SIMILARITIES AND DIFFERENCESConstruction 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!

 

Similarities and Differences

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 about electrical hazards in comparison to previously studied fire hazards allows students to review and apply their knowledge of workplace hazards.

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, in the context of workplace hazards, 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 whereas comparing hand tools 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, architectural and structural drawings in blueprint reading. 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.

Similarities and Differences

• 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 characteristics of height hazards to excavation hazards to determine the levels of risk and the appropriate responses, so you can make good decisions and protect your health and that of your co-workers.”

Similarities and Differences

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 the safety dangers related to height and excavation. Use the following key questions to guide your research:

- How kinds of risks to workers occur in each of these environments?- What safety precautions do workers use in each case?- What kinds of PPE are required to protect workers in each situation?

Similarities and Differences

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.

Similarities and Differences

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.

Similarities and Differences

Similarities and Differences

1. Venn Diagram

Similarities and Differences

2. Side by Side Comparison

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3. Top Hat

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. 

Similarities and Differences

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?

Similarities and Differences

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 5-minute presentation to teach a group of Cub Scouts about safety hazards and practices. They could create a comic strip for a middle school technology education class about hand tools. They could make a slide presentation of architectural features for a local community group raising funds for historic building preservation.

• 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.

Similarities and Differences

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