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Classroom Practice in Identifying Similarities and Differences

Classroom Practice in Identifying Similarities and Differences. David E. Cáceres, TEFL Graduate Program Candidate Universidad Pontificia Bolivariana – UPB Floridablanca, Santander COLOMBIA daelca69@hotmail.com . Which are some classroom practices that work? . 1. COMPARING .

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Classroom Practice in Identifying Similarities and Differences

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  1. Classroom Practice in Identifying Similarities and Differences David E. Cáceres, TEFL Graduate Program Candidate Universidad Pontificia Bolivariana – UPB Floridablanca, Santander COLOMBIA daelca69@hotmail.com

  2. Which are some classroom practices that work? 1. COMPARING 4. ANALOGIES 3. METAPHORS 2. CLASSIFYING 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)

  3. 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. Comparing 1.2 Two Kinds of Comparisons in Teaching Teacher-Directed Comparisons = T’ s Goal Ss obtain a general awareness of the similarities and differences for the same characteristics.

  4. SIZE PREY LIFESPAN SPECIES Student-Directed Comparisons= Web tools 2.0 1.3 Graphic Organizers for Comparisons Venn diagrams: The Blog and the wiki

  5. Comparison Matrix: Wild Animals- The Canidae Family * Adapted and retrieved from http://www.teachervision.fen.com/ • Reflection What else can I do with the information?

  6. 2.2 Two Kinds of Classifications in Teaching Teacher-Directed classifications = 2. Classifying 2.3 Two Kinds of Classifications in Teaching Teacher-Directed classifications = 2.1 Definition: “…is the process of identifying similarities and differences on the basis of their characteristics.” (In Marzano, Pickering, Pollock, 2001).

  7. 2.4 Graphic Organizers for Classifications Classification Organizer— Information, education, communication, travel, entertainment, and shopping Classification Organizer— Bubble Chart 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

  8. 3. Metaphors 3.2 Teacher – Directed Metaphors 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). How is this useful for the teaching of English?

  9. SADNESS IS ,SADNESS IS , and SADNESS IS How is this useful for the teaching of English? 3.4Graphic Organizer for Metaphors Literal Pattern 1 Literal Pattern 2 Element 1 Abstract Element 2 3.3 Student – Directed Metaphors It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

  10. 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 4.4 Analogies DIRTY is to DAVID AS LOVELY is to LADY ANNOYING is to ANNA AS LOVELY is to _______ 4.3 Student – Directed Analogies ROBERT DE NIRO is to MOVIES AS ____________is to ___________

  11. 4.4 Graphic Organizers for Analogies Is to Relationship In conclusion Is to “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

  12. 5.1 Accomplish the following challenges in groups of three. 5.Challenge yourselves • 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. Compare the four classroom practices for identifying similarities and differences using the appropriate graphic organizer. Activities adapted and retrieved from Pearson Achievement Solutions. “Metaphors.” Co-nect Professional Development. <http://exchange.co-nect.net>

  13. THANKS!

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