Identifying Similarities and Differences
This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies. These strategies result in understanding content at a deeper level. Below I have listed strategies that would identify similarities and differences.
VOCAB
Strategy #: 1
Grade Level: Secondary
Materials: A list of vocabulary terms that are related, index cards or paper
Procedures:
1. Discuss the VOCAB strategy, and introduce this strategy step by step.
Verify the key vocabulary terms and concepts to be learned, and put them on individual vocabulary cards or pieces of paper.
Organize the vocabulary word cards into a diagram that shows the relationship of the words to each other as you understand them in the context of what is being learned.
Communicate your reasoning, and share your diagram with a partner and vice versa.
Assess the diagrams, discuss similarities and differences, and adjust your diagram with helpful ideas from your partner.
Build your understanding with self-testing
2. Identify and provide students with a list of vocabulary words
3. Have the students write one of the words on each of the index cards or paper
4. Ask students to organize their words in a way that they think shows the correct relationships between the words.
5. Have students explain why they organized the words the way that they did.
6. Have students reorganize their words based on the class discussion.
7. Students discuss in pairs the way that they organized their words and then self-test with the vocabulary words.
Purpose: This strategy helps older students to understand how vocabulary words are related to each other, especially in content areas such as science, math, and social studies. It is also a way to justify the means of the relationship between words so that students can better understand the meanings of the words.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
Grade Level: Secondary
Materials: A list of vocabulary terms that are related, index cards or paper
Procedures:
1. Discuss the VOCAB strategy, and introduce this strategy step by step.
Verify the key vocabulary terms and concepts to be learned, and put them on individual vocabulary cards or pieces of paper.
Organize the vocabulary word cards into a diagram that shows the relationship of the words to each other as you understand them in the context of what is being learned.
Communicate your reasoning, and share your diagram with a partner and vice versa.
Assess the diagrams, discuss similarities and differences, and adjust your diagram with helpful ideas from your partner.
Build your understanding with self-testing
2. Identify and provide students with a list of vocabulary words
3. Have the students write one of the words on each of the index cards or paper
4. Ask students to organize their words in a way that they think shows the correct relationships between the words.
5. Have students explain why they organized the words the way that they did.
6. Have students reorganize their words based on the class discussion.
7. Students discuss in pairs the way that they organized their words and then self-test with the vocabulary words.
Purpose: This strategy helps older students to understand how vocabulary words are related to each other, especially in content areas such as science, math, and social studies. It is also a way to justify the means of the relationship between words so that students can better understand the meanings of the words.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
Venn Diagrams
Strategy #: 2
Purpose: To compare and contrast concepts
Description: The Venn Diagram is one of the most basic graphic organizers currently used by teachers. Using the Venn Diagram form, students are able to compare and contrast characteristics of two concepts, ideas, or words. They provide a visual display of similar and different attributes that can be used to launch discussion, writing, or further research.
Procedure:
- Draw to overlapping circles on an overhead transparency or chart paper.
- Label each side with the name of one of the things you are comparing.
- Fill in one side with attributes belonging to that item.
- Fill in the other side with attributes belonging to that item.
- Now fill in the center area where the two items share attributes.
Hint: Venn Diagrams can be used to compare more than two items by adding additional circles. However, students will need to become comfortable with using a basic Venn before you introduce multiple concepts in the same diagram.
Source:
Lipton, L., & Wellman, B. (1998). Patterns and practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing.
See Lesson 5, Click here
Proofreading with SCOPE
Strategy #: 3
Grade Level: upper elementary through secondary
Materials: student-generated writing piece that needs to be edited
Procedures:
1. Discuss with students how they can get into difficulty if they are not sufficiently skilled at proofreading their papers before they submit them and therefore receive low grades because their papers have many errors.
2.Teach the students SCOPE, a mnemonic strategy that will assist them in proofreading their work before they submit it:
Spelling: Is the spelling correct?
Capitalization: Are the first words of sentences, proper names, and proper nouns capitalized?
Order of words: Is the syntax correct?
Punctuation: Are there appropriate marks for the punctuation where necessary?
Express complete thought: Does the sentence contain a noun and a verb, or is it only a phrase?
3. Next, demonstrate using SCOPE with a sample piece of writing.
4. Give the students a good amount of time to practice and opportunity to apply SCOPE to their own work.
Purpose: to teach students a mnemonic strategy (SCOPE) to help with proofreading their writing.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
Grade Level: upper elementary through secondary
Materials: student-generated writing piece that needs to be edited
Procedures:
1. Discuss with students how they can get into difficulty if they are not sufficiently skilled at proofreading their papers before they submit them and therefore receive low grades because their papers have many errors.
2.Teach the students SCOPE, a mnemonic strategy that will assist them in proofreading their work before they submit it:
Spelling: Is the spelling correct?
Capitalization: Are the first words of sentences, proper names, and proper nouns capitalized?
Order of words: Is the syntax correct?
Punctuation: Are there appropriate marks for the punctuation where necessary?
Express complete thought: Does the sentence contain a noun and a verb, or is it only a phrase?
3. Next, demonstrate using SCOPE with a sample piece of writing.
4. Give the students a good amount of time to practice and opportunity to apply SCOPE to their own work.
Purpose: to teach students a mnemonic strategy (SCOPE) to help with proofreading their writing.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
RAFT
Strategy #: 4
Purpose: To engage student learning through analysis and synthesis of information
Description: Using this strategy, students will take on the role of someone or something related to the topic of study. They will then generate a product for a designated audience. This activity requires students to both analyze and synthesize information previously introduced. The creative thinking required for completion of this product addresses many of the higher levels of Bloom's Taxonomy of Learning.
Procedure:
1. Introduce this activity by explaining the RAFT acronym:
R- Role of the writer
A- Audience to whom the product is being directed
F- Format of the product being created
T- Topic of the product
Example: Pretend that you are an ant trying to convince a young boy not to step on you. (R- ant, A- young boy, F- verbal plea, T- convincing the boy not to step on you)
2. Pass out a sheet of possible roles, audiences, and formats.
3. Assign students to create a RAFT for a given topic related to your unit of study.
4. Allow students to share their RAFTs with the class in the form of short presentations.
Source:Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
Concept Sorts
Strategy #: 5
Basics:
- Can be as simple or complicated as necessary
- Need: pocket chart, cards with words or objects
Process:
- Gather students around large pocket chart.
- Choose something to sort. For younger students sort objects or pictures. For older students sort words.
- Begin by asking the students “how can we sort these things?” if you want students to find what they have in common. Or, if you have a specific pattern or way to sort them, start by showing them an example.
- Ask students to describe how the things in each category are alike.
- Decide on a key word or descriptive phrase to label each category.
- Have the items and labels available for students to sort on their own or with a partner.
When:
- I would use this with younger grades when we are learning about letter sounds. I would have a lot of different pictures of things and then sort them by what letter it starts with.
Source:
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (1997). Words Their Way. New Jersey: Prentice-Hall.
Concept Formation
Strategy #: 6
Basics:
- May be done in small table groups or a large table group
- Takes about 15-20 minutes long
- Need: self-sticking chart paper and markers
Process:
- Suggest a topic so that participants have a focus for brainstorming.
- Give each participant in the group at least five to six self-sticking notes.
- Have each person jot down one idea per note.
- Have people share their notes in the center of the table, and begin organizing them in clusters based on like attributes.
- Once participants are satisfied with the arrangement, have them label each cluster with a title that is representative of the grouping.
The steps of this process are:
o Generate data or gather them from another source
o Re-examine
o Organize by similarities
o Use a label to identify groups
o Process and discuss
When:
- I would use this strategy when there is a lot of information or brainstorming that needs to be done. I think that this would be a great way for students to organize their thoughts and ideas.
Source:
Beaudoin, M., & Taylor, M. (2004). Creating a positive school culture: How principals and teachers can solve problems together. Thousand Oaks, CA: Corwin Press.