Sentence stem comparison-The teacher has the students complete sentences to compare and contrast people, places, events, concepts, or processes.
Summaries- The teacher has students summarize S and D using three columns- 1st- lists features that are only found in first item, 2- the far right lists features that are only found in second item, 3- the middle lists features that are similar between both.
Constructed-response comparisons- The teacher has the students describe how items are S or D. How is ______ S to and D from ______?
Venn diagram- The teacher asks students to compare and contrast using circles.
T-Charts- Teacher has students uses this to compare two objects, ideas, events, or people. Two topics across the topic and details that describe on each side of the dividing line.
Double bubble diagrams- The teacher has students write two items in large circles and has smaller circles coming off of them. Middle is S and outside ones are D.
Comparison matrices- The teacher has students write elements they wish to compare at top of column. In the rows, students write the characteristics on which they will compare. In each cell, students record information related to each attribute. Finally, students summarize what they have learned.
Classification charts- The teacher creates a chart with several categories listed across the top and asks students to fill in examples that fit.
Sorting, matching, and categorizing- The teacher asks the students to sort, match, and categorize content.
Similes- The teacher asks students to state comparisons using like or ask.
Metaphors- The teacher asks students to state comparisons, where one this is another.
Sentence stem analogies-The teacher has students use sentence stems to create comparisons that describes the relationships between two items. Item one is to item two as item three is to item four.
Visual analogies- The teacher asks students to use visual organizers to help make analogies. Two parallel lines, one above the other, each with bisecting line in the middle.
There are 6 steps that will lead you to effective implementation of this element:
1. Develop and consistently use student friendly definitions of the four cognitive processes: comparing, classifying, creating metaphors, and creating analogies.
2. Directly teach and intentionally model these 4 process for students.
3. Gain proficiency in teaching and modeling mental tools students need- identifying critical attributes, summarizing and generalizing.
4. Gain proficiency in teaching and modeling the recording and representing tools students need-sentence stems, graphic organizers.
5. Continually remain focused on students mastery of critical content to the goal of meeting this element.
6. Gradually release responsibility to students for managing their own thinking and learning about S and D.
To successfully implement examining S and D you will need to develop student friendly definitions for them, below are a few key words and definition you could use.
- Comparing is a way to identify S and C between things.
- Classifying is a way to put things that are alike into categories based on their characteristics (properties, traits)
-Metaphor is a characteristic shared by two objects (topics) that seem to be different.
-Analogy is a comparison of two objects (things, ideas, people) that are similar.
Notice the first two terms are cognitive processes and the last two terms are patterns that communicate relationships between things.
Effective implementation of this strategy is more than just having students participate in an activity, it must including a monitoring piece-you could ask: Did my students deepen their understanding of the content by completing this work? How did I find out? Was the desired result of the strategy achieved?
The desired result for S and D is for students to be able to describe how various aspects of the content are S and D and then be able to state any new information or generalizations they have learned as a result of the activity. This element requires deep and rigorous thinking, so monitoring will require that you ask probing questions, assess the quality of group discussions and student work, and observe students closely during the lesson.
As you self reflect, ask yourself these questions: How can you begin to incorporate some aspects of this strategy in your instruction? What are some ways you can encourage your students to become more independent with S and D? What are some ways you can check to see if most students are accurately identifying S and D? What are some ways you can adapt and create new techniques for identifying S and D that address unique students needs and situations? What are you learning about your students as you incorporate new techniques?
If you would like further information about this element we do have a book you may check out.
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