So here’s what we know:

Seeing similarities and differences is a fundamental cognitive process.  When used as an instructional strategy it helps learners see patterns and make connections.  Cognitive research has shown that students need to connect ideas and integrate those ideas into what they already know.  Research has shown that by using this strategy, student achievement can increase by as much as 46 percentile points.  When combined with the strategy of using nonlinguistic representation, student achievement can be increased even more.  Some examples of how to use this strategy include classifying objects or ideas, or using metaphors or analogies when trying to compare.  This approach helps the brain process new information, recall it later, and then apply it by overlaying a known pattern onto an unknown one.  However, students benefit most by having similarities and differences pointed out by the teacher in an explicit manner, emphasizing the relationship between the ideas or facts.  Students also benefit when asked to construct their own strategies for comparing similarities and differences.

 

So how can you put this to work in your classroom today?  Here’s how:

·         Partner direct instruction with open-ended experiences to help students identify similarities and differences

·         Present similarities and differences explicitly – make it clear and direct

• Allow students to explore similarities and differences on their own.
• Help students use graphic or symbolic representations of similarities and differences in areas such as classification systems, comparisons, or analogies
• Recognize that “All the World's a Stage”. As students encounter metaphors in reading or speaking, generate a class list. Metaphors provide a source of history, generate literary references, and suggest new ways for students to express ideas.

For the full article, please go to:   http://www.netc.org/focus/strategies/iden.php

How and why we group students into learning teams is one of those topics all teachers should revisit at least a couple of times a year.  We're all guilty of getting into routines or doing things that are expedient, but are they always the best way to support student learning - that's the question.  As we look towards the second semester, take a few minutes to reflect on your own practice.  Is it time to try something new?  Do I need to vary my techniques more?  Do I have a "one size fits all" approach?  When I make a change, is it thoughtful?  Below are a few tips from David Ginsburg to think about:

• When you put kids in learning teams, teachers should determine who works together, not kids
• Students should be assigned strategically and purposefully, not randomly
• Identify key factors you want to consider when making teams to achieve the specific balance or mix you are looking for in any particular learning activity; different activities require different mixes
• Try not to place all the students with unique needs in one group; working in blended skills teams creates opportunities for new experiences for everyone

For the full article, please follow the link. 
blogs.edweek.org/teachers/coach_gs_teaching_tips/2011/11/strategic_group_selection--by_teachers_not_students.html

Research shows that learning increases when teachers focus their questions on important content rather than what they think will be most interesting to students (Alexander, Kulikowich, & Schulze, 1994; Risner, Nicholson, & Webb, 1994). Furthermore, higher-level questions that ask students to analyze information result in more learning than simply asking students to recall information. (Redfield & Rousseau, 1981). Finally, presenting information graphically and symbolically in an advance organizer reinforces vocabulary learning and supports reading skills (Brookbank Grover, Kullberg, & Strawser, 1999; Moore & Readence 1984). In order to gain from research and maximize our efforts in the classroom, here's a few ways to implement these findings:

Ask questions.  Teachers commonly underestimate how often they ask questions in class.  Ask questions when you introduce new content as well as at the end of the learning experience.  This will tell you what they already know, as well as what misunderstandings they are starting with on the topic.  Remember, ask open-ended or higher-order thinking questions, too, not just recall questions.

Wait time matters.  Pausing for just a few seconds longer will generate better classroom discussions and better conversations among students. 

Preview the big picture.  Help students see where the lesson is going by giving them an overview of what they will be learning and what the lesson will cover.

Use multiple modes.  Connect with diverse learning styles by presenting previews of information in multiple ways - graphically, verbally, in writing, and in non-linguistic representations.