Venn Again

1
Venn Again?

• What will I do to help students practice and
  deepen their understanding of new knowledge?

Robert Marzano
2
Welcome!

• Structures for Part One
• Shoulder Partners
• Face-to-Face Partners
• Base Group

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3
2
1
3
Preview

• With your shoulder partner discuss
• What do you think you know about using the
  strategy of similarities and differences?
• 1 minute

4
Whats on Your Card!

• Read the index card on your table.
• Table Talk list the item characteristics on the
  recording sheet provided.
• 2 minutes

5
Lets Mix it Up!

• 1, 2, 3,4
• Please stand and move to your group.

6
Go Around

• 1 shares list while other group members record
  45 seconds
• Listen for repeats
• Repeat with other group members
• 45 seconds each

7
Sentence Stem

• Complete the Sentence Stem for Comparing with
  your group using your descriptive lists.
• 3 minutes
• Sharing

8
Same/Different

• Helps make new connections
• Corrects misconceptions
• Builds understanding of content at a deeper level
• Content becomes meaningful and memorable

9
Research Generalizations

• Teacher Directed Tasks
• Student Directed Tasks
• Graphic Organizers
• Variety of Ways

10
Recommendation 1

• Four processes for identifying similarities and
  differences
• Comparing
• Classifying
• Creating Metaphors
• Creating analogies

11
Comparing

• The process of identifying and articulating
  similarities and differences among items.
• 1. Select items to compare
• (What do I want to compare?)
• 2. Select characteristics of items
• (What things about them do I want to compare?)
• 3. Explain how the items are similar and
  different
• (How are they the same? How are they
  different?)

12
Venn Again?Part Two

• What will I do to help students practice and
  deepen their understanding of new knowledge?

Robert Marzano
13
Classifying

• Process of grouping things that are alike into
  categories on the basis of their characteristics.

14
Classifying Steps

• Read the seven steps for classifying.
• Highlight the key verbs.
• Be ready to share.

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Classifying Steps

• 1. Identify the items you want to classify.
• (What do I want to classify?)
• 2. Select what seems to be an important item,
  describe its key attributes, and identify other
  items that have the same attributes.
• (What things are alike that I can put into a
  group?)
• 3. Create the category by specifying the
  attributes that the items must have for
  membership in the category.
• (How are things alike?)

16
Classifying Steps

• 4. Select another item, describe its key
  attributes, and identify other items that have
  the same attributes.
• (What other groups can I make? How are the
  things in each group alike?)
• 5. Create the second category by specifying the
  attributes that the items must have for
  membership in the category.
• (Does everything fit into a group now?)

17
Classifying Steps

• 6. Repeat the previous two steps until all items
  are
• classified and the specific attributes
  have been identified for membership in each
  category.
• (Would it be better to split up any of the
  groups or put any
• groups together?)
• 7. If necessary, combine categories or split them
  into smaller categories and specify the
  attributes that determine membership in the
  category.

18
Lets Practice!

• Create 3 different sorts with the people at your
  table group.
• Rules for sort
• Use Classifying Organizer Form
• Only one sort can be school related
• You may not use physical characteristics

19
Table Go-Round

• Think time How could you use this in your role?
  (1 min)
• Go-Round Each table member share one idea. (30
  seconds each)

20
Next Time

• Metaphors,
• Analogies,
• and Recommendations!

21
Creating Metaphors

• Process of identifying a general or basic pattern
  in a specific topic and then finding another
  topic that appears to be quite different but has
  the same general pattern.

22
Creating Metaphors

• 1. Identify the important or basic elements of
  the information or situation with which you are
  working.
• (What is important here?)

23
Creating Metaphors

• 2. Write the basic information as a general
  pattern by
• Replacing words for specific things with words
  for more general things, and
• Summarizing information wherever possible
• (How can I say the same thing in a more general
  way?)
• Literal Pattern

24
Creating Metaphors

• 3. Find information or a situation to which the
  general pattern applies.
• (What else has the same general pattern?)
• Abstract Relationship

25
Creating Metaphors

• Table Talk
• - What would you need to do in the classroom to
  prepare students for a task like this?

26
Venn Again?Part Three

• What will I do to help students practice and
  deepen their understanding of new knowledge?

Robert Marzano
27
Creating Analogies

• Process of identifying relationships between
  pairs of concepts, in other words identifying
  relationships between relationships.

28
Types of Analogy Relationships

• 1. antonyms
• graceful clumsy
• 2. synonyms
• work labor
• 3. descriptive
• blue sky
• 4. part to whole
• arm body
• 5. item to category
• milk beverage

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Types of Analogy Relationships

• puppy kitten
• dog _____
• Try reading as a sentence that expresses the
  relationships between the words A puppy is a
  young dog, as a kitten is a young cat.

30
Creating Analogies

• Step One Identify how the two elements in the
  first pair are related.
• - puppy dog
• - What is the relationship between puppy and
• dog?

31
Creating Analogies

• Step Two Write the basic information as a more
  general pattern.
• - Puppy is a young dog.

32
Creating Analogies

• Step Three Find new information or a situation
  to which the general pattern applies.
• - Puppy is a young dog like
• kitten is a young cat.

33
Mix and Match Analogies

• Find your first partner.
• graceful clumsy
• When you find your partner determine your
  relationship and write on sentence strip.
• RF opposite

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Mix and Match Analogies

• Find your partners.
• Should have same relationship.
• graceful clumsy late early
• RF opposites
• Be prepared to share in sentence format.
• Graceful is to clumsy as late is to early.
• Relationship Factor opposites

35
Similarities and Differences

• Recommendations
• High Yield Strategies
• Brainstorming A-Z!

36
Recommendation 1

• Four processes for identifying similarities and
  differences
• Comparing
• Classifying
• Creating Metaphors
• Creating Analogies

37
Recommendation 2

• Give students a model of the steps for engaging
  in the process.
• provide steps
• model how to identify items and characteristics
  that are meaningful and interesting
• provide feedback
• make sure students understand the purpose

38
Recommendation 3

• Use a familiar context to teach students the
  process and steps.

39
Recommendation 4

• Have students use graphic organizers as a visual
  tool to represent similarities and differences.

40
Recommendation 5

• Guide students as they engage in this process.
  Gradually give less structure and less guidance.
• model - - guide - - independent practice
• Scaffolding is key until students understand it
  well enough to do it on their own!

41
Wrap-up

• How might you share this with your colleagues at
  your school?

42
Thats Marzano!

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