Identifying Similarities And Differences
http://www.netc.org/focus/strategies/Identifying Similarities and DifferencesSeeing similarities and differences is a fundamental cognitive process (Gentner & Markman, 1994;Medin, Goldstone, & Markman, 1995). As an instructional strategy, it includes various activities that helplearners see patterns and make connections. For example, students compare things that are similar andcontrast things that express differences. They classify when they identify features or characteristics of agroup of objects or ideas, and then develop a scheme to organize those objects. Metaphors are createdwhen two ideas or experiences are compared based on a common underlying structure. Finally,analogies provide another way to identify similarities and make comparisons. Each approach helps thebrain process new information, recall it, and learn by overlaying a known pattern onto an unknown oneto find similarities and differences. Looking for similarities and differences prompts the learner toconsider, "What do I already know that will help me learn this new idea? This fosters relationships andconnections to new understanding.Key Research Findings Cognitive research shows that educational programs should challenge students to link, connect,and integrate ideas (Bransford, Brown, & Cocking, 1999). Results of employing these strategies can help to boost student achievement from 31 to 46percentile points (Stone, 1983; Stahl & Fairbanks, 1986; Ross, 1988). Students benefit by having similarities and differences pointed out by the teacher in an explicitmanner. This can include rich discussion and inquiry, but allows students to focus on therelationship or bridge to the new ideas (Chen, Yanowitz & Daehler, 1996; Gholson, Smither,Buhrman, & Duncan, 1997; Newby, Ertmer, & Stepich, 1995; Solomon, 1995). Students also benefit by being asked to construct their own strategies for comparing similaritiesand differences (Chen, 1996; Flick, 1992; Mason, 1994, 1995; Mason & Sorzio, 1996). Combining this strategy with the method of using nonlinguistic representation enhances studentachievement significantly (Chen, 1999; Cole & McLeod, 1999; Glynn & Takahashi, 1998; Lin,1996).Implementation1. Students benefit by direct instruction and open-ended experiences in identifying similarities anddifferences. Teachers can increase learning potential with research-based strategies, such as:
2. Point out similarities and differences. Present students with similarities and differences explicitlywhen this helps them reach a learning goal. As a result of the teacher's instruction, studentsrecognize similarities and differences in order to understand something specific.3. Allow students to explore similarities and differences on their own. When the learning goal is toengage students in divergent thinking, ask them to identify similarities and differences on theirown.4. Have students create graphic organizers. Help students to create or use graphic or symbolicrepresentations of similarities and differences, classification systems, comparisons, andanalogies. Suggestions include Venn diagrams, comparison tables or charts, hierarchicaltaxonomies, and linked maps.5. Teach students to recognize the different forms. Help students recognize when they areclassifying, comparing, or creating analogies or metaphors.6. Recognize that All the World's a Stage. Language is rich with metaphor. As students encountermetaphors in reading or speaking, generate a class list. Metaphors provide a source of history,generate literary references, and suggest new ways for students to express ideas.Additional ResourcesThe Private Eye is a resource for teaching students how to use metaphor, and compare and contrast,through the use of jeweler's loupes and focused questioning. http://www.the-private-eye.comThe Sourcebook for Teaching Science provides an online guide for how to teach science through the useof analogies. http://www.csun.edu/ vceed002/ref/analogy/analogy.htmTeaching Science Concepts to Children: The Role of Analogies is a Web site dedicated to improvingscience education provided by the College of Education, University lynn/twa.htmlThinking AllowedMath students explain problem-solving out loud as they talk through their thinkingSummarizing and Note TakingEffective summarizing leads to an increase in student learning. Helping students recognize howinformation is structured will help them summarize what they read or hear. For example, summarizingof a reading assignment can be more effective when done within summary frames, which typicallyinclude a series of questions the teacher provides to direct student attention to specific content(Marzano, Pickering, & Pollock, 2001). Students who can effectively summarize learn to synthesizeinformation, a higher-order thinking skill which includes analyzing information, identifying key concepts,and defining extraneous information.Note taking is a related strategy that teachers use to support student learning. Without explicitinstruction in note taking, however, many students simply write down words or phrases word for word,
without analysis (or good effect). Successful note-takers summarize to arrive at a nugget of meaning,which they are much more likely to retain. Students also benefit from using their notes as a document oftheir learning. Teachers can prompt students to review and refine their notes, particularly when it istime to prepare for an exam, write a research paper, or other summative assessment of learning.Key Research Findings Students have to analyze information at a deep level in order to decide what information todelete, what to substitute, and what to keep when they are asked to give a summary (Anderson,V., & Hidi, 1988/1989; Hidi & Anderson, 1987). Reading comprehension increases when students learn how to incorporate "summary frames"as a tool for summarizing (Meyer & Freedle, 1984). Summary frames are a series of questionscreated by the teacher and designed to highlight critical passages of text. When students usethis strategy, they are better able to understand what they are reading, identify key information,and provide a summary that helps them retain the information (Armbruster, Anderson, &Ostertag, 1987). Teacher-prepared notes show students what is important and how ideas relate, and offer amodel for how students should take notes themselves (Marzano et al., 2001). Notes should be in both linguistic and nonlinguistic forms, including idea webs, sketches,informal outlines, and combinations of words and schematics; and, the more notes, the better(Nye, Crooks, Powlie, & Tripp, 1984). When students review and revise their own notes, the notes become more meaningful anduseful (Anderson & Armbruster, 1986; Denner, 1986; Einstein, Morris, & Smith, 1985).ImplementationBy deliberately teaching the skills of summarizing and note taking, teachers provide students with astronger foundation for learning by employing research-based strategies such as:1. Teach a formal process. Teach students the delete-substitute-keep process for summarizing. A"rule-based strategy" for summarizing includes a specific set of steps (Brown, Campione, & Day,1981). The steps are:2. Delete unnecessary words or sentences3. Delete redundant words or sentences4. Substitute super-ordinate terms (for example, "trees" for pines, oaks, and maples)5. Select or create a topic sentenceWhat information can they delete because it is not essential or redundant? When they encounterunfamiliar vocabulary or specific examples of more general concepts, can they substitute another termthat will help them remember the big ideas? What information is essential to keep?
1. Identify explicit structure. Help students identify how information is structured in differentformats. For example, when they begin reading a play, make sure they understand thedifference between scene descriptions, stage directions, and dialog. Use a newspaper to showthem how news and opinion writing is structured differently. Examine a Web site together tomake sure they understand which content is paid advertising.2. Model good note taking. Model for your students how to take effective notes. Give them anoutline of information you are going to cover in class, and have them use that as the startingpoint for their own notes. Show them that notes are living documents that change and evolve asthe note-taker gains new understanding.3. Frame summaries. Use framing questions to focus their attention on key concepts you wantthem to remember. To encourage students to synthesize ideas, give them a word limitation forsummarizing information concisely.4. Personalize. Encourage students to personalize their notes, using sketches, diagrams, colorcodes, idea webs, or other approaches that make sense to them. What matters most is thatstudents make notes that are meaningful and useful to them.5. Use notes as study aids. Have students compare and discuss their notes in small groups as amethod for review and test preparation.Additional ResourcesThe Virginia Tech Division of Student Affairs provides a list of etake.htmlThe Academic Resource Center at Sweet Briar College also provides note-takingsuggestions. http://www.arc.sbc.edu/notes.htmlReinforcing EffortAlthough research on learning tends to focus on instructional strategies related to subject matter,students' beliefs and attitudes have a significant effect on their success or failure in school. Studentsgrowing up amid challenges can develop an attitude that "failure is just around the corner," no matterwhat. Research makes clear the connection between effort and achievement—believing you can oftenmakes it so. This research shares recommendations and techniques that encompass student recognition,beliefs, and attitudes about learning.Key Research Findings Not all students know the connection between effort and achievement (Seligman, 1990, 1994;Urdan, Migley, & Anderman, 1998). Student achievement can increase when teachers show the relationship between an increase ineffort to an increase in success (Craske, 1985; Van Overwalle & De Metsenaere, 1990).
Rewards for accomplishment can improve achievement when the rewards are directly linked tosuccessful attainment of an understood performance standard (Cameron & Pierce, 1994;Wiersma, 1992). A critical decision for teachers is how to provide recognition. Abstract or symbolic recognitionhas more impact than tangible things, such as gum, movie tickets, or prizes (Cameron & Pierce,1994).ImplementationRecognizing learning includes specific tactics for improving students' beliefs about their abilities andhow and when to recognize them when they achieve. Teachers who understand the value of tappinginto students' affective domains for improving achievement employ research-based strategies, such as:1. Teach the relationship between effort and achievement. Many stories exist to make theconnection with famous people. Draw examples from the well-known as well as the unknown sostudents recognize success in all situations and under many situations. Encourage students tothink about: What does effort look like?2. Reinforce effort. Students who are recognized for effort will make the connection betweeneffort and improvement. Students should be helped to internalize the value of effort to make astrong connection between effort and the desired outcome.3. Visual representation of effort may increase effort. Students who are helped to design an "effortlog" using graphic representation will be more likely to see it in their mind's eye, and refer to itwhen working.4. Create a class effort rubric. A class that shares a common definition for effort will also share theunderstanding of effort and achievement. If students are in learning groups, on the same teams,or in study groups together, they will have a common language and a shared ideal regardingeffort and achievement.5. Be careful about how and when recognition is provided. Verbal praise for small or easy tasks canbe construed by students as undeserved, and may actually decrease effort. Ensure that praiseand rewards are provided because an authentic standard of performance has been achieved.Doing an activity to a predetermined standard may well be worthy of reward and result inincreased effort and motivation.6. Recognize individual students for personal progress. Winning usually indicates that others havelost, or are "below the winner." When students have personal goals, or reach pre-determinedstandards of excellence, recognition is for personal achievement, which is unique to eachstudent.
7. Make clear the real goal of effort. "The harder you try, the more successful you are" is what theact of recognition should communicate to students, not "the harder you try, the more prizes youget." Make this clear to students and apply it in practice.Additional ResourcesDr. Mel Levine publishes All Kinds of Minds - A Web site resource for educators. He shares ideas forrecognizing effort of students, and how to support learning y.aspx?id 12Homework and PracticeHomework and practice are related, connected by the context when students are learning on their ownand applying new knowledge. Effective teachers approach this kind of learning experience as anyother—matching the planned activity to the learning goal. Research on homework indicates that itshould be approached not as an afterthought to the school day, but as a focused strategy for increasingunderstanding. Knowing which of the type of homework is needed helps teachers design appropriatehomework assignments.Practice means students are engaged in applying new learning, often repeatedly. The goal of practice isfor students to get as close to mastery as possible. Research on homework and practice answersimportant questions: When should students time their practice? How many skills should studentspractice at once? How can teachers ensure a strong connection between memorization andunderstanding? How much practice is necessary for mastery? Effective student practice is key to studentachievement.Key Research Findings Grade level is important when teachers assign homework. Impact of homework on achievementincreases as students move through the grades (Cooper, 1989, a, b). At the high school level, forevery 30 additional minutes of homework completed daily, a student's GPA can increase up tohalf a point (Keith, 1992). Elementary students should be assigned homework to establish goodlearning and study habits (Cooper, 1989; Cooper, Lindsay, Nye, & Greathouse, 1998; Gorges &Elliot, 1999). Teachers should assign appropriate homework at instructional levels that match students' skillsand provide positive consequences for homework completion (Rademacher, Deshler,Schumacher, & Lenz, 1998; Rosenberg, 1989).
A survey of teachers of students with learning disabilities found that 80 percent of teachersregularly assigned homework, but few matched the tasks to students' skills and providedfeedback or positive consequences for homework performance (Salend & Schliff, 1989). Students should receive feedback on their homework. Student achievement can vary based onthe kind of feedback provided by the teacher (Walberg, 1999). Grading homework is helpful, buthomework in which a teacher has embedded instructive comments has the greatest effect onlearning. Homework assignments provide the time and experience students need to develop study habitsthat support learning. They experience the results of their effort as well as the ability to copewith mistakes and difficulty (Bempechat, 2004). Mastery requires focused practice over days or weeks. After only four practice sessions studentsreach a halfway point to mastery. It takes more than 24 more practice sessions before studentsreach 80 percent mastery. And this practice must occur over a span of days or weeks, andcannot be rushed (Anderson, 1995; Newell & Rosenbloom, 1981). Teachers in the United States tend to compress many skills into practice sessions andinstructional units. Students learn more when allowed to practice fewer skills or concepts, but ata deeper level (Healy, 1990). Complex processes should be broken down into smaller bits, or skills, which should be taughtwith time allotted for student practice and adaptation (Marzano, Pickering, & Pollock, 2001). Parent involvement in homework can hinder student learning (Balli, 1998; Balli, Demo, &Wedman, 1997, 1998; Perkins & Milgram, 1996). Appropriate parental involvement facilitateshomework completion.ImplementationAppropriate homework and well-designed student practice will increase student learning. A few keychanges in practice may make a significant difference in student achievement by increasing the positiveeffects. Research suggests ideas for planning homework and activities to support practice:1. Understand the four types of homework. Know when and why to have students practice:a. Memorization of basic rules, algorithms, or laws so the skill becomes rote.b. Increase in skill speed, used for improving students' abilities to apply these skills in morecomplex problem solving.c. Deepening understanding of a concept—providing students time to read further,elaborating on a new idea and expanding their understanding.
d. Preparation for the following day's learning, such as an advance organizer or cue toincrease readiness for new information.2. Match the right type to the goal. Assign the appropriate homework type to meet the learninggoal to make homework a more focused learning experience.3. Assign the right level of homework. Homework assignments should be at the instructional levelthat matches students' skills.4. Assign the right amount of homework time. A good rule of thumb is to multiply the grade x 10 toapproximate the right amount of minutes per night for students.5. Apply consistent consequences. Provide positive recognition for homework completion, andappropriate consequences for lack of completion.6. Recognize student uniqueness. Students need time to adapt and shape what they are learningas they practice. As they practice, given time, they will incorporate the new skill into aknowledge base of their own, deepening understanding.7. Provide clear homework policies. Create and communicate a homework policy at the schoollevel. Policies developed in individual classrooms may communicate a mixed message toparents, and create confusion and frustration. Include expectations, consequences, guidelines,and helpful tips in school homework policies.8. Ask parents to facilitate homework completion, not teach content. Communicate ways thatfamilies can support homework. Parents should provide a consistent time and place in the homefor children to complete homework. Help parents understand that they are not expected to becontent experts. If a student needs help with content, that's a sign that the homeworkassignment may be too difficult.9. Homework should serve a clear purpose. Make the goal of a homework assignment explicit andclear to everyone, including students.10. Provide appropriate feedback. Effective feedback corrects misunderstanding, validates process,and highlights errors in thinking.11. Provide timely feedback. Student learning improves with timely feedback. It's best to provideconstructive feedback within hours or a day after students complete an assignment.
12. Create support structures for homework. Journals, trackers, and other tools help studentsorganize assignments and support communication between student, teacher, and parents.Additional ResourcesThe National PTA provides information for parents about homework as part of its campaign, "100 Waysto Know More. Do il/homework.aspIncreasing Student Engagement and Motivation: From Time-on-Task to Homework is a publication of theNorthwest Regional Educational Laboratory that includes a synthesis of re
Identifying Similarities and Differences Seeing similarities and differences is a fundamental cognitive process (Gentner & Markman, 1994; Medin, Goldstone, & Markman, 1995). As an instructional strategy, it includes various activities that help learners see patterns and make connections.
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