Classroom Practice in Identifying Similarities

and DifferencesDavid E. Cáceres, TEFL Graduate

Program Candidate

Universidad Pontificia Bolivariana – UPB

Floridablanca, Santander COLOMBIA

daelca69@hotmail.com

To provide effective teaching “The art of getting information to the students’ memory in an organized manner to facilitate later retrieval.” (Hutchison and Padgett, 2007)

1. COMPARING

Which are some classroom practices that work?

3. METAPHORS 2. CLASSIFYING

4. ANALOGIES

1.2 Two Kinds of Comparisons in Teaching

• Teacher-Directed Comparisons =

1. Comparing

T’ s Goal Ss obtain a general awareness of the similarities and differences for the same characteristics.

1.1 Some Definitions: “…the process of identifying

similarities and differences between or among things or ideas.” (In Marzano, Pickering, Pollock, 2001).

“Technically, the term […] refers to the process of identifying similarities.”

1.3 Graphic Organizers for Comparisons

Venn diagrams: The Blog and the wiki

• Student-Directed Comparisons =

SIZEPREYLIFE

SPANSPECIES

BLOG

-one Administrator-Information published in chronological

order- Mainly, to give

opinions to articles

WIKI

-Many administrators

- No strict order in the publication of

information- Multi task tool

Web tool

s 2.0

Comparison Matrix: Wild Animals- The Canidae Family

Comparison Matrix

Characteristics

Items to be compared

Coyote Fox Wolf

size 46 cms tall,

maximum height

30 cms on average

76 cms tall, on average

prey Small animals

Small animals and fruits

Coyote, deer, beaver

Life Span 10-14 years of age

3 years on average

8 years of age

Species Canid fam.

Canid fam. Canid fam.

Reflection What else can I do

with the information?

* Adapted and retrieved from

http://www.teachervision.fen.com/

2.1 Definition: “… is the process of identifying

similarities and differences on the basis of their characteristics.” (In Marzano, Pickering, Pollock, 2001).

2. Classifying

2.2 Two Kinds of Classifications in Teaching

• Teacher-Directed classifications =

2.3 Two Kinds of Classifications in Teaching

• Teacher-Directed classifications =

So, what are Graphic organizers for? “They are tools students can use as a visual guide to the classifying process.” (Adapted and retrieved from http://www.ascd.org/publications/books/101041/chapters/Module-2.-Classifying.aspx

2.4 Graphic Organizers for Classifications

Classification Organizer— Information, education, communication, travel, entertainment, and shopping

CATEGORIESInformation

education

Communication

travel shopping

entertainment

Get local weather reports

Do academic research

Chat or instant message

Check vacation plans

Buy gifts

Download music

Read the news

Take online courses

Write a blog Make airline reservations

Buy used goods

Order concert tickets

Classification Organizer— Bubble Chart

3.1 Some quotes:

“The two items in a metaphor are connected by an abstract or nonliteral relationship.” (Marzano,2001)

“Metaphor […] is not only a rhetorical device, but an important mental facility and cognitive instrument.” (Hong-mei, 2010)

“metaphor is not just a way of expressing ideas by means of language, but a way of thinking about things.” (Ungerer & Schmid in Hong-mei, 2010).

“Language, and writing are virtually impossible without metaphor.” (Lakoff & Johnson in Heid).

3. Metaphors

3.2 Teacher – Directed Metaphors

How is this useful for the teaching of English?

3.3 Student – Directed Metaphors

SADNESS IS ,SADNESS IS , and SADNESS IS

3.4 Graphic Organizer for Metaphors

How is this useful for the teaching of English?

Element 1

Literal Pattern

1Abstract Element

2

Literal Pattern

2

It depicts that two elements have somewhat different literal patterns, but they share a common abstract

pattern.

ROBERT DE NIRO is to MOVIES

AS

____________is to ___________

4.4 Analogies

4.1 Some quotes: “Analogies help us to see how seemingly dissimilar things are similar.” (Marzano,2001)

“Analogies deal with relationships between relationships”

“The use of analogies is one means of organizing knowledge in the minds of students.” (Hutchison & Padgett, 2007)

4.2 Teacher – Directed Analogies

DIRTY is to DAVID

AS

LOVELY is to LADY

ANNOYING is to ANNA

AS

LOVELY is to _______

4.3 Student – Directed Analogies

4.4 Graphic Organizers for Analogies

Is to

Is to

Relationship

In conclusion

“Identifying similarities and differences can play out in many ways in the classroom. Students can be engaged in tasks that involve comparisons, classifications, metaphors, and analogies. In addition, these tasks can be either more teacher directed or student directed.” Marzano,2001

Compare the four classroom practices for identifying similarities and differences using the appropriate graphic organizer.

5.Challenge yourselves5.1 Accomplish the following challenges in groups of three.

Identify the two things being compared in each sentence and tell in what way they are alike.

1. The lake was a huge mirror in the moonlight. 2. The playground became a lake after the thunderous rain. 3. I am the glue that holds us together.

Write your own metaphor. Explain the meaning and circle the two items being compared.

Activities adapted and retrieved from Pearson Achievement Solutions. “Metaphors.” Co-nect Professional Development. <http://exchange.co-nect.net>

THANKS!