The Core Six/Strategy #2:
Compare and Contrast
NW Ohio HSTW/MMGW
Mary Anne Preston
Literacy Coach
mary.preston@utoledo.edu
Connie Hanke
LDC Coach
connie.hanke@utoledo.edu
Objectives:
• Three Reasons for Using Compare and
Contrast with CCSS
• Research Behind Compare and Contrast
• 6 Reasons Compare and Contrast Fails
in the Classroom
• Implementing Compare and Contrast
• Planning Considerations
• Writing Extension: Comparative Essays
Handouts:
• Handout for Hands
• Description Organizer
• Top Hat Organizer
• Transitional Words and
Comparative Writing Framework
Exercise in
Compare and Contrast
• Texture
• Complexion
• Size/Length
• Bends and Bruises
• Adornments
(See Handout for Hands)
Compare and Contrast
•This strategy maximizes
the effectiveness of
natural human capacity
to make comparisons
using a 4-phase learning
process.
4-Phase Learning Process:
Compare and Contrast
1. Students describe each item using
criteria.
2. Students use a “Top Hat Organizer”
to record key similarities and
differences.
3. Students discuss their findings and
draw conclusions.
4. Students synthesize their learning
by completing an application task.
3 Reasons Compare & Contrast
Addresses the CCSS
• Comparative thinking: found in multiple
grade-specific standards
• Comparative reading increase abilities to
read two texts against each other,
draw out common themes
identify the differences…Anchor Standard
• A “best bet” raises student achievement
Research shows C & C has the
highest impact on student achievement!
Making Literacy Connections=
Student Achievement Gains
45%-Identifying Similarities+Differences
34%-Summarizing+Note Taking
29%-Reinforcing Effort+Providing Recognition
28%-Homework+Practice
27%-Nonlinguistic Representations
27%-Cooperative Learning
23%-Setting Objectives+Providing Feedback
23%-Generating+Testing Hypotheses
22%-Cues+Questions+Advance Organizers
6 Reasons Why
Compare and Contrast
Fails in the Classroom
1. Comparisons used after learning as
test item or end-of-chapter question
2. Students rush into the comparison
before they know the characteristics
of what they are comparing
3. Students do not know what to look
for
6 Reasons Why
Compare and Contrast
Fails in the Classroom
4. Students do not have an efficient
way to visualize similarities and
differences
5. Teachers treat the identification of
similarities and differences as the
end of the comparison process.
6. Students do not apply or transfer
their learning.
Implementing Compare and
Contrast in the Classroom
Phase One: Description
 Begin with a “hook” that activates prior
knowledge about the topic.
 Then bridge discussion from hook
to the purpose of the lesson.
Example: “You really know a lot about volume and
surface area; we are going to compare the two
to make sure we’re clear on what they are,
how each is calculated and expressed, and
when each is used.”
Implementing Compare and
Contrast in the Classroom
Hook…Capturing Students’ Interest:
• What thought-provoking statements
will help students to be focused and
engaged in the comparison?
• What different kinds of statements
will build crucial reasoning skills
found in the Common Core
Standards?
Implementing Compare and
Contrast in the Classroom
Mystery. What connection can be made between
(name two insects to use in the comparison)?
Controversy. Look at these famous masterpieces of
modern art. What is art? And what is not art?
Personal Experiences.
Have you ever felt so guilty
about something that you thought others could tell you did
something wrong just by looking at you? How can guilt be
like a stain?
Questions.
What characteristics make up a world war? What
characteristics did both WW I & WW II share and not share?
Implementing Compare and
Contrast in the Classroom
Phase One: Description
 Provide clear criteria to focus student
description. Use a simple three column
organizer to help
(See handout Description Organizer for
Volume and Surface Area)
 Remind students that their job is to
describe each item separately not to
compare them. Model as necessary.
Implementing Compare and
Contrast in the Classroom
Phase Two: Comparison
 Ask students to use their description and
criteria from phase one to search for
important similarities and differences.
 Model good comparative thinking using
everyday objects such as fork & spoon.
 Provide a “Top Hat Organizer” that
enables students to line up parallel
differences.
Implementing Compare and
Contrast in the Classroom
Phase Three: Conclusion
Stretch students’ minds and help them
draw conclusions by building discussion
around concluding questions:
•
•
•
•
Are the two items more alike or more different?
What is the most important difference?
Think of some causes and effects of this
difference.
What conclusions can you draw?
Implementing Compare and
Contrast in the Classroom
Phase Four: Application
 Ask students to apply their learning by
creating a product or completing a task.
 Move students to teaching them to
formulate criteria,
describe items,
determine key similarities and differences,
and reflect on their learning.
Planning Considerations for
Compare and Contrast
• What standards do I intend to address?
• Define the purpose of the lesson for you and
your students.
• Selecting content: “What paired concepts or
texts will naturally heighten understanding
when considered together?”
Planning Considerations for
Compare and Contrast
• (Description)
What sources of information will be
used? What criteria will students use to
describe both items?
• (Comparison)
How will I introduce and model the use
of the “Top Hat Organizer?”
Planning Considerations for
Compare and Contrast
• (Conclusion) How will I facilitate discussion
to draw student conclusions?
Discussion questions:
Are the two items more alike or more different?
What is the most important difference between the two?
What are the possible reasons for this difference?
What can you conclude from your comparison?
• (Application) What task can I give to enable
students to demonstrate and transfer learning in a
meaningful way?
Writing Extension:
Comparative Essays
Teach students to use transitional words
and phrases associated with
comparing and contrasting.
(See Handout on Transitional Words and
Comparative Writing Framework)
References
The research, information, and
materials were gathered from the
book:
The Core Six: Essential Strategies for
Achieving Excellence with the Common
Core
Authors:
Harvey F. Silver
R. Thomas Dewing
Matthew J. Perini
Copyright 2012 ASCD Publisher
Questions:
• Please complete evaluation…
• Contact information:
Connie Hanke
connie.hanke@utoledo.edu
419-681-6401