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Mapping: Comparison Matrix

Strategy Demonstration, EDU 742
by

Christine Davis

on 16 September 2012

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Transcript of Mapping: Comparison Matrix

A Reading Strategy Demonstration Mapping: Comparison Matrix Overview Daniels identifies Mapping as an effective During & After Reading Strategy. The strategy, which often employs the use of graphic organizers or other visual aids, helps students to process the information from reading by analyzing how it is connected. This higher level thinking activity helps students to go beyond the comprehension level of thinking by asking them to not only recall information from their own reading, but to also connect it to other ideas and consider it in a larger context. (Daniels & Zemelman, 2004). One way to carry out the Mapping Strategy is by teaching students how to use a Comparison Matrix, a tool that can be practically applied in the classroom during and after a variety of different reading activities (Marzano & Pickering, 1997). Strategy Overview The purpose of Comparing is to identify and articulate similarities and differences among items in an effort to gain a better understanding of the items being compared by drawing conclusions. Because comparing influences our feelings about the items being analyzed, it can help students to alter their perception of the world or to develop new opinions about or deepen their understanding of a topic. Unlike a Venn Diagram, a Comparison Matrix forces students to organize their observations into categories. This practice makes drawing conclusions easier for students because the students are comparing the information methodically. Teaching the Strategy In order for students to experience success with this strategy, it is important to employ a gradual release model. There are many ways to do this, but two that I have found most effective are:
Complete a Comparison Matrix as a class during a mini-lesson using common, everyday items that are accessible to the students such as two fruits, two sports, or two social media outlets.
Complete a Comparison Matrix as a class using a common text, such as a chapter book that you are reading aloud, or an article or book that all students have previously read. Strategy Steps For younger students, it might be better to simplify the steps:
What do I want to compare?
What is it about them that I want to compare?
How are they similar? How are they different?

(Marzano & Pickering, 1997) Strategy Steps:
Identify the items you want to compare
Select the Characteristics that you will be comparing
Fill out the Matrix both during and after reading with facts, inferences, quotes, or other useful, relevant information.
Identify the similarities and differences that you find for each characteristic. Sample Comparison Matrix Follow the link below to watch a mini-lesson video I created about the Comparison Matrix strategy!

http://www.educreations.com/lesson/view/comparison-matrix/1539596/?ref=appemail Watch a Mini-Lesson to Learn! Drawing Conclusions After students have completed the Matrix, it is important for them to then consider the information that they have recorded and to draw conclusions from it.
In order to draw conclusions, students may ask themselves the following questions:
What did you notice that had not occurred to you before?
What surprises you? What troubles you?
What is confusing? What is clear?
After considering these questions, students may choose to write an essay with a thesis, using their observations as support to develop the thesis. They could also create a KeyNote presentation that highlights their new understandings, or use the information to provide a compelling argument on the topic through a speech or discussion. What it Might look like in the Content Areas: Language Arts:
Comparing characters in a novel
Comparing multiple novels by the same author
Comparing multiple texts that share a common theme
Comparing multiple authors opinions or viewpoints on a topic
Social Studies:
Comparing the roots of war
Comparing Presidential candidates
Comparing how leaders have come to power
Science
Comparing theories about global warming
Comparing ecosystems of different geographical locations
Comparing alternative energy sources Making the Strategy Accessible For exceptional students, it may be necessary to modify the depth of analysis that occurs. Depending on the students reasoning level, they may need to focus simply on the organization of information by characteristic and picking out similarities and differences without drawing conclusions that deepen understanding. Other students who are capable of reasoning at a higher level may want to monitor the need for revising characteristics throughout the process and seeking out additional sources to provide more information about a characteristic.
The different learning styles can be appealed to in a couple of different ways. First, consider giving students options for what items they will be comparing. Providing choice in texts or topics can increase student motivation and make the experience more interesting, enjoyable, and successful for the learner. Or, allow choice in how students present the data they gather. Possible presentations may include using VoiceThread, KeyNote, Prezi, an essay, or delivering information orally.
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning. Aurora, CO: Mid-continent regional educational labratory.
Daniels, H., & Zemelman, S. (2004). Subjects matter: every teacher's guide to content-area reading. Portsmouth, NH: Heinemann.

(hanging indentation intended.) References
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