HFC Simalarities and Differences

SIMILARITIES AND DIFFERENCESHealthcare Foundation Course Strategy

Of all the learning strategies identified and evaluated by researchers, Similarities and Differences (S/D) is the most effective in terms of increasing student achievement.

Marzano, R.J., Pickering, D., & Pollock, J. (2001)

Similarities and Differences

Indeed, when Robert Marzano and partner researchers reviewed hundreds of studies on teaching and learning, they found that teaching students how to identify similarities and differences and then apply their conclusions generated a 45% increase in student achievement. That’s about as close to a magic bullet as educators can get!


The S/D strategy works well for several reasons:

1. After students learn one element, they have the background knowledge on which to build the learning of the second item. In the brain, the dendrites involved in learning the second item have the first to branch from.

2. Similarly, when students learn a second item in relation to a previously-studied first item, they review the information related to the first item, practicing those skills and understandings over again. For example, learning the digestive system in comparison to the previously-studied circulatory system allows students to review and apply their knowledge of the circulatory system.

3. When students learn two items in connection with each other, the linkage creates a memory bond that is retained in the brain longer than the single items can be.

4. Comparing two items that are similar, such as veins and arteries, clarifies the differences between the two so they aren’t confused.

However, this does not mean that all other strategies should be swept aside by a singular focus on S/D. This strategy should only be used when the two items being compared have significant similarities and important differences. For example, comparing autumn and spring generates clear and important similarities and differences, whereas comparing dental health to pogo sticks does not.

S/D works particularly well to create clear distinctions between two elements that could be easily confused by a novice, for example, chlamydia and gonorrhea. And, finally, S/D should be used for the most important concepts in the curriculum, both to ensure that students truly master these concepts and to justify the time spent.


• When you have decided on the items for the S/D activity, follow the steps for the process, as detailed below. The examples used used are 2 types of power tools, 2 hand tools, and 2 types of blueprints.

Step 1) Students understand the reason for making the comparison.

It is important to cite the reasons for making the comparison.

• First, to ensure that students view the process as contributing to their essential learning, not just an an exercise; and

• Second, so they will know when to apply the strategy in their independent study.

For example, “We’re comparing the effects of alcohol abuse to marijuana abuse to determine the comparative detrimental effects of each to the society as a whole and to the individual, so you can make good decisions and advise others.”


Step 2) Students gather information on both elements. To do this effectively, students need to know what to look for and where to find it.

• Focusing on specific information to gather. Students who are learning the S/D process need your help to identify key focus areas for their research of new information and recall of existing information. For example, key areas are shown as questions for information gathering in the typical assignment below.

• Compare caffeine and nicotine as drugs. Use the following key questions to guide your research:

- How addictive are these drugs?- What benefits do they offer, if any?- What negative health effects are there, if any?- Where are these substances commonly found?


Step 2) Students gather information on both elements, continued.

• Finding the information. Students may access the information to answer the key questions on the elements in several ways:

- Groups that have research skills can conduct research online or in the library for one or both elements.

- If groups have minimal research skills, you can provide them with reading materials—from the text if you’re using one, from specific online websites, or from references to journal articles available in the classroom or the local library.

- If the first element has already been studied, students should use their existing notes to describe the element in relation to the key questions you have provided.


Step 3) Students enter the information in a S/D organizer.

• There are 3 organizers commonly used in S/D:

1. Venn Diagram,

2. Side-by-Side Comparison, and

3. Top Hat.

Each is shown on the following pages. Note that the space for similarities is specifically defined, while differences or unique characteristics are listed under the title of the elements being compared.



1. Venn Diagram


2. Side by Side Comparison

Key area Viral STI Bacterial STI Similarities

Examples HIV/AIDS Syphilis

Transmitted through

Semen Semen, blood Sexual activity

Level of health threat

Deadly for some even if treated

Deadly if untreated

Can cause death

Transmission from mother to child

Can be transmitted through natural or Cesarean birth

Can be transmitted through natural birth

Can be transmitted from mother to child

Prevention through

Abstinence, condoms

Abstinence, condoms

Abstinence, condoms


3. Top HatTypical Fast Food Lunch:

Medium burger, fries,

medium regular soft

drink

Healthy Fast Food Lunch:

Salad with low-fat dressing, diet drink,

frozen yogurt cone

Calories usually ~700+

Calories usually ~250

Fat content often 60%+

Fat content often below 5%

High sugar content

Lower sugar content

Similarities: Relatively fast, cheap, approximately the same cost, available almost everywhere

Step 4) Students come to conclusions about the relationship of the two elements through guided discussion.

This step is the key to deeper understanding, and you can handle this is several different ways.

• You can provide the guiding questions to the Work Teams, provide them time in class or assign for extended day, and have them come to conclusions which they then report out, setting the stage for a full-class discussion; or

• You can start with the whole-group discussion without the preliminary. As usual, you’ll get a higher quality product if students have time to work on the questions alone or in a small group in advance of the discussion.


Step 4) Students come to conclusions about the relationship of the two elements through guided discussion, continued.

Common types of questions that will help students analyze include the following:

• What is the the most important similarity? Why?

• What is the most important difference? Why?

• Are these items more alike than different - or more different than alike? How did you come to that conclusion?

• What is more important in thinking about these items - their similarities or differences? Why?

• Is there anything about the similarities that allows you to make a generic statement?


Step 5) Students apply their conclusions.

For the most important S/D topics, students should apply their findings and judgments to create a product or conduct a process. For example, For example, Job Corps students could create a PPT to teach Middle School students about sexually transmitted infections, focusing on syphilis and HIV/AIDS. They could create a comic strip for new mothers showing the issues with nicotine and caffeine. They could make a picture book for young children or write a radio public service advertisement promoting healthy choices in fast food.

• Summary: This week, use the S/D strategy in the wellness/nutrition unit at least twice. Discuss with students why the strategy is powerful and how they can use it in their own study.


END If you continue to click forward, you will see links to presentations of similar content available through

slideshare.com

Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL

Education

HFC Simalarities and Differences