1. Focus Element Helping Students Examine Similarities and Differences
Design Question 3 – Element 17

2. Focus Elements
Arizona College and Career Ready Standards requires more clarity in the progressions of knowledge being addressed in class, more application of knowledge by students along with more and deeper inferential thinking, and the creation of sound evidence for conclusions and claims. Seven elements are instrumental to these ends. The teachers should disclose a clear sequence or progression of facts, details, and lower-order skills to more robust generalizations, principles, and processes. At the end of a lesson, students should be able to describe how the details of the lesson build to support bigger ideas and processes. Element 17, helping students examine similarities and differences, is a strategy that can be applied to all types of information and processes to help students create distinctions regarding their defining characteristics.

3. Helping Students Examine Similarities and Differences
How will you help students deepen their knowledge by examining similarities and differences?

4. Before we begin…
Before we begin talking about element 17, let’s be sure that there is an understanding about how the elements in Design Question 3 relate to Design Question 2. This is important as you plan your lessons. Watch the video on the next slide. Identify the difference between the purpose of Design Question 2 and Design Question 3.

5. Something to keep in mind…
The purpose of Design Question 2 is to introduce new material to students while the purpose of Design Question 3 is to give the students an opportunity to practice using material that was previously taught so that they deepen their understanding. Therefore, teachers have to perform Design Question 2 before Design Question 3.

6. How do the elements in DQ3 relate to each other?
Introduction to Design Question 3

7. How are the elements related to each other?
You should have noticed: Intentional planning is required for all elements in DQ3
Elements (in red in the diagram to the right) the teacher directs the student learning.
In elements (in black) the teacher guides the students so that they may work through the information independently. (Gradual Release)
Now let’s talk about element seventeen, specifically.
DSBPCProDevelopment. "Introduction to Design Question 3." YouTube. YouTube, 17 Jan Web. 6 June 2016.

8. Learn about Element 17
Element 17: Examining Similarities and Differences

9. Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

10. Review Scale for Element 17

11. Desired Effect for Student Learning
Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 17 is “Students describe how elements are similar and different and what new information they have learned as a result of their comparisons.” To receive an Innovating rating, the teacher must adapt and create new strategies for unique student needs and situations in order for the desired effect to be evident in ALL students.

12. Before watching the videos, think about…
How do you engage students in activities (e.g. comparison, classifying, analogy, etc..) that require them to examine similarities related to content?
How do you ask students to draw conclusions and summarize what they learn as they examine similarities and differences?
How do you guide students to generate mental images and represent similarities and differences linguistically or non-linguistically?

13. Examples of Element 17: Helping Students Examine Similarities and Differences
Similarities and Differences – Grade 2 Similarities and Differences – Grade 3 Compare and Contrast Strategy in the Classroom – Grade 5
Ways2learn. "Similarities & Differences Elementary1." YouTube. YouTube, 19 Oct Web. 13 June ThoughtfulClassroom. "Compare and Contrast Strategy in a Classroom." YouTube. YouTube, 17 Mar Web. 13 June 2016.

14. Now that you have watched the videos, reflect…
In addition to engaging students in examining similarities and differences, and to achieve an Applying rating, how might you monitor to the extent to which students are deepening their knowledge? Need monitoring ideas? Click here
To achieve an Innovating rating, how will you adapt and create new strategies for helping ALL students deepen their knowledge by examining similarities and differences? Need adaptation ideas? Click here

15. Remember…
When planning lessons, look for topics that allow for extended comparisons.
Model how to create and use comparisons, classifications, similes, metaphors, and analogies.
Ask students to explain and justify their reasoning.
Ask students to revise their comparisons and classifications after discussing them with peers.

16. It’s Your Evaluation, Make the Most of It!
Your evaluator will only rate you on what he/she sees which is OK because it is not necessary for you to have everything checked in the teacher and/or student evidence to receive a good rating. Also, remember you can invite your evaluator to your classroom to see you using this element. You have control of what your evaluator sees.

17. Is this Element in your PGP?
Sign into
Click on the Growth tab
Click on the Plans option.
Open your current plan and fill out a new Reflection Log, answering the appropriate questions.
Decide how you will change your teaching as a result of viewing this module.
Execute your change, reflect on its impact, and complete another Reflection Log in iObservation.

18. How Are You Supported?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s Classroom Practice Mentors (CPM)
For more examples and resources visit the All About Marzano website
Everything you ever wanted to know (and more) Helping Students Examine Similarities and Differences – Pasco County Schools