Read time is
two and a half minutes.
It is not new that the learning category of identifying similarities
and differences has the highest Return On Investment category, a 45 percentile
gain.* In the last post we reviewed the simplest strategies for identifying similarities and differences.
A more complex strategy for using similarities and differences is CATEGORIZING.
CATEGORIZING has long been established as an assessment tool;
for a selfish learner (see Oct 6, 2015 post) it can also be a powerful learning
tool. An assessment might ask the learner to categorize animals into mammals, reptiles, birds, fish, or amphibians. Other examples of categorizing as assessment might be types of math equations, types of literary characters, types of foreign words--you get the idea.
Let's turn our perspective of CATEGORIZING to learning rather than showing what we have already learned. To make
learning deep, categorize the information into something meaningful for yourself.
Start with just two categories. Take the information you are learning
and place it into each category. Do not allow a category called Other. Use
broad or narrow categories.
- What I Know, What Is Unknown
- Tangible, Intangible
- Fact, Opinion
Later, add
more categories.
- Known, Unknown, Perceived, Imagined, Tested by Hypothesis
- Tangible, Intangible, Noticeable, Detectable, Simulation
- Fact, Opinion, Rule, Practice, Concept, Cause, Effect
Other
categories can be much simpler.
- Color, Size, Shape, Characteristics
Even later,
describe why the information fits into the category.
This last
step takes the learning deeper.
Categorizing can be done individually, with partners, or in groups. The
deepest learning is when partners or group members agree on the categorization and why
elements fit in the selected category.
Categorizing materials for K-6 learners can be found at http://www.readworks.org/lessons/concepts/classify-and-categorize or http://www.education.com/worksheets/sorting-categorizing/
A quick search on Bing, brought up over a hundred graphic organizers
for categorizing for learners of any age.
In the next blog post, we’ll look at the most complex strategy for
identifying similarities
and differences--Metaphors and Analogies. Any age learner can engage in
constructing metaphors and analogies.
*Robert
Marzano’s meta-analysis online at http://www.marzanoresearch.com/ or in print What Works in Schools (2003).
