CLASSROOM PRACTICEIDENTIFYING SIMILARITIES AND DIFFERENCES

INTRODUCTIONldentifying similarities and differences are mental operations that are basic to human thought, as possessing the ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way.

Researchers have considered these instructional strategies as the "core of all learning" and there are four ways to instruct identification of similarities and differences. These include comparing, classifying, creating metaphors and creating analogies.

All of these tasks can either be teacher directed in which students are presented with similarities and differences, accompanied by deep discussion and inquiry or student directed, in which students are asked to identify similarities and differences on their own.

INTRO CONT.Presenting students with explicit guidance in identifying similarities and differences enhances their understanding and ability to apply their knowledge.Research also notes that graphic forms/organizers are a good way to represent similarities and differences, as would be explored in this presentation.

“Well, we’re both fruit”

COMPARING

COMPARING▪ Research indicates that the identification of similarities and differences is a basic

component of human thought and that the concept of similarity is important to different forms of cognition, including memory and problem solving. Marzano et tal2001, Gentner& Markman 1997, Sylvester 1995.

▪ It is recommended that teachers present students with explicit guidance in identifying similarities and differences, and have students identify similarities and differences independently.

▪ Instruction of each process should begin with a teacher-directed model.

▪ When making comparisons, give students a graphic tool such as a Venn diagram, a comparison chart or a T- Chart to help them organize and record their thoughts.

COMPARING▪ When making comparisons, give students a graphic tool such as a Venn diagram, a

comparison chart or a T- Chart to help them organize and record their thoughts.

When this strategy can be used:

▪ Writing- When comparing two items or concept on a comparison chart. Have students write a paragraph and summarize the similarities and differences and draw conclusions based on the concept.

▪ Maths – compare and organize three dimensional shapes.

▪ Social studies- Compare two types of government.

▪ Choose two great figures from history and compare. Eg Nelson Mandela and Martha Luther King.

▪ Science- Compare two mammals. Eg. reptiles and mammals.

CONSTRUCTING A GRAPHIC ORGANIZER

CharacteristicsItems to be compared

#1 #2 #3

1. Similarities

Differences

2. Similarities

Differences

3. Similarities

Differences

4. Similarities

Differences

CONSTRUCTING A GRAPHIC ORGANIZER

Color sorting

CLASSIFYING

CLASSIFYING▪ The process of grouping things that are alike into categories on the basis of their

characteristics.

▪ The purpose of asking students to classify is to help them understand that many things can be sorted into various smaller groups. This helps them to first gain a better understanding of the smaller components/categories which make up a whole, and thus understanding the broad category in its entirety

▪ One of the critical elements of classifying is identifying the rules that govern class or category membership.

TEACHER DIRECTED CLASSIFICATION TASKS▪ Teacher-directed classification tasks are those for which students are given the

elements to classify and the categories into which the elements should be classified.

▪ In these tasks, the focus is on placing items into their appropriate categories and understanding why they belong in those categories.

STUDENT DIRECTED CLASSIFICATION TASKS▪ Student-directed classification tasks are those in which students are given the items

to classify but must form the categories themselves.

▪ Students can also be asked to generate both the items to classify and the categories into which they are organized

GRAPHIC ORGANIZER FOR CLASSIFYING

Categories

EXAMPLE: GRAPHIC ORGANIZER FOR CLASSIFYING 1 (BOXED TABLE)

Category for Classification

Category for Classification

Category for Classification

Category for Classification

Category for Classification

This graphic Organizer is most appropriately used when all categories are equal in terms of their level of generality.

GRAPHIC ORGANIZER FOR CLASSIFYINGTitle: Settings: Character: Problem: Solution:

GRAPHIC ORGANIZER FOR CLASSIFYING 2 (BUBBLE CHART)

Main point

Sub-topic

Sub-topic

This organizer is better used when some categories are more general than others.

GRAPHIC ORGANIZER FOR CLASSIFYING 2 (BUBBLE CHART)

Sub-topic

Sub-topic

Literary Texts

Myths

Fairy tales Fantasy

Science Fiction

BiographyHistory

"Behind every stack ofbooks is a flood ofknowledge” - Jacek Yerka

A METAPHOR

A METAPHOR▪ A Metaphor is a word or phrase that is used to make a comparison between two

people, things, animals, or places.

▪ They provide a more visual description of the word or thought. (Involves abstract thinking)

▪ Require students to connect two seemingly dissimilar topics or items. (Focusing on abstract similarities.)

CONSTRUCTING A GRAPHIC ORGANIZER

Element

• The item

Abstract Thinking

• Using the item, create a non-literal relationship.

Relationship

• Connect both elements.

GRAPHIC ORGANIZER FOR METAPHORS

Element #1 Literal Pattern #1 Relationship Literal Pattern #2 Element #2

GRAPHIC ORGANIZER FOR METHAPOR

Metaphor Tree. Following the same concept of a flow chart, one ,may use a metaphor tree.

EXAMPLE: GRAPHIC ORGANIZER FOR METAPHORS

Element #1 Literal Pattern #1 Relationship Literal Pattern #2 Element #2

Writing

• Organize thoughts.

• Develop ideas.

• Have finished products.

• Share finished products with others.

• Ideas are the seeds of your writing.

• Ideas need nurturing and need to grow.

• Results in a finished piece.

• Results are shared with others.

• Organize seeds.

• Plant seeds.• Water seeds.• Flowers result. • Give flowers

to others; others see them.

Gardening

Sword is to a warrior as penis to a writer.

ANALOGIES

ANALOGIES▪ Analogies are probably the most complex format for identifying similarities and

differences - they deal with relationships between relationships.

For example

▪ A is to B as C is to D

▪ A :B::C:D

▪ Hot is to cold as night is to day.

▪ Fish is to ________ as bird is to fly.

CONSTRUCTING AN ORGANIZER FOR ANALOGIES

Relationship: ________________________________

EXAMPLE: GRAPHIC ORGANIZER FOR ANALOGIES

Relationship: ________________________________

is to

is to

Insert here

CONCLUSIONThere are various ways in which one can identify similarities and differences. Thisincludes: comparing, classifying, creating metaphors and creating analogies. Not all ofthese techniques are suitable for the upper school; some require high-order thinking.However, the achievement of the task may be possible according to the level ofintelligence of the students. Students’ abilities should never be underestimated.