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CREATING ANALOGIES

CREATING ANALOGIES. To create analogies, identify relationships between pairs of concepts. Analogies help us make connections between things that seem very different. Typically the pattern is A:B::C:D (or “A is to B as C is to D”. CREATING ANALOGIES.

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CREATING ANALOGIES

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  1. CREATING ANALOGIES • To create analogies, identify relationships between pairs of concepts. • Analogies help us make connections between things that seem very different. • Typically the pattern is A:B::C:D (or “A is to B as C is to D”

  2. CREATING ANALOGIES “Analogy” is a term that means “word relationships”. Analogies are like word puzzles. Why teach analogies? Solving Analogies helps develop critical thinking skills!

  3. Creating Analogies happy:sad::big:small Happy and sad are opposites, just as big and small are opposites Example of using a familiar concept to help students understand a more difficult one… “concentrations of particulates in water are stated in measures such as one part per trillion…What does trillion mean? One:trillion::one drop of milk in a row of tanker trucks ten miles long

  4. Reflecting on My Current Beliefs and Practices - Analogies • What is the purpose of asking students to create analogies? • What kind of activities do I use to help students create analogies? • What analogies can I think of that apply to the content areas that I teach? • What questions do I have about using analogies in my classroom

  5. Recommendations for Classroom Practice • Give students a model for the process • Use familiar content to teach students the steps of creating an analogy • Give students a graphic organizer for creating an analogy • Give guidance as needed; scaffold their growth

  6. Model for Analogies • Steps for Creating Analogies for Younger Students • What is the connections between the first two things? • How can I describe this connection? • Do the second two things have a connection like the first two? • Steps for Creating Analogies • Identify how the two elements in the first pair are related. • State their relationship in a general way • Identify another pair of elements that share a similar relationship

  7. Looking at Relationships Common to Analogies Similar Concepts – the adjacent concepts are synonyms or similar in meaning • hungry:ravenous::tired:exhausted Dissimilar Concepts – adjacent concepts are opposites or dissimilar in meaning • grim:cheerful::hilly:flat (Adapted from Lewis & Greene, 1982)

  8. Class or Category Analogies Class Membership – Adjacent concepts belong to the same class or category • carrot:potato::brown:purple Class Name or Class Member – One element in the pair is a class name the other is a member of the class • 3:natural number::√2 :irrational number (Adapted from Lewis & Greene, 1982)

  9. More Analogies Part to Whole – One element in a pair is a part of the other element in the pair • Spark plug:engine::variable:function Change – One element in a pair turns into the other element in the pair • Caterpillar:butterfly::tadpole:frog (Adapted from Lewis & Greene, 1982)

  10. Still More Types of Analogies Function – One element in a pair performs a function on or for another • Pilot:airplane::lawnmower:grass Quantity/Size – The two elements in the pare are comparable in terms of quantity or size • One minute:two years::one penny:ten thousand dollars (Adapted from Lewis & Greene, 1982)

  11. Analogy Graphic Organizer (figure 4.3) A B Is to Stock Market Crash of 1929 U.S. economy Something that attacks a system and weakens its ability to prevent serious affliction. D As C Is to Human body Exposure to germs

  12. Analogy Graphic Organizer #2 A B Is to Evaporation Steam The student must figure out the relationship of the first two elements in order to fill in the missing element. D As C Is to Liquid

  13. Planning for Analogies • What knowledge will students be learning? • Do I need to set aside time to teach students the process of creating analogies? How will I teach them the process? • Will I ask students to use a graphic organizer? • How much guidance will I provide students? • How will students explain their work and communicate their conclusions? • How will I monitor how well students are crating and using analogies? • What will I do to help students who are not creating and using analogies effectively?

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