CFC Similarities and Differences

SIMILARITIES AND DIFFERENCES
Construction 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!

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.

• 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.”

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?

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.

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.

1. Venn Diagram

2. Side by Side Comparison

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.

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?

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.

END
If you continue to click forward, you will see links to
presentations of similar content available through
slideshare.com
Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL

CFC Similarities and Differences

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