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Identifying Similarities and Differences

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Identifying Similarities and Differences Group members Erin M. Kelly B. Emma T. Kimberleigh F. Education 304 Overview of Identifying Similarities and Differences ... – PowerPoint PPT presentation

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Title: Identifying Similarities and Differences


1
Identifying Similarities and Differences
  • Group members
  • Erin M.
  • Kelly B.
  • Emma T.
  • Kimberleigh F.

Education 304
2
Overview of Identifying Similarities and
Differences
  •  http//www21.brinkster.com/jimsideagarage/citw2.h
    tm

3
Research QuestionWhat are some different ways
of identifying between similarities and
differences?
  • Outcome
  • The students will be able to
  • Distinguish between various ways of
    incorporating similarities and differences while
    in the classroom.

4
Metaphors
  • Creating metaphors is the process of identifying
    a general pattern in a specific topic and then
    finding another topic that appears to be quite
    different but that has the same general pattern.
    Example--Love is a rose.
  • Teacher-directed the teacher provides the
    first part of the metaphor and then through
    brainstorming has the students identify another
    idea that has similar patterns
  • Student-directed used once students have a
    better understanding of the abstract ideas of a
    metaphor. Students are given one half of a
    metaphor and asked to find and describe the other
    half.
  • Graphic organizers can be used to help the
    students further understand this concept.

5
Analogies
  • Analogies-the process of identifying
    relationships between pairs of concepts-in other
    words, identifying relationships between
    relationships. These relationships can be
    opposites, similarities, scale, part/whole,
    item/use, and cause/effect. Analogies help us to
    see how seemingly dissimilar things are similar,
    which increases our understanding of new
    information.
  • -A is to B as C is to D or ABCD format
  • -hotcolddaynight
  • -tsunamiwaveearthquaketremor
  • Teacher directed In which the teacher presents
    an analogy, and then asks the students to explain
    how the relationships are similar. The teacher
    could also choose to leave a part of the analogy
    missing and then ask the students to fill in the
    missing element.
  • -thermometer is to temperature as odometer is
    to distance
    -
    -oxygen is to humans as _________ is to plants
  • Student directed In which the teacher presents
    the first pair then students provide the second
    pair that has the same relationship as the first
    pair. Student directed analogies ask students to
    provide more elements of an analogy than a
    teacher directed analogy would, allowing the
    student to provide a more in-depth explanation.
  • -Annapolis is to the Maryland
  • as __________ is
    to ___________.

6
Activity
  • Classroom ClassificationAssemble the students
    and give each group a cup/bag filled with various
    types of candy.Next, ask them to categorize, as
    a group, the candy into two different piles based
    on similarities.  Due to the obvious
    similarities, it is suggested that you encourage
    the students to think outside the box and come
    up with several creative ways in which to
    classify the candy into two groups.  Make sure
    that they are recording the different ways which
    they categorized.  After about five minutes to
    come up with various ways to separate the
    candies, discuss as a class the different options
    which can be taken.  After the various ways have
    been thoroughly discussed, the class is welcome
    to eat the candy!!

7
Comparing
  • Definition process of identifying similarities
    and differences in any given item.
  • Teacher-Directed- the teacher introduces
    comparing by presenting students with highly
    structured task.
  • -This means the teacher identifies the item they
    want the student to compare
  • -Main point of teacher directed comparing is to
    obtain general awareness of similarities and
    differences
  • Student Directed- the student selects both the
    item and the characteristic being compared.
  • -Graphic organizers used when comparing includes
    a Venn diagram and a comparing matrix. Ex using
    Venn

8
Classifying
  • -Defined as categorizing elements into categories
    based on their similarities.
  • -Teacher-Directed Classification Tasks involve a
    teacher giving the students both the items to be
    classified as well as the categories in which
    they will be classified. The students job is to
    then put these items into the correct categories
    and to understand why they did so.
  • -Student-Directed Classification Tasks take place
    when a student is given the elements to be
    classified but are then directed to create
    categories in which the elements may then be
    broken up into
  • -There are two forms of graphic organizers which
    work best when classifying. The first resembles
    a boxed table with lines separating the different
    categories. These are best fit for
    classification when all categories are equal
    based on their level of generality. The second
    form of classification is called a bubble chart
    and is used when some classes are more basic than
    others.

9
Bibliography
  • http//www.ascd.org/publications/books/2001marzano
    1/part1.html
  • http//www.tsmp.org/elementary/classroomteachers/1
    .12G_lesson1.html
  • http//www.learnalanguage.org/marzano/_disc9/00000
    098.htm
  • http//www21.brinkster.com/jimsideagarage/citw2.ht
    m
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