Instructional Design Project Part 1: Identification of Learning Problem

Teaching analogies to fourth graders to improve verbal reasoning By: Chris Douglas
General Audience The audience consists of fourth grade students at Savannah Country Day School. The participants are all nine or ten years of age, and all are English speakers. Problem Identification Our fourth graders take the ERB Test (The Education Records Bureau creates and monitors the test.) every year. This year we noticed that our students scored higher than the national norm in every category and scored well in all categories. However, our students did not scoring above the suburban or independent norm in verbal reasoning. Our students are scoring lower in verbal reasoning than in other testing sections, and this is an anomaly that needs to be
Our score Higher scores

addressed. The verbal reasoning portion of the test contains many analogies, and after discussing this anomaly with the other fourth grade teachers, we decided to increase our focus on this skill. Improving our students abilities to understand analogies will also by default aid in their vocabulary development and understanding of the English language. Analogies require higher level thinking strategies to associate two words that are not commonly linked and determine what relationship exists between them. Learning analogies helps students in problem solving, decision making and reasoning. These scores are unusual and the need exists to improve them by teaching the children strategies for understanding analogies.

Aim Increase student achievement in verbal reasoning through the development of reasoning skills, vocabulary and problem solving skills necessary to understand and interpret analogies. Goals ~Students will be able to solve analogies by building bridge sentences to determine the relationship between the words. ~Students will be able to classify the relationship among given analogies into one of eight categories examined in class.

~Students will be able to complete 80% of grade level analogies correctly.

Part II: Learner Analysis Introduction: The group of learners is comprised of fourth grade students at Savannah Country Day School. There are 16 students, 9 male and 7 female. All are either 9 or 10 years old. 12% of students are learning disabled, diagnosed with ADD, ADHD, Dyslexia or processing issues, receive learning support services, and will most likely need extra help or differentiated lessons to be successful. None are economically disadvantaged and all are English speakers. I obtained this information from ERB testing (Education Research Bureau), school permanent record files, and interviews with teachers and guidance counselors. Entry Skills and Prior Knowledge: All students possess basic fourth grade vocabulary with some having more advanced vocabulary knowledge. Every student has basic Internet and word processing skills. They are also familiar with iMovie and Smartboard. These students have all used iPads and laptops in class and understand how to work cooperatively to reach a group goal.

Attitudes toward content and basic motivation: According to student surveys and teacher interviews, every student in this group prefers using technology for learning rather than pencil and paper lessons. Through observation and teacher interviews, we know that this class loves puzzles, and the idea of analogies intrigues them. The students are most interested in interactive and/or high-energy learning. They do not respond well to lecture and reading for information. Each student chose to set a goal for improvement. They want to improve on their pretest score, and also be able to create a project that will help other students learn the types of analogies and strategies for solving them. Part III: Topic Analysis I am using both a topic analysis and the procedural analysis technique. My topic analysis will identify the content that is the focus of this instruction and also identify the structure of the components. In this case, I am the subject matter expert (SME). My formal education consists of a bachelors degree in Family and Consumer Science Education from Georgia Southern University. I am currently pursuing my masters degree in Instructional Technology from GSU as well. I am a fourth grade teacher and have four years of experience at this grade level. I have spent more than 8 months with this group of children and have prior experience teaching analogies to this age group. I have 15 years of teaching experience ranging from 3 year olds to 19 year olds. In creating this topic analysis, I chose the most important tasks for the students to accomplish and then decomposed them into specific steps and skills. Next, I sequenced the tasks in an order that best facilitates fourth grade learning. I have included both conceptual and procedural learning tasks.
A. Recognize a basic analogy question. 1. The basic structure of an analogy will be introduced and parts analyzed. 2. All analogy pairs have a direct and necessary relationship. B. Identify what you need to find out.

1. Read analogy problem. 2. Recognize question. C. Determine necessary information 1. All parts of the analogy are necessary. D. Determine the relationship between given words. 1. Understand first pair of words. 2. Consider the relationship between the words. 3. Create a strong bridge sentence with the first word pair. Ex: A shovel is used to dig. 4. Use the bridge sentence with each answer choice to see which fits best. 5. If unsuccessful, create a new bridge sentence and repeat. 6. Give examples and practice. E. Identify types of analogy problems appropriate for fourth graders. 1. Antonym Ex: Hot is to cold as wet is to dry 2. Types Ex: Flamingo is to bird as grizzly is to bear 3. Synonym Ex: Tired is to sleepy as happy is to glad 4. Tool/worker Ex: paintbrush is to painter as hammer is to carpenter 5. Part/whole Ex: Toe is to foot as petal is to flower 6. Object/action Ex: Ice is to melt as rain is to fall 7. Characteristic Ex: Banana is to yellow as tomato is to red 8. Cause and effect Ex: Spin is to dizzy as fire is to burn F. Solve any fourth grade level analogy.

Part IV: Instructional Objectives

Terminal Objective 1: To define an analogy Enabling Objectives: 1A. To identify analogies as comparisons between two things 1B. To differentiate analogies from metaphors and similes Terminal Objective 2: To categorize types of analogies Enabling Objectives: 2A. To identify the eight types of analogies 2B. To describe the differences between the types of analogies Terminal Objective 3: To solve 80% of analogies correctly Enabling Objectives: 3A. To explain the relationship between the words 3B. To create a similar connection between other words

Instructional Objectives
1B 1, 1A, 2, 2A, 2B, 3, 3A, 3B

Common Core Georgia Performance Standards

ELACC4L5A: Explain the meaning of simple similes and metaphors in context. ELACC4L5C: Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings.

Douglas Lessons On Analogies

Lesson 1 - Generative Strategy: Create three original analogies and post them on our web page using pictures or words. Solve a classmates post. Finally, write original definitions for analogies, metaphors, and similes and post those in a separate discussion.

Lesson 2 Generative Strategy: Proceed through EdCanvas in sequence, play scatter on Quizlet, (the final EdCanvas link). Post their fastest time on our blog. Complete an online quiz on the types of analogies.

Lesson 3 - Generative Strategy: After reviewing, begin creating a video or online guide using a web 2.0 tool such as Smore, Thinglink, Stxy, StoryBird, Storyjumper or another approved tool to create a guide on analogies for incoming students. They will have two weeks to complete this project. Complete an online quiz at that time with 80% accuracy. Solve analogies and explain relationships between words.

Goals

Objectives

Define an analogy and differentiate analogies from similes and metaphors. Objective 1: The student will define an analogy. 1A. Identify analogies as comparisons between two things 1B. Differentiate analogies from metaphors and similes

Categorize types of analogies and describe differences. Objective 2: The student will categorize types of analogies. 2A. Identify different types of analogies 2B. Describe the differences between the types of analogies Online quiz on analogy types.

Objective 3: Solve 80% of analogies correctly. 3A. Explain the relationship between words in analogies. 3B. Create a similar connection between other words.

Assessmen t

UDL

Students will post their own definitions for metaphors, similes, and analogies. Provide multiple means of representation through EdCanvas

Project that teaches analogies and a quiz.

Provide multiple means of action and expression by allowing dictation software.

Provide multiple means of engagement through choice on project assessment.

Assessment for lesson 1: My definitions were adapted from: http://www.copyblogger.com/metaphor-simileand-analogy-whats-the-difference/ Metaphor - A metaphor is a figure of speech that uses one thing to mean another and makes a comparison between the two. The key words here are one thing to mean another. So, when someone says Hes become a shell of a man, we know not to take this literally, even though its stated directly as if this person had actually lost his internal substance. For our purposes, metaphors do not use like or as. Simile - A simile compares two different things in order to create a new meaning. In this case, we are made explicitly aware that a comparison is being made due to the use of like or as (Hes like a shell of a man). Analogy - An analogy is comparable to metaphor and simile in that it shows how two different things are similar, but its a bit more complex. Rather than a figure of speech, an analogy is more of a logical argument. This may be demonstrated by pointing out shared characteristics. Example: leaf : green :: sun : yellow. Assessment for lesson 2: The online quiz for analogy types can be found at https://testmoz.com/170158 and the password is ana.

Analogy Quiz
Remember all you have learned about the different types of analogies. Use strong bridge sentences. You may take this quiz up to three times. I will take your final score for a grade. Question #1 (1 point) Center : middle :: below : beneath Answer: Question #2 (1 point) Story : read :: song : sing is a category type of analogy. True False Question #3 (1 point)

attract is to repel as lead is to follow Category object/action Antonym cause/effect Question #4 (1 point) Bedroom : house :: classroom : school Answer: Question #5 (1 point) inch : foot :: foot : yard is a action/object type of analogy. True False Question #6 (1 point) tire : bike :: wheel : wagon is a part/whole type of analogy. False True Question #7 (1 point) raise is to elevate as lower is to descend Category Synonym worker/tool Characteristic Question #8 (1 point)

Choose the answer that best describes the type of analogy. Giggle is to laugh as cry is to sob Characteristic part/whole Synonym Antonym Question #9 (1 point) Spark : wildfire :: snowflake : blizzard Synonym effect/cause cause/effect whole/part Question #10 (1 point) Rod : fishing :: pen : writing is an object/action type of analogy. True False Question #11 (1 point) puppy : dog :: kitten : cat Antonym object/action Category part/whole Question #12 (1 point) engine : go :: brake : stop

action/object whole/part object/action part/whole Question #13 (1 point) planet is to solar system as bone is to skeleton part/whole Characteristic Category object/action Question #14 (1 point) Camera : photographer :: knife : chef Answer: Question #15 (1 point) kindness : cruelty :: concern : apathy Synonym Category cause/effect Antonym Question #16 (1 point) careless : accident :: careful : safety cause/effect Category Synonym

part/whole Question #17 (1 point) hose : firefighter :: hammer : carpenter is a tool/worker type of analogy. True False Question #18 (1 point) Tile : mosaic :: bead : necklace Answer: Question #19 (1 point) above is to below as in is to out synonym antonym part/whole characteristic Question #20 (1 point) Ponder : wonder :: president : leader Answer:
Logout

The answer key can be found at https://testmoz.com/170158/admin/key I will type it out here in case you do not have administrative access to the key. 1. synonym 2. antonym 3. antonym 4. synonym 5. category 6. synonym

7. part/whole 8. synonym 9. part/whole 10. tool/worker 11. False 12. True 13. True 14. False 15. True 16. antonym 17. object/action 18. cause/effect 19. cause/effect 20. category Assessment for lesson 3: This link takes you to the iMovie that I made using a Keynote presentation format. All of the student projects will be done using various web 2.0 tools and software. http://vimeo.com/69808428 This link takes you to the web page where they can access their last quiz. They will take all three and then e-mail me a screen shot of their scores. The key is within the embedded quizzes and will vary for each student. http://christinatd.wix.com/analogies

UDL Principles: We do have several students with learning disabilities, but all are English language speakers. Some of our students are more advanced, and I have tried to use UDL to accommodate all of these students throughout these lessons and assessments. Lesson 1 Posted definitions I will allow those who wish, to use pictorial representations along with words for their definitions. Making an audio recording of definitions is also a possibility. For advanced students, I would like to see a three-part venn diagram to show the similarities and differences between analogies, metaphors, and similes. Lesson 2 Online quiz I will allow students in need to take the quiz several times to help them learn and not just fail and quit. If this is still too difficult, I can use software to have the questions read to them. Lesson 3 Project The project will easily differentiate for each student. They can choose their format, which is huge. That will help them all engage at their own level. They can then choose how amazing they would like to make it. This can be quite involved and

complicated, or fairly simple like a Storybird project. I can allow additional time for those that require it. Lesson 3 - Quiz The quiz can be read aloud with software. However, I need this to be completed by all students in order to supplement the project as the final assessment.

Instructional Sequence: Sequence 1 2 3 Description Define an analogy and differentiate analogies from similes and metaphors. Categorize types of analogies and describe differences. Solve analogies and explain relationships between words. Objective 1 2 3

This sequence was determined using concept related sequencing. The sequence proceeds logically from the simplest skill of defining an analogy to the more complex skills of categorizing and solving. Students will be introduced to each new portion during a mini lesson or video resource and then work individually or in groups to explore analogies using web 2.0 tools and other online sources. The variety of learning tools and logical sequencing will help learners stay engaged and allow for scaffolding. Lesson 1: An Introduction to Analogies Objective 1: The student will define an analogy. 1A. Identify analogies as comparisons between two things 1B. Differentiate analogies from metaphors and similes Initial Presentation: First, each student will go to our class blog to access the assignment and an EdCanvas page. Second, the teacher will explain how EdCanvas works and review todays assignment. Finally, each student will explore the EdCanvas page in sequential order. This page will introduce them to analogies and provide several videos and visuals to aid their understanding and gain their interest. Generative Strategy: Students will create three original analogies and post them on our web page. The analogies may be created using pictures or words. They are also responsible for posting the solutions to another classmates analogies. Finally, students will write their own definitions for analogies, metaphors, and similes and post those in a separate discussion. (Abdellatif, 2008)

Differentiation: Part of my differentiation is allowing words or pictures for their analogies. I can also decrease the number required to two if necessary. Students could also dictate their responses or definitions using Dragon or a similar software program. (Morrison, 2013) Lesson 2: Categorize and differentiate analogies Objective 2: The student will categorize types of analogies. 2A. Identify different types of analogies 2B. Describe the differences between the types of analogies Initial Presentation: First, each student will go to our class blog to access the assignment and todays Types of Analogies-EdCanvas page. This page will briefly review what we learned about analogies and provide information and practice on analogy types. Students will visit each link, paying special attention to number 3, the slide show, and practice what they are learning using the EdCanvas links provided. Generative Strategy: After proceeding through the EdCanvas in sequence, students will play scatter on Quizlet, which is the final link on the EdCanvas. They will then post their fastest time on our blog. Each student must also write a paragraph with a minimum of seven sentences stating at least four new things that they have learned about analogies and how these are useful. Finally, students will complete an online quiz on the types of analogies. (Morrissey, 2011) Differentiation: I have included a challenge link on my page and also provided a variety of types of sources such as videos, images, games, presentations, and written documents. Students can play scatter as many times as they wish before they post their score. (Morrison, 2013) Lesson 3: Solve analogies successfully. Objective 3: Solve 80% of analogies correctly. 3A. Explain the relationship between words in analogies. 3B. Create a similar connection between other words. Initial Presentation: First, each student will go to our class blog to access the assignment and each EdCanvas from both previous lessons. Next, they will review their learning by revisiting any links that they did not get to thoroughly explore. Finally, we will discuss any lingering questions as a class. Generative Strategy: After reviewing, they should begin working to create a video or online guide using a web 2.0 tool such as Smore, Thinglink, Stxy, StoryBird, Storyjumper, or another approved tool, to create a guide on analogies for incoming students. They will have two weeks to complete this project and will have a rubric to guide them through the process. Students will also complete an online quiz at that time. They will be expected to solve at least 80% of analogies correctly. (Zheng, 2008)

Differentiation: I have allowed for a variety of ways to demonstrate students learning and ample time to complete the project. I will also set up a question page on our blog to allow for collaboration and serve as a resource for answers. (Morrison, 2013)

Citations: Abdellatif, H.D. (2008). Factors affecting the development of analogical reasoning in young children: A review of literature. Education, 129(2), 239-249. Morrissey, A. (2011). Maternal scaffolding of analogy and metacognition in the early presence of Gifted Children. Exceptional Children, 77(3), 351-366. Morrison, G. R. (2013). Designing effective instruction. Hoboken, NJ: Wiley. Zheng, R. Z., Yang, W. W., Garcia, D. D., & McCadden, E. P. (2008). Effects of multimedia and schema induced analogical reasoning on science learning. Journal Of Computer Assisted Learning, 24(6), 474-482. doi:10.1111/j.13652729.2008.00282.x

Douglas Lessons On Analogies

Lesson 1 - Generative Strategy: Create three original analogies and post them on our web page using pictures or words. Solve a classmates post. Finally, write original definitions for analogies, metaphors, and similes and post those in a separate discussion.

Lesson 2 Generative Strategy: Proceed through EdCanvas in sequence, play scatter on Quizlet, (the final EdCanvas link). Post their fastest time on our blog. Complete an online quiz on the types of analogies. Categorize types of analogies and

Lesson 3 - Generative Strategy: After reviewing, begin creating a video or online guide using a web 2.0 tool such as Smore, Thinglink, Stxy, StoryBird, Storyjumper or another approved tool to create a guide on analogies for incoming students. They will have two weeks to complete this project. Complete an online quiz at that time with 80% accuracy. Solve analogies and explain relationships between words.

Goals

Define an analogy and differentiate analogies from similes and

metaphors.

describe differences. Objective 2: The student will categorize types of analogies. 2A. Identify different types of analogies 2B. Describe the differences between the types of analogies Online quiz on analogy types. Provide multiple means of action and expression by allowing dictation software. Objective 3: Solve 80% of analogies correctly. 3A. Explain the relationship between words in analogies. 3B. Create a similar connection between other words.

Objectives

Objective 1: The student will define an analogy. 1A. Identify analogies as comparisons between two things 1B. Differentiate analogies from metaphors and similes

Assessment

UDL

Students will post their own definitions for metaphors, similes, and analogies. Provide multiple means of representation through EdCanvas

Project that teaches analogies and a quiz. Provide multiple means of engagement through choice on project assessment.

Part VIII: I will use a survey to collect learner evaluation of my online module. I will also evaluate student participation and performance. I would like for the SME to be Marquin McMath, a fourth grade teacher for 12 years who is exceedingly knowledgeable in language arts. She has been team leader and a member of the school language arts curriculum team. Marquin participates in ongoing training and is well versed on best practices in this subject area. My SME will hopefully go through the module and then complete a survey as well. I expect her to give me feedback based on her evaluation of the unit as well as her evaluation of the data and surveys that we have collected from the class.

This is the survey that I will use:

Instructional Evaluation *Note to all students: You do not have to put your name on this form! Please fill out this form as thoroughly and honestly as possible. I constantly think about and reflect upon my own successes and failures as a teacher, and now you have the opportunity to help me with my ongoing goal of becoming a better teacher. Your responses are extremely valuable to me, and they will certainly influence my teaching in the future. I thank you in advance for your time and cooperation. Rank each statement 1 - 5 or N/A. 5 Strong Agreement This class is interesting. This class is challenging. The workload is fair. The assignments are clear. The tests/quizzes are relevant to the topics covered class. The material is interesting/ exciting. The online interface presents the material clearly. 1) What do you like most about this class? Why? Be as specific as possible, and list as many aspects as you feel are appropriate. 2) What do you like least about this class? Why? Again, be as specific as possible, and list as many aspects as you feel are appropriate. 4 Some Agreement 3 Agree 2 Little 1 Do

Agreement Not Agree

3) If you have any other thoughts/comments/ feedback on this course, please include them below or on a separate sheet. adapted from: http://www.learnnc.org/lp/multimedia/2428 I will compile the student quiz data into tables and make correlations between performance and learning disabilities to see if my differentiation is working. Careful review of the surveys, particularly the open response sections, will be essential. I look forward to reading the students opinion of the instruction and will definitely incorporate their feedback into the improvements made in the course. Finally, I will discuss all of this data and feedback with my SME to

bounce ideas off of her and get her advice. She will fill out the same survey as the students.