1. Examining Similarities and Differences
Design Question 3 – Element 17:
How do teachers help students deepen their knowledge by examining similarities and differences?

2. 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 are related. This is important as you plan your lessons. Directions: watch the video on the next slide. Please identify the difference between the purpose of Design Question 2 and Design Question 3.

3. Video – How does Design Question 3 differ with Design Question 2?
Click on the link to view a video from Pasco County Schools that introduces Design Question 3.

4. How does Design Question 3 differ with Design Question 2?
You should have noticed that:
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.
Now let’s talk about element 17, specifically.

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

6. Review Scale for Element 17

7. Desired Effect in the Students
The desired effect 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 monitor and make accommodations so that every student in their classroom achieves this desired effect. In other words, the teacher must make necessary accommodations to ensure every student has the opportunity to compare elements and describe what they have learned by completing the comparisons.

8. Task
While watching the below video, answer these two questions. 1. What are specific tools you can use in your classroom to help your students compare content? 2. What type of strategies can you model for your students in order to help them compare? Click on this link to view a video from the Pasco County Schools about Design Question 3, Element 17: Examining Similarities and Differences.

9. Video Questions and Answers
Q1: What are specific tools you can use in your classroom to help your students compare content? A1: graphic organizers such as classification charts and comparison matrices Q2: What type of strategies can you model for your students in order to help them compare? A2: comparisons, classifications, similes, metaphors, and analogies

10. Video
Log in to Then search “Protocol Video: Examining Similarities and Differences (Science)” in the Resource Library.
After watching the video you will be asked to identify the teacher and student evidence and to rate the teacher on this element.

11. Task
On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

12. Review Teacher and Student Evidence What did you see?

13. Review Teacher and Student Evidence What did we see?

14. How to Rate Teacher Evidence
You can only give credit for what you see.
Teacher Evidence
Teacher engages students in activities that require students to examine the similarities and differences between content.
The teacher had the students compare and contrast eukaryotic and prokaryotic cells.

15. How to Rate Student Evidence
You can only give credit for what you see.
Student Evidence
Student artifacts indicate that their knowledge has been extended as a result of the activity.
The Venn diagram was the artifact and it clearly showed that the students knew the characteristics of the two types of cells.
Student artifacts indicate that they can identify similarities and differences.
The Venn diagram was the artifact and it clearly showed that the students knew how the two types of cells were similar and different.

16. Review Scale for Element 17 to Rate the Teacher

17. How we Rated the Teacher
We rated the teacher as APPLYING. The teacher clearly engaged her students in an activity that required them to identify the similarities and differences between prokaryotic and eukaryotic cells when she required they fill out the Venn diagram. She monitored the majority of the students. In the video you can see her walking the room slowly, checking on every group and then the video shows her stopping and having a conversation with the group they were focusing on for the film.

18. Videos
Here are two more videos in the Marzano resource library that give examples of students can identify similarities and differences. These videos do not use a Venn diagram but instead give other ideas. Log into and click on the Resource Library tab.
Search “Elementary School Social Studies Sample Video of Examining Similarities and Differences”.
Search “Protocol Video Examining Similarities and Differences (Science)”.

19. Other Marzano Resources
There are additional resources for you to use. First, sign into Then click on the link to the Resource Library. Use the search engine in the Resource Library to find the articles by the titles listed below.
Read and Reflect DQ3 Similarities, Differences, and Errors in Thinking
Strategies for DQ3 E17
How To: Use Analogies DQ3 E17
How To: Use Comparing Strategies DQ3 E17
How To: Use Similes and Metaphors DQ3 E17
How To: Use Classifying Strategies DQ3 E17

20. Humorous Similes from Seminole County School District in Florida
Her vocabulary was as bad as, like, whatever.
His thoughts tumbled in his head, making and breaking alliances like underwear in a dryer without Cling Free.
Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other, like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.

21. Other Resources Not Found in iObservation
Click here for examples of each strategy (analogies, Venn diagrams, etc) as one teacher used it in her classroom.
Click here for an article by Jessica Fries-Gaither, in which she provides specific examples of each of the strategies and links to more resources.
Click here for free graphic organizers from Freeology.com.
Click here for a PowerPoint given to first year teachers in the Platte-Geddes School District in South Dakota regarding element 17.

22. What is next?
Identify a lesson you have coming up in the next week that requires students to practice and deepen knowledge.
Choose one new homework strategy to utilize.
If you want an Applying rating, determine how you will monitor the majority of the students to make sure they are able to examine similarities and differences and then explain how the activity advanced their understanding.
If you want an Innovating rating, determine how you will adapt and monitor to make sure that EVERY student is benefiting from examining similarities and differences and then explaining how the activity advanced their understanding.

23. Is this element in your PGP? Then you need to…
Sign into Click on the Growth tab and then 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 fill out another Reflection Log in iObservation.

24. Further questions?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s Classroom Practice Mentors (CPM)