DQ3: Helping Students Practice and Deepen New Knowledge
Element 17
Strategies for Examining Similarities and Differences
Sentence Stem Comparisons
Sentence stems requires students to complete the stem by comparing and contrasting various people, places,
events, concepts, or processes. These comparisons can be general or specific.
General: House cats are similar to lions because . . .
House cats are different than lions because . . .
Specific: S
herlock Holmes and Gandalf are both characters that enjoy solving mysteries, but they are
different because . . .
Venn Diagrams
When students are comparing and contrasting two or three people, places, events, concepts, or processes
these visual tools can be helpful to assist them with organizing their thinking. Similarities are listed where
circles intersect and characteristics unique to an object are written where the circles do not intersect. Venn
diagrams can be used for specific, general, abstract, or concrete comparisons.
Double-Bubble Diagram
This type of diagram is used to compare the attributes of two people, places, events, concepts, or processes.
The two things being compared are listed in large circles on the left and right sides of a page. Common
attributes are noted in smaller circles in the center of the page and connected to both large circles. Unique
attributes are written in smaller circles at the edges of the page and connected only to the larger circle to
which they apply.
Comparison Matrix
1.Elements that students have identified and wish to compare are written at the top of each column
in the grid.
2.Using a matrix similar to the one shown below, students identify attributes on which they wish
to compare the elements and write them in the rows.
3.Next, in each cell, students record how the elements are similar (there may be similar entries
in multiple cells) and different (these will be unique to a cell).
4. Finally, students summarize what they learned by comparing the elements.
Design Question 3 | Element 17
Copyright © 2012 Learning Sciences International
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Comparison Matrix
Attribute 1
Attribute 2
Attribute 3
Element 1
Element 2
Element 3
Similarities:
Similarities:
Similarities:
Differences:
Differences:
Differences:
Similarities:
Similarities:
Similarities:
Differences:
Differences:
Differences:
Similarities:
Similarities:
Similarities:
Differences:
Differences:
Differences:
Summary:
Classification Chart
A teacher creates a chart with several categories listed across the top and asks students to fill in examples
that fit in each category. Periodically, students can pair up or form groups to share their charts with their
peers, discuss and explain why they classified items as they did, and modify their charts after hearing others’
perspectives.
Student-Generated Classification Patterns
Students are asked to find representative examples of different concepts and sort them into categories
based on what they have learned in class. Later they can present their conclusions to the class to explain the
examples they selected and how they were sorted.
Similes
Students can state comparisons using “like” or “as.” They can also include an explanation of why one object is
like the other and can revise their similes after discussing them with their peers.
Metaphors
Metaphors can be used to state comparisons. Comparisons are stated as direct relationships in a metaphor.
For example, life is a journey. Metaphors are sometimes abstract and can be extended to include more than
one comparison. Students should explain why their metaphors are appropriate.
Design Question 3 | Element 17
Copyright © 2012 Learning Sciences International
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Sentence Stem Analogies
Students can use sentence stems to create comparisons that describe specific relationships between two
items or concepts.
Analogies always take this form: “Item 1 is to item 2 as item 3 is to item 4.”
For example, when presented with the stem: “Quarterback is to _________ as pitcher is to ____________,”
a student might create the following analogy:
Quarterback is to receiver as pitcher is to catcher because the quarterback throws the ball to the receiver
and the pitcher throws the ball to the catcher.
The student might extend this analogy to further analyze the relationship between football and baseball:
An interception is to football as a hit is to baseball because in both cases, the ball’s course is altered
before it reaches its intended target.
Students might also be presented with the first two terms of an analogy and asked to fill in the second two
terms, for example: ”A coach is to an athlete as ________ is to __________.”
Visual Analogies
Visual organizers can be used to assist students to make analogies. The following diagram helps students
create an analogy and specify the type of relationship being expressed by the analogy.
blue
AS
orange
violet
yellow
COMPLIMENTARY COLORS
Design Question 3 | Element 17
Copyright © 2012 Learning Sciences International
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