This document discusses identifying similarities and differences, which is a higher-order thinking skill. It explores comparing, classifying, creating metaphors, and creating analogies. Specific steps and graphic organizers are provided for each technique to help students identify patterns and make connections between concepts. Examples and activities are included to demonstrate how to teach these skills in a structured way beginning with teacher-directed instruction and progressing to more student-directed approaches.
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
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Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
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In writing this book, I tried not to assume that readers have grasped the intricacies of quantitative data analysis as such I have provided the apparatus and the solutions that are needed in analyzing data from stated hypotheses. The purpose for this approach is for junior researchers to thoroughly understand the materials while recognizing the importance of hypothesis testing in scientific inquiry.
This presentation is based on the work of Robert Marzano. This presentation is a visual representation of Chapter 2, Identifying Similarities and Differences from the book, Classroom Instruction That Works by Robert J. Marzano & Debra J. Pickering.
This is an example of the 21st century curriculum design. A curriculum that is a higher order intellectual quality tasks, a curriculum that makes use of the social environment as the tool for learning and the learners develop the social regard and concern and develop action and solve problems in the community.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
One of the complexities for many undergraduate students and for first time researchers is ‘How to blend their socialization with the systematic rigours of scientific inquiry?’ For some, the socialization process would have embedded in them hunches, faith, family authority and even ‘hearsay’ as acceptable modes of establishing the existence of certain phenomena. These are not principles or approaches rooted in academic theorizing or critical thinking. Despite insurmountable scientific evidence that have been gathered by empiricism, the falsification of some perspectives that students hold are difficulty to change as they still want to hold ‘true’ to the previous ways of gaining knowledge. Even though time may be clearly showing those issues are obsolete or even ‘mythological’, students will always adhere to information that they had garnered in their early socialization. The difficulty in objectivism is not the ‘truths’ that it claims to provide and/or how we must relate to these realities, it is ‘how do young researchers abandon their preferred socialization to research findings? Furthermore, the difficulty of humans and even more so upcoming scholars is how to validate their socialization with research findings in the presence of empiricism.
In writing this book, I tried not to assume that readers have grasped the intricacies of quantitative data analysis as such I have provided the apparatus and the solutions that are needed in analyzing data from stated hypotheses. The purpose for this approach is for junior researchers to thoroughly understand the materials while recognizing the importance of hypothesis testing in scientific inquiry.
This presentation is based on the work of Robert Marzano. This presentation is a visual representation of Chapter 2, Identifying Similarities and Differences from the book, Classroom Instruction That Works by Robert J. Marzano & Debra J. Pickering.
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2. Identifying
Similarities and
Differences
• Basic to human thought
• Possibly the core to
learning
• Higher-order on Bloom’s
• Level 4: Analysis
3. Why is this important?
• Leads to deeper student understanding of
the content.
• Students make connections with old
knowledge to new knowledge.
• The brain works by building connections
and associations constantly.
• The brain remembers more easily things
that are unusual or different.
5. Comparing
• Definition: Identifying the similarities and
differences. (Note: Traditionally, comparing
refers to identifying similarities; contrasting
refers to identifying differences.)
• How are the objects below the same? How
are they different?
6. Comparing in Action
• When introducing the activity, start very
structured, explicit, and teacher-directed. Use
familiar and simple content.
• Teacher-directed: Teacher selects items to
compare and how to compare.
• Student-directed: Teacher selects items,
students decide how to compare.
• Advanced student-directed: Students select
items to compare and how to compare.
7. Comparing in Action
• Steps for students:
• What do I want to compare?
• What things about them do I
want to compare?
• How are they the same?
• How are they different?
9. Graphic Organizers for
Comparing
• Comparison Matrix (for older grades- can be
done in younger grades whole-group.)
Simple Advanced
10. Comparison Activity Time!
1. Get your Comparison Matrix out.
2. Work with your table to complete
the matrix for five minutes.
3. Stop working and talking when
the timer goes off. (Thanks!)
4. Reward yourself with some
candy- you deserve it!
11. Classifying
• Definition: Grouping things that are
similar into categories on the basis of
their characteristics.
• It is critical to first identify the rules of
the categories before
classifying.
• If your class
“sorts”, you are
12. Classifying in Action
• Remember to model and start out very
structured when introducing. Emphasize
how you are grouping them and why you
are grouping them.
• Teacher-Directed: Students are given the
elements to classify and the categories.
• Student-Directed: Students are given the
items but come up with their own
categories.
• Advanced Student-Directed: Students
come up with the items to classify and the
13. Classifying in Action
• Steps for classifying:
• What to classify?
• What things can I group?
• How are the things alike?
• Can I make the groups another way?
• Does everything fit into a group?
• Would it be better to split up any of the
groups or combine any groups?
14. Graphic Organizers for
Classifying
Categor Categor Categor Categor Categor
y y y y y
Items Items Items Items Items
15. Classifying Activity Time!
1. Empty the envelope.
2. Work with your table to classify the items in
the graphic organizer for two minutes.
3. Stop working and talking when the timer
goes off. (Thanks!)
4. Turn your paper over and come up with new
categories. Classify your items for three
minutes.
5. Stop working and talking when the timer
goes off. (Thanks!)
6. Stand up, stretch, and move around!
16. Creating Metaphors
• Definition: Identifying a pattern in a specific topic
and then finding another topic that appears to be
quite different but has the same general pattern.
• In other words… two items
that are connected by an
abstract (non-literal)
relationship.
• Note: Similes connect two
things using the words like
or as.
17. Creating Metaphors in
Action
• Teacher-Directed: Teacher provides the first
element and the abstract relationship.
• Student-Directed: Teacher provides first
element and the student identifies the
second element and the relationship.
• The brain is _______________.
• Love is ____________.
• For younger students, starting out with
similes may help them understand the
18. Graphic Organizer for
Metaphors
Literal Abstract Literal
Element 1 Element 2
Pattern 1 Relationship Pattern 2
20. Metaphor Activity Time!
(5 minutes)
1. Read the metaphors describing the Internet.
2. Choose the one that you think best
describes the Internet.
3. Explain your choice to an elbow buddy.
4. Come up with your own Internet metaphor
either on your own or with your elbow buddy.
5. Be willing to share your metaphor when the
timer goes off.
6. Enjoy another piece of candy or another
stretch! We’re almost done!
21. Creating Analogies
• Definition: Identifying relationships between
pairs of concepts. In other words, identifying
relationships between relationships.
• Example:
happy:sad::big:small
“Happy is to sad as big is to small.”
Happy and big are opposites of sad and
small, respectively.
22. Creating Analogies
• Analogies help us to see how seemingly
dissimilar things are similar,
therefore increasing
our understanding of
new information.
• Creating analogies
help us make
connections.
23. Creating Analogies in
Action
• Teacher-Directed: Analogy is given and the
students explain the relationship. As
understanding increases, eliminate one
element. (Younger students- use pictures
or do the activity orally in a whole-group or
small-group setting.)
• Student-Directed: The teacher presents
the first pair, the students come up with the
second pair.
• Advanced Student-Directed: Give students
the type of relationship. Students come up
with their own analogy.
24. Types of Analogies
• Similar Concepts:
hungry:ravenous::tired:exhausted
• Dissimilar Concepts: grim:cheerful::hilly:flat
• Class Membership: carrot:potato::brown:red
• Class Name/Class Member:
whale:mammal::snake:reptile
• Part to Whole: spark
plug:engine::variable:function
• Change: caterpillar:butterfly::tadpole:frog
• Function: pilot:airplane::lawn mower:grass
• Quantity/Size:
25. Graphic Organizer for
Creating Analogies
is to
Relationship:________________
___
is to
26.
27. Analogy Activity Time!
(5 minutes)
1. Open the envelope and distribute the
analogies.
2. Complete the missing element.
3. Sort the analogies by relationship.
4. Stop talking when the timer goes off.
(Thanks!)
5. Say a cheer because we covered the
whole chapter! Woooooo!
6. Look at the resources and attachments
and get excited about using them!
29. Attachments to
PowerPoint
• (On cardstock) Similarities and
Differences Cue Cards- cut them
up, punch a hole in the corner, and
put them on a ring for a quick time-
filler.
• Metaphor Match.
• List of analogies for younger
grades.
30. References
• Classroom Instruction that Works, A
Handbook for Classroom Instruction
that Works. Robert Marzano, Debra
Pickering, Jane Pollock.
• Google Images
• Youtube.com
• Helloliteracy.weebly.com
• Enchantedlearning.com
• Havefunteaching.com