Comparison and Contrast
Frequent Use Strategy
The Comparison and Contrast strategy engages students in delineating, differentiating, and distinguishing information. The four connected strategies for Comparison and Contrast are comparing, classifying, creating analogies, and creating metaphors.
When using Comparison and Contrast, the teacher models how to analyze, qualify, and organize subtle and significant similarities or differences. Students identify similarities or differences between two or more items to understand how they are alike, equal, or analogous to each other.
Comparison and Contrast is not effective for comparing unlike, irrelevant, and dissimilar ideas or concepts. It is especially effective when the learning requires analysis to examine subtle similarities and differences between relevant ideas or concepts and results in a deeper understanding.
References
Look Fors
The Teacher will…
- model comparative thinking with students demonstrating how to make clear connections by identifying similarities & differences that lead to deeper understanding of the AKS.
- engage students in activities that require comparison, classification, contrasting, creating, analogies, and/or creating metaphors.
The Students will…
- compare, contrast, & classify information.
- identify similarities & differences.
- create analogies & metaphors to develop comparative thinking.
- apply academic vocabulary & student reasoning as a part of the comparative thinking process.
Model Lessons
Students will analyze and compare 2D and 3D shapes using informal language to describe similarities and differences.
Qualitative Graphs: Heart Rate Monitoring
Students will describe the relationship between two quantities and sketch a graph that shows features of a function that has been described verbally.
Students will view concept cartoons and decide which character in the cartoon they most agree with.
Students will annotate an article, identifying what they think are chemical and physical changes; collaboratively discuss visuals related to chemical and physical changes to determine which does not belong and why then transfer their clarified thinking to a written response.
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