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Table of Contents Section 1: In this section you will Reflect on your own experiences with comparative thinking strategies. Examine a range of student work that demonstrates comparative thinking. When we are infants, one of the first differences we must identify is that between mother and other.
Without the ability to make comparisons—to set one object or idea against another and take note of similarities and differences—much of what we call learning would quite literally be impossible. You may be wondering why we want to look so closely at comparative thinking. What makes it so special?
By compiling the available research on effective instruction, Marzano, Pickering, and Pollock found that strategies that engage students in comparative thinking had the greatest effect on student achievement, leading to an average percentile gain of 45 points p.
Although comparative thinking is a natural operation of our minds and is essential to learning, most students have a difficult time making use of comparisons in school. To better understand how to achieve success when asking your students to make comparisons, it is important to first understand your own attitude toward comparisons and how you use them in your classroom.
Keeping that in mind, take a moment to answer the questions below: How Do You Use Comparisons? What use does it have in your classroom?
In what situations do you feel comparison works well? What are the steps you use in teaching students how to make comparisons? Answer the question below and then discuss your answer with your neighbor.
As you examine this work, ask yourself, What skills are students demonstrating in this work? Use the space below to record your thoughts, then discuss your response with a partner.
Looking at the Skills Skills: We all want our students to produce this kind of work—to be able to use comparative thinking independently to advance their own learning.
Each principle is tied closely to the difficulties students commonly encounter when they engage in comparative thinking. A classroom poster highlighting these four phases for students is included in this guide. Each of the four phases is represented by at least one piece of student work.
Can you determine which work samples were developed during which classroom phase?
Joanne Glass, a high school history teacher, wants her students to understand how circumstances of time and place influence perspective. Most students are familiar with the major events, dates, and people that make up macrohistory, but students are often not aware of the knowledge that can be gained from studying the microhistory of social customs, personal writings, and everyday lives of common people.
We also encourage you to be the student by completing the student activities throughout the lesson. Have you ever noticed how some households are different from your own? Take a moment and jot down some ways in which households are similar and different from one another. Comparing Households How are households similar and different?
As you visit these homes, pay close attention to the following criteria: I told my child that I am to die shortly, and she must, when I am dead, remember everything I said unto her. I set before her the sinful and woeful condition of her nature, and I charged her to pray in secret places every day without ceasing that God for the sake of Jesus Christ would give her a new heart.
I wished her to live happily under God and abide by the laws governing her existence here. I gave her to understand that when I am taken from her she must look to meet with more humbling afflictions than she does now [when] she has a careful and tender father to provide for her.
Description Now Joanne asks students to use the criteria provided in the description organizer see Figure 1. Thinking About Phase One: Thorough descriptions framed by clear criteria lead to deeper and richer comparisons.
The more students are encouraged to think about details and specifics in their description, the easier and more sophisticated their comparisons will be. Take a moment to look back at the readings with the criteria from Figure 1.
How do the criteria affect your thinking? Note that criteria are not perfectly synonymous with critical attributes.Who Am I? The 16 Basic Desires That Motivate Our Actions and Define Our Personalities [Steven Reiss] on ph-vs.com *FREE* shipping on qualifying offers. What do we want?
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· We each did the homework assignment, then compared answers. compare, contrast, collate mean to set side by side in order to show differences and likenesses. compare implies an aim of showing relative values or excellences by bringing out characteristic qualities whether similar or ph-vs.com://ph-vs.com An experiment is a procedure carried out to support, refute, or validate a ph-vs.comments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated.
Experiments vary greatly in goal and scale, but always rely on repeatable procedure and logical analysis of the results. The Purpose of Comparison and Contrast in Writing. Comparison in writing discusses elements that are similar, while contrast in writing discusses elements that are different.
A compare-and-contrast essay, then, analyzes two subjects by comparing them, contrasting them, or both.. The key to a good compare-and-contrast essay is to choose two or ph-vs.com /comparison-and-contrast.
· It is difficult to define the genre into which essays fall. When writing a compare/contrast essay, writers need to determine their purpose, consider their audience, consider the basis and points of comparison, consider their thesis statement, arrange and develop the comparison, and reach a conclusion.
then objects to their own argument ph-vs.com WHAT IS AN ANNOTATED BIBLIOGRAPHY? An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about words) descriptive and evaluative paragraph, the annotation.