I am not currently in the classroom I am going to be reflecting on my last year with my kindergarten students. We do a lot of comparing and contrasting with many things in kindergarten across the curriculum. It is part of how vocabulary is developed and how these young learners begin to learn to express themselves. As I was reading this chapter I was reflecting on my teaching practices in regard with the diverse strategies presented in this book and the different opportunities that I have used them in my classroom. Comparing and classifying are the strategies I use the most from this chapter in my class. I have asked my kindergarten students to compare and contrast different versions of literature that I have read to them. For example when we read various versions of The Gingerbread Man we compared after each version what was similar and different from the previous versions we had read, we do this with many books that we read that have more than one version, it is a fun way to get them thinking about things they heard that are similar and different. Later on in the year we then use a Venn Diagram to write down the things we have discussed. My students have also classified objects in mathematics to help them understand sorting, patterns, number sense or geometric shapes. After reading this chapter I am more aware of the teaching opportunities I should take advantage of and the several strategies that are available for kindergartners. However, reading this chapter made me wonder if I can be expanding what I do in this area. It is easy to think some of these concepts are solely for older students, but I think that many can be modified to younger students, I am encouraged to try this. I have never asked my students to construct a metaphor or an analogy because I thought these concepts were too abstract. I now understand that I should scaffold and encourage the construction of metaphors and analogies in my class. I have to start with simple sentences to help them comprehend and apply these strategies. This is a personal challenge that I have; I want to provide my students with the tools they need in order to grasp and apply concepts that will help them achieve higher thinking levels.
This reading has reminded me of the importance of comparing to fuel new learning as well as identify areas of weak learning. I like the idea of using metaphors in my classroom. I am a 6th grade Math teacher and do not often have the chance to incorporate writing into my classroom; but I can see students use a metaphor to say “a fraction is a grade” or something of the like. I welcome this fresh idea and am already rethinking my Math journal’s “required content” to make it much more of a collection of student connections that make sense for them. I would model a journal that makes sense to me and connect the math to my life as I encourage the students to do the same with their interests. I would like the Math Journal to become more of a math “means to each student” and “when or how would they use” rather than copy the definition out of the book and give an example. I could see students using Venn diagram or other picture forms in their journals as well as analogies for math vocabulary/problems. As my teaching style is geared towards teams, I imagine students would work in their teams to reflect on work together. They could evaluate other Venn diagrams, metaphors, similes, and analogies as well as build off a team member’s idea(s).
I knew that comparing was a useful teaching tool, but I haven’t ever really done intentional lesson planning and question asking around it, other than as instructed by a teacher’s manual or specific lesson plan. This summer I have had two experiences, in addition this class, that have really solidified for me the importance of identifying similarities and differences.
The first was as assignment for another class I am taking about integrating curriculum. I had to come up with analogy to explain the relationship between the three interdisciplinary teaching models. Although I cannot name those three specific models, I could now explain them to you and tell you how they are similar and different and which model I am going to try and use.
My second experience was while attending a Ranger talk at Glacier National Park. The topic was “Geology of the Park.” The Ranger began by telling us that the earth is 4.6 billion years old, and discussing how that is a really hard concept, big number, to comprehend. To help her audience understand that number, she compared it to a football field: 4.6 billion years was the length of a football field. She then explained that our written history is about an inch on that field, and we have discovered fossils from about the 50 yard line. She had a picture of the football field, picture markers to go along the way, and referred back to her picture constantly. It was very helpful for me in helping me understand how short the human time on earth has been, and how long it has taken for rocks, mountains valleys and glaciers to form and reform. In addition, I actually remember a lot of what she talked about!!
I liked Sam’s idea of including comparisons in the math journals. I also would like to try to design some specific writing lessons around this idea. I have been researching and gathering mentor texts to help teach specific writing traits. Using these mentor texts as models, we will work on the six writing traits, hopefully going back to some of the same books looking for different traits.
My plan is to intentionally include more comparisons, both teacher and student driven, in my teaching. I found in my learning this summer that developing my own analogies and having a teacher use an analogy to teach geological time, really helped me remember what I learned. I am sure it will be the same for my students
Hi Margaret!
Yes, the take-away point from this section that many primary teachers come away with is that they can introduce these strategies to their students and incorporate them into their instruction. As you said, modifications will be needed, but there are many activities and lessons to try.
You can google analogies in first/second/third/etc… grade and find a bunch of material. You can also do it with shapes as well.
Here's a link to a third grade 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 the primary level. 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. 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
http://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
Hi Sam,
I love your ideas for your math journals.
I was looking on the Internet for sixth grade math analogies and stumbled upon this book created by teachers in New Jersey. It looks interesting. You can look inside some of the text from this link. It may give you and the other teachers some ideas of different ways to create and use analogies in your program.
From what I quickly read, these teachers use analogies K-12 in their district. I plan to look more into the book.
http://www.learningthings.com/samples/EPS/RidgewoodAnalogies/ProgramOverview.pdf
I also found an online Jeopardy Analogy Game and quiz.
http://www.quia.com/cb/7146.html
http://a4esl.org/q/f/z/zz67fck.htm
If you are so inclined, I’m sure you could find many more resources on the Internet.
Louise- what great examples! Thanks for sharing. Yes, it’s wonderful that you had these experiences this summer to illustrate how powerful comparisons and analogies are. Plus it demonstrated for you how they help with comprehension and recall. We’re glad you plan to incorporate these strategies into your lessons.
Thanks for the links! I will share them with my Math PLC this next year and see what they think as well.
You're welcome. I hope they are helpful or spark some other ideas.
Wow, thanks for all the great links and great information you shared. I really appreciate. I am back in town and am going to be doing classwork like crazy to get caught up this week! Thanks for the feedback!
You're welcome Margaret! :D
Welcome Back!
I'm off to vacation for a week or so, but I will be checking our emails.
(We're a little delayed as our new kayak literally blew off the car and bent the crossbars. So we had to head back home. We are soooo lucky that no one was hurt as there was a lot of traffic on the highway. And the kayak is fine. The Thule rack and kayak holder...not so much. :D)
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