Similarities+and+Differences


 * [[image:leslievanhauter/venn.png width="62" height="44" align="left"]]Similarities and Differences**

**Read and Reflect** Similarities & Differences **Classifying**
 * The purpose of asking kids to compare is to show them how they can connect something they already know to something new they're exposed to. This allows them to gain new knowledge in a meaningful way.
 * In science, I have students compare a rock to a chocolate chip cookie. This allows them to make connections. They are both made from "ingredients" or "minerals". In social studies, I have them compare cities in Michigan. Some attribute I use for comparison are size, population, natural charactericstics, human characteristics, year it was established.
 * One time I had kids compare a butterfly to a moth. I was pleased with the results because they were able to connect what they knew about butterflies and transfer that knowledge to something not so familiar, the moth.
 * One time I asked kids to compare dogs and cats. It did not go as well because I did not have set attributes identified before I began and it became unorganized.
 * A question I have about comparing relates to organization. If I'm usinge a Venn Diagram should both items have the attribute I've identified? Or can one have it and the other not. For example, in Wyandotte there is a river. In Southgate, there is not.
 * **I'm guessing the purpose of classifying is to help students organize information for future retrieval.**


 * **I don't really think I do this type of activity with much forethought or have considered its usefulness in student learning. In science, I have students classify animals based on the groups; mammals, birds, insects, etc. Or to group plants by classification of leaves . In math I have them classify 2 and 3-Dimensional shapes. Or polygons and quadillaterals.**


 * A time that classifying went well was when I had students group renewable/nonrenewable resources. I had the kids use a graphic organizer to keep the information organized. I think it went well because I used an organizer.


 * A time I was not pleased with classification was when I was teaching geometry. I had the kids classfiy shapes based on their attributes. They had to tell "all" the groups a certain shape belonged to. For example, a rhombus can be classified as a quadrillateral, a rectangle, and a **parallelogram**. I had them do this for many shapes. I did not use an organizer. I think I gave them too many shapes to classify and it may have been more successful if I would have used a matrix.


 * Questions I have: I'm quite unfamiliar with how to do this strategy effectively in the classroom so I would like examples.

Creating Metaphors
 * To be quite honest, I stuggle with identifying with the meaning of metaphors. Because I do not have confidence in this area I tend to avoid using it in my instruction. Unless there was an activity that gives me instructions and answers for the metaphors, I would probably find another way to teach this concepty not using metaphors. I think the purpose for using metaphors is to create higher level thinking about a topic.
 * I avoid using metaphors.
 * I would have to search the internet or for resources to help me use metaphors in math, science, and social studies.
 * I would like to know if there are resources available and lessons that are already created to help me begin to use metaphors in my subject areas and begin to feel confident in my ability to use metapors in my instruction.

Creating Analogies
 * The purpose of asking students to create analogies is to help them make comparisons between unlike things that have something in common.
 * I use to use analogy worksheet packets with students when I taught in a multiage classroom. Currently, I have not been focusing on this kind of comparision in my classroom. With all the content that has to be taught and the constant changing of curiculum, I have let this type of work fall to the wayside.
 * In science, I can use analogies to compare animals. Snake is to slither as rabbit is to . Koala is to Australia as penguin is to ___. Robin is to bird as bat is to__ __. Here are some examples in math; 1,3, 5 odd 2, 4, 6 .__ ___ Square:4 as Triangle:__ __. Square: 2D Cube: _
 * I don't really have questions about analogies. I just have to take the time to add them back into my lessons now that I am learning that they are considered to be "best practices" in education.

**Apply and Reflect**

**I created an interactive Venn Diagram to go along with my social studies curriculum. I used mimio studio software to compare how the settlers and native americans used the land in MIchigan. I think it went well because the kids didn't just read about it and have to memorize the information.**The students were able to see that both the settlers and the natives used the land for "food". They used the land differently for a place to put their homes, and that the kind of home they put on the land could be permanant or mobile. media type="custom" key="13267696"

 I plan to use pushes and pulls to review what the kids have already practiced in a previous lesson using a Venn Diagram comparing pushes and pulls. I think it's important to represent new information in more than one way, especially when introducing new content.