Identifying Similarities and Differences

Enhance students' understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.

Generalizations From Research

 * 1) Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.
 * 2) Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.
 * 3) Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.
 * 4) Identification of similarities and differences can be accomplished in a variety of ways.  The identification of similarities and differences is a highly robust activity.

Example Activities

 * Venn Diagrams
 * Comparison Matrix
 * Analogies Organizer

Recommendations & Ideas

 * 1) Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences.
 * 2) Give students a model of the steps for engaging in the process.
 * 3) Use a familiar context to teach students these steps.
 * 4) Use Graphic Organizers as a visual tool to represent similarities and differences.
 * 5) Guide students as they engage in this process. Gradually give less structure and less guidance.

Information presented above in the definition is from McREL, and generalizations from research, and recommendations & ideas is from Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (ASCD)(Robert J. Marzano, Debra J. Pickering, Jane E. Pollock).

Web 2.0 Connections
"Y" Under each category indicates that this tool can be used with this strategy.

"Free +" Indicates that the tool is free at the basic level, but that more advanced versions are available at a cost.

Category Key:

SD = Identifying Similarities and Differences CL = Cooperative Learning SNT = Summarizing and Note-Taking ER = Reinforcing Effort and Providing Recognition HP = Homework and Practice NR = Nonlinguistic Representation OF = Setting Objectives and Providing Feedback HYP = Generating and Testing Hypotheses QCO = Questions, Cues, and Advance Organizers 

Examples from teachers, students, classrooms, schools
Please click on the "edit" tab to share your examples here.

Contributor: Louise Maine In order to understand the classification of animals in the phyla and some classes of phyla, students were given two organisms each of two particular classes or phyla to determine similarities and differences among them. Information was collected from the class and put together in a large document to show these in relation to the animal kingdom. As a class, the information was discussed to show how the similarities and differences among these animals placed them in a particular class and phylum.

Contributor: Tiffany Zarling In order to simplify the voice recording process for book trailers, students use www.voki.com. They create a free account, create their own avatar, and can record their voices in a variety of ways (text to speech, phone call, uploading, or recording directly). It IS a free+ tool. The free accounts record up to one minute of voice. You can email, embed, or house your finished Voki through the website as well. It was a great motivating tool for senior level English students!