Similarities+and+Differences

=**Read and Reflect**=

How do you currently apply this strategy without the use of technology?

//Using an overhead projector, I often draw Venn Diagrams or other graphic organizers when comparing two or more Scientific concepts--such as animal and plant cells, plate tectonics or layers of the Earth's atmosphere. Anything that can be color-coded and/or visually simplified for easier understanding, is a plus. Graphic organizers are very helpful this way. Many students, especially ESL students, need this tool because it condenses and simplifies the written words into manageable parts for them to understand better.

My only complaint is that in my school, not all classrooms have white boards or Promethean Boards which would go a long way in improving the delivery of information this way. I can only rely on my trusty overhead projector--and hopefully, the bulb will not burn out!//

//As for making comparisons, we (teachers and other adults) assume students have a good understanding of words and meanings. We also assume they understand idioms, whether they are ESL students or not--and many don't. They don't know what you mean when you say, for instance, "He went out on a limb." First of all, they don't have the vocabulary to know what a limb is, so they are confused by that, and if they do know what a limb is, they might actually think it is an arm or a leg, and then they will take that idea literally, and become __really__ confused. As educators, we can't assume they know what idioms are. We have to take the time to talk to them and explain what they mean. Without these discussions many students stay confused and frustrated. They then can't make their own comparisons. By talking them out, they can gain a better understanding. (When I taught Lang. Arts, I often had students make posters or books drawing out idioms and giving the correct meaning for each. The kids had a lot of fun and it was also educational.)//

What new insight did you gain from the reading?

//I like the idea of comparing the functions of a cell to that of a factory. Comparing the unknown to something that is known or relateable makes perfect sense.//

=Apply and reflect=

Provide evidence of the tool you learned. To see an example of my Webspiration project click: http://mywebspiration.com/launch.php

How might you use this tool in your classroom?

//Besides the teacher making overheads of graphic organizers for classroom instruction, students could also do this as an assignment, on their own computers after being given the website. Any material in all subject areas where students are looking for similarites and/or differences would work. If the work was student generated, they could either print out a copy or send it to you via email. Students would be more invested in the assignment since most like working on the computer, and it would also require them to put more thought into it.//

//Specific examples where this could be used would be to compare and contrast the carbon and nitrogen cycles, or the differences and similarites of the three types of volcanoes.//