Using Analogies to Teach Thinking, Language & Content to ELLs
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Using Analogies to Teach Thinking, Language & Content
to ELLs
Prepared by Jeanette Gordon
Illinois Resource Center
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Similes and Metaphors are commonly taught.
Simile “Life is like a ten-speed bicycle. Most of us have
gears we never use.” Charles Schulz
Metaphor "This is your brain. This is your brain on drugs. Any questions?“
(The Partnership for a Drug-Free America)
Definition: Reasoning or explaining from parallel cases. A simile is an expressed analogy; a metaphor is an implied one. Adjective: analogous http://grammar.about.com/od/ab/g/analogy.htm
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Copyblogger “Metaphor, Simile and Analogy:What’s the Difference?” by Brian Clark
Metaphor• A metaphor is a figure of speech that uses one thing
to mean another and makes a comparison between the two. The key words here are “one thing to mean another.”
Simile• A simile compares two different things in order to
create a new meaning. In this case, we are made explicitly aware that a comparison is being made due to the use of “like” or “as”
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Analogy• An analogy is comparable to metaphor and simile in
that it shows how two different things are similar, but it’s a bit more complex. Rather than a figure of speech, an analogy is more of a logical argument. The presenter of an analogy will often demonstrate how two things are alike by pointing out shared characteristics, with the goal of showing that if two things are similar in some ways, they are similar in other ways as well.
Source: Copyblogger “Metaphor, Simile and Analogy:What’s the Difference?” by Brian Clark
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Why Use Analogies• Higher-order thinking promotes engagement
and retention. • ELLs can understand and communicate
complex relationships with limited language.• The same concept can be represented in more
than one type of relationship which helps refine understanding and promote cognitive flexibility.
• New unfamiliar learning can be connected and taught using a familiar context
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Teach Analogies by TypeAntonymsSynonymsDescriptivePerformer to ActionObject and FunctionObject and LocationPart to WholeItem to CategoryObject and Related Object
Object to GroupCause and EffectEffect and CauseEffort and ResultResult and EffortProblem and SolutionDegree of a CharacteristicThings that Go Together Types of Rhyme
Source of types: www.fibonicci.com/verbal-reasoning/word-analogies/examples-types/
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Antonyms: words that are opposites
Teach concepts independently first. Once the concept is firmly understood. Teach the analogy.Antonyms is a simple type to teach first.
Image from You and Me by Giovanni Manna and Stella Blackstone
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Teach the concept of the type (in this case opposites) before creating analogies.
big
small
up
Most common error.Avoid teaching the language ___ is to ___ as ___ is to __“big is to small as up is to down”.
It works at this level of analogy, but as analogies get more difficult using that language makes it much harder to identify the relationship. Teach students to describe the relationship, first.Big is the opposite of small. Up is the opposite of down.
down
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Free SAT Prep1.comWhat not to do• The biggest mistake we have encountered
with analogies are students who want to insist on approaching them by saying "Wallet is to money as ..." While this may sound official, it is the wrong way to approach the analogies questions.
• http://www.freesat1prep.com/sat/verbal/analogies/
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“The right way to approach the SAT analogies• Make up a short sentence that includes both
words in the analogy. Example: A wallet contains money. (It's supposed to anyway.) Try to keep this sentence short and use an active verb whenever possible.
• If you still have a problem (say because the sentence you created fits most or even all of the answer choices) go back and make the question more specific.”
http://www.freesat1prep.com/sat/verbal/analogies/
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Synonyms: words that have the same or similar meanings
“Rescue means the same as save.”“Tired means the same as _______.”
After students understand the concept of analogy, periodically use the test format
rescue: save :: tired: ___
Remember to describe the relationship.
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Descriptive: one word describes the other word
airplane
fast
sloth
slow
Use images. Students must understand the vocabulary and the image. If sloth is not known to the students, it won’t be helpful. Clarify vocabulary, and use multiple examples.
turtle
fast slow
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More Descriptive• Point out to students that the descriptive analogy must
describe a permanent characteristic.• Sad boy won’t work because the boy can also be happy.
fasttall
skyscraper
Students can all be correct with a different answer.
cheetah race car
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Performer and Action
Teacher: teaches :: Cook: cooks Farmer: farms:: Carpenter: builds housesScientist: does research OR conducts experiments::
Firefighter:
puts out firesOR saves people
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Performer to Action Also called Function
Farming is the function of a farmer.Teaching is the function of a ______________teacher
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Object and Function
The function of a saw is to saw.The function of a fishing pole is to ________ fish
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Object and Location
bird: nest: bee: ______ hive
fir tree: forest: cactus: ______ desert
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Part to whole: one word is a part of the other
eraser
pencil
tail
dog
wheel is part of a _____?
covered wagon Illinois is
part of __?The United States of America
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Item to Category: one word is an item in the category named by the other
carrot
vegetables
hammer
tools
Remember to explain the relationship of the first example.
“Carrot belongs to the category vegetable.
Hammer belongs to the category __________.” tools
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“Violin is a kind of musical instrument.
A cook is a kind of ____________.” occupation
Or “belongs in the classification of ____”
More Item to Category
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Object and Related Object
kitten: cat :: puppy: dog
kitten: cat :: chrysalis: butterflyA kitten grows into a cat.A puppy grows into a dog. A kitten matures into a cat.A chrysalis matures into a butterfly.
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Object and Group
One cow and a herd of cows.
One seagull and a ________of seagulls.flock
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More Object and Group
ant: colony of ants:: wolf: _____
See animal groups: www.npwrc.usgs.gov/about/faqs/animals/names.htm
pack
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Even More Object and Group
teamtree: forest :: player: ______
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Cause Effect Relationship
goal: celebrate :: push : move
Goal causes people to celebrate. Push causes something to move.
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Effect Cause Relationship
Happy earth is the result of conservation.
A growing plant is the result of _____________.sunlight and rain.
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Effort and Result
A painting is the result of the effort to paint.A letter is the result of the effort to ________write
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Result and Effort
Good grades are the result of the effort to study.Strong muscles are the result of the effort to ______________.exercise
do physical work.
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Problem and Solution
If a person is tired, the solution is to sleep.If a person is thirsty, the solution is to_____ drink.
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More Problem and Solution
unemployment: job application :: bad grades:______ study
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Degree of a CharacteristicMost often used with adjectives
happy: ecstatic :: ______: distraughtsad
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More Degree of a Characteristic
hot: boiling :: ache: ___________pain
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Things That Go Together
salt: pepper:: knife: _______
Some things are usually spoken of together.Other examples: thunder and lightning, nuts and
bolts, cup and saucer, shoes and socks
fork
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Types of RhymesPerfect Rhyme type:
bed: red:: house:
Choose the correct answer.
For additional rhyme types, go to http://en.wikipedia.org/wiki/Rhyme
peoplebedroommouse color
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Rick Wormeli Resource Rick Wormeli’s book provides an
excellent orientation to the use of metaphors and analogies.
One chapter is devoted to ELLs Note: The example used for the
following TWA strategy is adapted from Elma Torres, a winner of a metaphor content by Rick Wormeli. Read other winner submissions and his comments on the site.
http://www.stenhouse.com/html/news_167.htm
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TWA Strategy “Teaching with Analogies (TWA) strategy
introduced by Glynn, Duit, & Thiele . This strategy models what expert teachers and authors employ when using analogies. In the TWA strategy, shared attributes between the analogue and target are known as mappings. The goal is to transfer ideas from a familiar concept (the analogue) to an unfamiliar one (the target) by mapping their relationship”
Source: “Teaching with Analogies: www.csun.edu/science/books/sourcebook/chapters/10-analogies/teaching-analogies.html
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6 Operations in the TWA Model
1. Introduce target concept.2. Review analogue concept. 3. Identify relevant features of target and
analogue4. Map similarities.5. Indicate the limitations of the analogy.6. Draw a conclusion.
See example in following slides.
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Example of the TWA StrategyAnalogy: Learning any new skill is similar to
learning to ride a bike. (Skill of reading.)1. Introduce target concept: Learning to read takes a
lot of practice.2. Review analogue concept: Riding a bicycle. This should be a familiar concept. Remember ELLs
may still need visuals of the analogue concept. What is a recognizable analogue for many students may not be familiar to ELLs.
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3. Identify relevant features of target and analogue– Modeling, – Try with support from others. – Try on your own. – Practice in more difficult situations.– Use the skill throughout life
4. Map similarities Specify how each relevant feature is similar.
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ModelingBoth skills need to be modeled.
Someone reads to you. Someone takes you for a ride.
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Try with support from others.Children learn both skills with help from others.
Read with support, less support when more skillful.
Ride with support, less support when more skillful.
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Try on your own.For both skills, learners who are ready practice by themselves.
Read on your own Ride the bicycle by yourself
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Practice in more difficult situations.To learn both skills, it takes hard work and practice to get better.
Practice to read harder books. Practice to ride really well.
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Use the skill throughout life.Both reading and riding can benefit our lives in many ways.
Read for work and pleasure. Ride for work and pleasure.
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5. Indicate the limitations of the analogy.– Some students may have no experience with learning to
ride a bike. – The skill of reading is more complex, with modeling,
support and practice for each new reading skill being taught.
– Reading is a needed skill, not a skill of choice.
6. Draw a conclusion. The students develop a basic understanding of the process of learning to read with the analogy of learning to ride a bike.
Original source for TWA: Glynn, S. M., R. Duit, & R. B. Thiele (1995). Teaching
science with analogies: A strategy for constructing knowledge. In S. M. Glynn and R. Duit (Eds.).Learning science in the schools: Research reforming practice (pp. 247-273). Mahwah, NJ: Erlbaum.
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Teaching Teachers to Use Analogies
• Site to promote use of analogies in science. • Teaching Materials• Resources to teach using analogies in
Educational Methods courses• Analogy aptitude pre/post survey• Free videos with examples of analogies• PowerPoint Presentations• http://www.physics.nau.edu/~james/
TeachingTeachersAnalogies.htm