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The Core Six/Strategy #2: Compare and Contrast NW Ohio HSTW/MMGW Mary Anne Preston Literacy Coach Connie Hanke LDC Coach

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Presentation on theme: "The Core Six/Strategy #2: Compare and Contrast NW Ohio HSTW/MMGW Mary Anne Preston Literacy Coach Connie Hanke LDC Coach"— Presentation transcript:

1 The Core Six/Strategy #2: Compare and Contrast NW Ohio HSTW/MMGW Mary Anne Preston Literacy Coach Connie Hanke LDC Coach NW Ohio HSTW/MMGW Mary Anne Preston Literacy Coach Connie Hanke LDC Coach

2 Objectives: Three Reasons for Using Compare and Contrast with CCSS Research Behind Compare and Contrast 6 Reasons Compare and Contrast Fails in the Classroom Implementing Compare and Contrast Planning Considerations Writing Extension: Comparative Essays Three Reasons for Using Compare and Contrast with CCSS Research Behind Compare and Contrast 6 Reasons Compare and Contrast Fails in the Classroom Implementing Compare and Contrast Planning Considerations Writing Extension: Comparative Essays

3 Handouts: Handout for Hands Description Organizer Top Hat Organizer Transitional Words and Comparative Writing Framework Handout for Hands Description Organizer Top Hat Organizer Transitional Words and Comparative Writing Framework

4 Exercise in Compare and Contrast Texture Complexion Size/Length Bends and Bruises Adornments (See Handout for Hands) Texture Complexion Size/Length Bends and Bruises Adornments (See Handout for Hands)

5 Compare and Contrast This strategy maximizes the effectiveness of natural human capacity to make comparisons using a 4-phase learning process.

6 1.Students describe each item using criteria. 2.Students use a “Top Hat Organizer” to record key similarities and differences. 3.Students discuss their findings and draw conclusions. 4.Students synthesize their learning by completing an application task. 1.Students describe each item using criteria. 2.Students use a “Top Hat Organizer” to record key similarities and differences. 3.Students discuss their findings and draw conclusions. 4.Students synthesize their learning by completing an application task. 4-Phase Learning Process: Compare and Contrast

7 3 Reasons Compare & Contrast Addresses the CCSS Comparative thinking: found in multiple grade-specific standards Comparative reading increase abilities to read two texts against each other, draw out common themes identify the differences…Anchor Standard A “best bet” raises student achievement Research shows C & C has the highest impact on student achievement! Comparative thinking: found in multiple grade-specific standards Comparative reading increase abilities to read two texts against each other, draw out common themes identify the differences…Anchor Standard A “best bet” raises student achievement Research shows C & C has the highest impact on student achievement!

8 Making Literacy Connections= Student Achievement Gains 45%-Identifying Similarities+Differences 34%-Summarizing+Note Taking 29%-Reinforcing Effort+Providing Recognition 28%-Homework+Practice 27%-Nonlinguistic Representations 27%-Cooperative Learning 23%-Setting Objectives+Providing Feedback 23%-Generating+Testing Hypotheses 22%-Cues+Questions+Advance Organizers 45%-Identifying Similarities+Differences 34%-Summarizing+Note Taking 29%-Reinforcing Effort+Providing Recognition 28%-Homework+Practice 27%-Nonlinguistic Representations 27%-Cooperative Learning 23%-Setting Objectives+Providing Feedback 23%-Generating+Testing Hypotheses 22%-Cues+Questions+Advance Organizers

9 6 Reasons Why Compare and Contrast Fails in the Classroom 1.Comparisons used after learning as test item or end-of-chapter question 2.Students rush into the comparison before they know the characteristics of what they are comparing 3.Students do not know what to look for 1.Comparisons used after learning as test item or end-of-chapter question 2.Students rush into the comparison before they know the characteristics of what they are comparing 3.Students do not know what to look for

10 6 Reasons Why Compare and Contrast Fails in the Classroom 4. Students do not have an efficient way to visualize similarities and differences 5. Teachers treat the identification of similarities and differences as the end of the comparison process. 6. Students do not apply or transfer their learning. 4. Students do not have an efficient way to visualize similarities and differences 5. Teachers treat the identification of similarities and differences as the end of the comparison process. 6. Students do not apply or transfer their learning.

11 Implementing Compare and Contrast in the Classroom Phase One: Description Begin with a “hook” that activates prior knowledge about the topic. Then bridge discussion from hook to the purpose of the lesson. Example: “You really know a lot about volume and surface area; we are going to compare the two to make sure we’re clear on what they are, how each is calculated and expressed, and when each is used.” Phase One: Description Begin with a “hook” that activates prior knowledge about the topic. Then bridge discussion from hook to the purpose of the lesson. Example: “You really know a lot about volume and surface area; we are going to compare the two to make sure we’re clear on what they are, how each is calculated and expressed, and when each is used.”

12 Implementing Compare and Contrast in the Classroom Hook … Capturing Students ’ Interest: What thought-provoking statements will help students to be focused and engaged in the comparison? What different kinds of statements will build crucial reasoning skills found in the Common Core Standards? Hook … Capturing Students ’ Interest: What thought-provoking statements will help students to be focused and engaged in the comparison? What different kinds of statements will build crucial reasoning skills found in the Common Core Standards?

13 Implementing Compare and Contrast in the Classroom Mystery. What connection can be made between (name two insects to use in the comparison)? Controversy. Look at these famous masterpieces of modern art. What is art? And what is not art? Personal Experiences. Have you ever felt so guilty about something that you thought others could tell you did something wrong just by looking at you? How can guilt be like a stain? Questions. What characteristics make up a world war? What characteristics did both WW I & WW II share and not share? Mystery. What connection can be made between (name two insects to use in the comparison)? Controversy. Look at these famous masterpieces of modern art. What is art? And what is not art? Personal Experiences. Have you ever felt so guilty about something that you thought others could tell you did something wrong just by looking at you? How can guilt be like a stain? Questions. What characteristics make up a world war? What characteristics did both WW I & WW II share and not share?

14 Implementing Compare and Contrast in the Classroom Phase One: Description Provide clear criteria to focus student description. Use a simple three column organizer to help (See handout Description Organizer for Volume and Surface Area) Remind students that their job is to describe each item separately not to compare them. Model as necessary. Phase One: Description Provide clear criteria to focus student description. Use a simple three column organizer to help (See handout Description Organizer for Volume and Surface Area) Remind students that their job is to describe each item separately not to compare them. Model as necessary.

15 Implementing Compare and Contrast in the Classroom Phase Two: Comparison Ask students to use their description and criteria from phase one to search for important similarities and differences. Model good comparative thinking using everyday objects such as fork & spoon. Provide a “Top Hat Organizer” that enables students to line up parallel differences. Phase Two: Comparison Ask students to use their description and criteria from phase one to search for important similarities and differences. Model good comparative thinking using everyday objects such as fork & spoon. Provide a “Top Hat Organizer” that enables students to line up parallel differences.

16 Implementing Compare and Contrast in the Classroom Phase Three: Conclusion Stretch students’ minds and help them draw conclusions by building discussion around concluding questions: Are the two items more alike or more different? What is the most important difference? Think of some causes and effects of this difference. What conclusions can you draw? Phase Three: Conclusion Stretch students’ minds and help them draw conclusions by building discussion around concluding questions: Are the two items more alike or more different? What is the most important difference? Think of some causes and effects of this difference. What conclusions can you draw?

17 Implementing Compare and Contrast in the Classroom Phase Four: Application Ask students to apply their learning by creating a product or completing a task. Move students to teaching them to formulate criteria, describe items, determine key similarities and differences, and reflect on their learning. Phase Four: Application Ask students to apply their learning by creating a product or completing a task. Move students to teaching them to formulate criteria, describe items, determine key similarities and differences, and reflect on their learning.

18 Planning Considerations for Compare and Contrast What standards do I intend to address? Define the purpose of the lesson for you and your students. Selecting content: “What paired concepts or texts will naturally heighten understanding when considered together?” What standards do I intend to address? Define the purpose of the lesson for you and your students. Selecting content: “What paired concepts or texts will naturally heighten understanding when considered together?”

19 Planning Considerations for Compare and Contrast (Description) What sources of information will be used? What criteria will students use to describe both items? (Comparison) How will I introduce and model the use of the “Top Hat Organizer?” (Description) What sources of information will be used? What criteria will students use to describe both items? (Comparison) How will I introduce and model the use of the “Top Hat Organizer?”

20 Planning Considerations for Compare and Contrast (Conclusion) How will I facilitate discussion to draw student conclusions? Discussion questions: Are the two items more alike or more different? What is the most important difference between the two? What are the possible reasons for this difference? What can you conclude from your comparison? (Application) What task can I give to enable students to demonstrate and transfer learning in a meaningful way? (Conclusion) How will I facilitate discussion to draw student conclusions? Discussion questions: Are the two items more alike or more different? What is the most important difference between the two? What are the possible reasons for this difference? What can you conclude from your comparison? (Application) What task can I give to enable students to demonstrate and transfer learning in a meaningful way?

21 Writing Extension: Comparative Essays Teach students to use transitional words and phrases associated with comparing and contrasting. (See Handout on Transitional Words and Comparative Writing Framework) Teach students to use transitional words and phrases associated with comparing and contrasting. (See Handout on Transitional Words and Comparative Writing Framework)

22 References The research, information, and materials were gathered from the book: The Core Six: Essential Strategies for Achieving Excellence with the Common Core Authors: Harvey F. Silver R. Thomas Dewing Matthew J. Perini Copyright 2012 ASCD Publisher The research, information, and materials were gathered from the book: The Core Six: Essential Strategies for Achieving Excellence with the Common Core Authors: Harvey F. Silver R. Thomas Dewing Matthew J. Perini Copyright 2012 ASCD Publisher

23 Questions: Please complete evaluation… Contact information: Connie Hanke Please complete evaluation… Contact information: Connie Hanke


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