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Creating Analogies

Creating Analogies. Classroom Instruction that Works Identifying Similarities and Differences. Creating Analogies. Is the process of identifying relationships between pairs of concepts. Analogies help us make connections between things that seem very different.

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Creating Analogies

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  1. Creating Analogies Classroom Instruction that Works Identifying Similarities and Differences

  2. Creating Analogies • Is the process of identifying relationships between pairs of concepts. Analogies help us make connections between things that seem very different. • Another way to look at is, you are identifying relationships between relationships

  3. Creating Analogies • Complete the reflection on page 43 of your workbook and share your thoughts with your group members

  4. Creating Analogies • Typically an analogy follows the format A:B::C:D Read- A is to B as C is to D Happy:Sad::Big:Small Happy is to Sad as Big is to Small Is this bringing back SAT nightmares for anyone else????

  5. What’s the Point? • Analogies can help explain an unfamiliar concept by making a comparison to something that we DO understand

  6. Creating Analogies…Common Themes • Similar Concepts • Dissimilar Concepts • Class Membership • Class Name or Class Member • Part to Whole • Change • Function • Quantity/Size • See page 45 for examples of each

  7. Creating Analogies • Students need to be given concrete examples of these relationships so they can recognize the patterns • Once they understand the structure of analogies, they can begin to discover the complexities of the relationships and create new analogies that explain different relationships

  8. Cell Analogy Project...I have included a sample project packet

  9. Identifying Similarities and Differences Graphic Organizer for the Abstract Reasoning in Analogies Stock Market Crash of 1929 is to U.S. Economy Something attacks a system and weakens its ability to prevent serious affliction Relationship: as Exposure to germs is to Human body

  10. Creating Analogies • We always wish students would include deeper analysis in their writing. Analogies can help students develop this ability.

  11. Guiding Students • Students can be provided the complete analogy and must explain the relationship between the items in each pair, as well as the relationship between the two pairs • ex down:up::under:over • Or provide a partial analogy and students must fill in the missing part and explain the relationship.

  12. Creating Analogies • Visit the sites below and discuss with your group… http://teachersnetwork.org/ntol/howto/science/analogies.htm http://www.scienceanalogies.info/webanalogylinks.html http://www.csun.edu/~vceed002/books/sourcebook/chapters/10-analogies/analogies.html

  13. Checking your own understanding • Complete the activity on paged 48-49 of your handbook • Complete Planning for Analogies Worksheet on page 51 and discuss with your group.

  14. Who or what am I? • Read the story on the colored paper. • Who or what am I? Write in the box on page 7 of learning packet. • Write down three analogies that helped you and your thinking throughout the story. • This is a way to introduce literacy into your class!!!

  15. …Brainstorm…

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