Identifying Similarities and Differences to aid Student Comprehension

Princess Anne Middle SchoolInstructional Strategies Training

FEBRUARY 2011

Identifying Similarities and Differences to aid Student Comprehension

http://pamsinstructionaltraining.wikispaces.com/February

Identifying similarities and differences are basic to human thought.

They might be considered to be the “core” of all learning.

Graphic and symbolic representations of similarities and differences enhance students’ understanding of content.

Comparing, classifying, creating metaphors, and creating analogies are highly effective in helping students identify (and understand) similarities and differences.

Research says…

Understand different types of student critical thinking skills: comparing, classifying, creating metaphors, creating analogies

Identify and practice effective strategies to directly instruct students using similarities and differences.Teacher-directed tasksStudent-directed tasks

Goals for Today’s Session

1. Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.

2. Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.

3. Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.

4. Identification of similarities and differences can be accomplished in a variety of ways. The identification of similarities and differences is a highly robust activity.

Generalizations from Research: Identifying Similarities and Differences

“The key to an effective comparison is the

identification of important

characteristics. These characteristics are

then used as the basis for which similarities

and differences are identified.”

--Marzano, p. 17

In Marzano’s Words…

Teach comparison and contrast context clues.Comparison context clues use words such as—

similar tolike, alikeakinanalogous tocomparable

Contrast context clues use words such as—in contrast to, contrary towhich is different fromin opposition to, the opposite ofunlikeon the other hand

How do we explicitly teach how to find similarities and differences?

Use a modified INSERT strategy.Have students highlight elements of TOPIC A

in one color and highlight elements of TOPIC B in a second.

Use a particular symbol to identify similarities and a different one for differences.

Have students write margin notes.Model, model, model, model--The use of short

passages that students can practice with under teacher guidance during a mini-lesson is very effective.

How do we explicitly teach how to find similarities and differences?

Activity #1Locate the article from

Educational Leadership “Wired for Reflection”

Read the first two sections (introduction and “Putting It into Practice”)

You will be comparing paper portfolios and digital portfolios.

Complete the graphic organizer in your packet on page 1.

Strategies to Try- Teacher-Directed Comparison Task

Similarities between paper portfolios and digital portfolios include:

paper portfolios The differences between them are: digital portfolios

use of technology

ease of storage

accessibility to a wide audience

collections of student work

Strategies to Try- Student-Directed Comparison TaskActivity #2Locate the article from Educational

Leadership “Wired for Reflection”Read the sections “What They

Learned About Learning” and “Deep Thinking in the Digital Age”

You will be comparing the levels of student reflection available in paper portfolios and digital portfolios.

Complete the graphic organizer in your packet on page 2.

Similarities between in the levels of student reflection available in paper portfolios and digital portfolios include:

paper portfolios The differences between them are: digital portfolios

“Classifying involves organizing elements

into groups based on their similarities. One

of the critical elements of classifying is identifying the rules

that govern class or category

membership.”--Marzano, p. 20

In Marzano’s Words…

Teacher-Directed Classification Task:The teacher gives the students the elements to classify

and the categories into which the elements should be classified.Many of our social studies textbook “concept map”

worksheets would fall into this category.

Student-Directed Classification Task:The teacher gives the students the items to classify, but

they must form the categories themselves.This is more open-ended and is especially good with gifted

students. To up the rigor level, have students write out an explanation for why they chose certain categories, what are the “rules” of the category, and why certain items fit where they do.

Recommendation: Tell students to stay away from obvious categories such as gender, part of speech, etc.

Strategies to Try-

The key to constructing metaphors is to realize that the two terms in the metaphor are connected by an abstract or non-literal relationship. For example, “Love is a rose” is a metaphor.

On the surface, love and a rose have no obvious relationship. At an abstract level, however, they do:

Creating Metaphors

Literal Abstract LiteralRose: The blossom is

sweet to smell and pleasant to touch, but if

you touch the thorns, they can stick you.

Something is wonderful and you want to go near

it, but if you get too close, you might get hurt.

Love: Makes you feel happy, but the person you love can end up hurting you.

Using a Graphic Organizer for Metaphors

Element #1 Literal Pattern #1 Abstract Literal Pattern #2 Element #2

The key aspect of this graphic organizer is that it depicts the fact that two elements might have somewhat different literal patterns, but share a common abstract pattern. Using the graphic organizer, students can fill in the elements of a metaphor, the literal pattern for each element, and the abstract pattern that connects them.

Activity #3Using the graphic organizer in your packet, create a

metaphor for any of the following:

Choice A: Element #1 = SOL remediation Element #2 = Emergency Room

Choice B: Element #1 = Student reflection on work Element #2 = Carnival fun-house mirror

Choice C: Element #1 = A blind date your Aunt Edna set up Element #2 = Clearance day at Filene’s

Basement

Strategy to Try- Creating Metaphors

Like metaphors, analogies help students see how seemingly dissimilar things are similar, increasing their understanding of new information.

Typically, analogies take the form A:B :: C:D.Analogies are probably the most complex

format for identifying similarities and differences in that they deal with relationships between relationships.

Examples:Mark Twain : Tom Sawyer :: ___________ :

_________multiplication : division :: ______________ :

_________

Creating Analogies

Using a Graphic Organizer for Analogies

is to

is to

Relationship:

as

Directions: Choose a picture from the synectics pile. Find an element of the picture that shares the same relationship as the choices below. Complete the graphic organizer.

Choice A: Middle schooler is to hormones as....Choice B: Middle-aged woman is to personal

tropical vacations as...Choice C: Middle-aged man is to red Corvette as...Choice D: Middle child is to attention-getting

behaviors as...Choice E: Middle Ages is to Code of Chivalry as...

Strategy to Try- Creating Analogies

Ticket Out of the Room: Reflection on LearningTeacher Name: _____________________________________________________Session: Identifying Similarities and DifferencesDate: ____________________________________________________________

With respect to our work today, please reflect on the following:

1. What changes might I make in my classroom related to teaching similarities and differences?2. What support from colleagues, administrators, or resource specialists might I need to make these changes?3. What was an important “a-ha” from today’s seminar that resonated with me? Why?4. What questions do I still have about the direct teaching of similarities and differences and its effect on student learning?