RESEARCH BASED INSTRUCTION IDENTIFYING SIMILARITIES AND DIFFERENCES

Using analogies and metaphors As a means to increase VoCats scores in Marketing Education

PRESENTED BY Tianda Gay "T HIRTY - FIVE YEARS OF RESEARCH PROVIDES REMARKABLY CLEAR GUIDANCE AS TO THE STEPS SCHOOLS CAN TAKE TO BE HIGHLY EFFECTIVE IN ENHANCING STUDENT ACHIEVEMENT." - D R. R OBERT J. M ARZANOD R. R OBERT J. M ARZANO

According to research The mental operations of identifying similarities and differences are basic to human thought.

Therefore, it is the job of the teacher to: Get a better understanding of this instructional strategy Present students with guidance in identifying similarities and differences Ask students to independently identify similarities and differences Use various ways to show students how to identify similarities and differences

WHY?

Because this instructional strategy Adds to a possibly boring, dry lesson It helps your students to understand that “thing” you keep talking about It helps students to become part of the discussion, which means They begin to think, connect, understand, apply, contrast, compare, explain, elaborate, justify, thus LEARN

NOW ISN’T THAT WHAT YOU WANT? For your students to compare by making similarities among things, concepts, and ideas. For your students to contrast by identifying differences between things, concepts, and ideas. For your students to classify by grouping things that are alike in categories based on characteristics

Making a comparison or contrast in some situations maybe obvious.

Other situations call for the teacher to guide and help students

How are these similar?

Another strategy Show your students how to CLASSIFY Classifying involves organizing elements based on their similarities. Thus we are looking at “class,” or “category.”

Classifying organizers

Classifying chart #2

USING METAPHORS and ANALOGIES BOTH ARE USED TO HELP US SEE HOW “DISSIMILAR THINGS ARE SIMILAR” or HOW THE UNLIKE ARE ALIKE

EXAMPLE Metaphor – “Love is a Rose.” What is it about the “love” and the “rose” that make them similar? Analogy – “ hot is to cold as day is to___?”

Now your turn, finish this analogy Little Johnnie is to this desk like mom is to the ________.

Did you say “Little Johnnie is to the desk like mom is to the TV?” The similarity or the relationship: GLUED

What teachers would you think use analogies? Thing is, most don’t even know they are using analogies.

Science teachers use analogies all the time They don’t come out and say, “let me give you an analogy.” They say “It’s just like….” “It’s the same as………” It’s no different than………” BUT there is a problem, many don’t understand how to systematically use analogies

How to use analogies Introduce target concept Cue retrieval of analog concept Identify relevant features of target and analog Map similarities Indicate where analogy breaks down Draw conclusions (on handout)

Sample lesson Teach an earth science lesson on the structure of the earth. Bake layered cupcakes for the students and explain that the cupcakes are analogs of the earth, with the four layers corresponding to the crust, mantle, outer core, and inner core of the earth. Using straws, the students are to take "core samples" from the cupcakes, examine the samples, and compare them to representations of the earth in their textbooks.

Sample lesson - Marketing Analogies lesson for Travel Tourism class: Using continent to animal, complete the following : Australia: Kangaroo :: China: ___________ This lesson can be integrated with a social studies class

Sample lesson Marketing Analogies for Travel Tourism class or Fashion Merchandising class integrated with Clothing and design class Country to clothing Mexico: sombrero:: Scotland: _____________

Metaphors The lawyer grilled the witness on the stand. Relationship – Tough questions create a damaging level of heat.

Conclusion: by using Comparisons Classifying activities Metaphors and Analogies to make similarities and differences Students can be actively engaged in their learning.

Which will increase VoCats scores in Marketing Education

And that’s teaching “smart” Thank-you HOPE YOU ENJOYED

References and resources: Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement ROBERT J. MARZANO, DEBRA J. PICKERING, JANE E. POLLOCK (2001)