{"content":{"sharePage":{"page":0,"digests":[{"id":"66057822","dateCreated":"1391988038","smartDate":"Feb 9, 2014","userCreated":{"username":"pamelasynoski","url":"https:\/\/www.wikispaces.com\/user\/view\/pamelasynoski","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/66057822"},"dateDigested":1531976893,"startDate":null,"sharedType":"discussion","title":"pamelasynoski","description":"I believe all 5 goals of the compare\/contrast strategy work together to achieve success for student comprehension. The three phases - description, comparison, conclusion - provide a systematic and explicit approach for students to follow through the process of comprehension. Completing a graphic organizer requires students to utilize 2-3 levels of thinking. From there, they can begin the writing process as a means of evaluation. If these goals are implemented on a regular basis, they in turn form students' habits that can continue in all areas of learning.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"66054948","dateCreated":"1391971067","smartDate":"Feb 9, 2014","userCreated":{"username":"joannblackledge","url":"https:\/\/www.wikispaces.com\/user\/view\/joannblackledge","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/66054948"},"dateDigested":1531976893,"startDate":null,"sharedType":"discussion","title":"Evaluating Comparative Thinking response","description":"Although I believe that all of the goals for the Compare and Contrast Strategy are important to a child\u2019s full understanding, I do not think that all must be used for every concept taught.  Some topics would not need this in-depth of a lesson to reach comprehension and some curriculums do not have the time put aside for it.  For myself, teaching math, I feel that the one I use the most often in my class is Goal #1: Strengthening Students\u2019 Memories.  In math, it\u2019s important that students can recall basic math concepts and facts to begin learning new ones.  Goal one gives them the opportunity to analyze two concepts being taught and gives them that ability to build strategies to remember and recall key concepts taught either earlier in the year or in past math courses.","replyPages":[{"page":0,"digests":[{"id":"69526334","body":"Test","dateCreated":"1391978188","smartDate":"Feb 9, 2014","userCreated":{"username":"mblough1","url":"https:\/\/www.wikispaces.com\/user\/view\/mblough1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69526406","body":"Sorry. This is my 3rd post here, hope it shows up. I would say goal 5 for me. Any skill that students can use beyond my classroom I am all for, whether it is in the high school, college or the work force. They must be all done together, at least at the secondary level. It's like building a house. Everything builds on each other.  Trying to put a roof on(level 5) without a structure(Levels 1-4), no house. Only doing the bottom goals (1-4) without a roof (5), not good either. They need to be done together.","dateCreated":"1391978437","smartDate":"Feb 9, 2014","userCreated":{"username":"mblough1","url":"https:\/\/www.wikispaces.com\/user\/view\/mblough1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"65751300","dateCreated":"1390243581","smartDate":"Jan 20, 2014","userCreated":{"username":"suzannemccabe","url":"https:\/\/www.wikispaces.com\/user\/view\/suzannemccabe","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/65751300"},"dateDigested":1531976893,"startDate":null,"sharedType":"discussion","title":"Evaluating Comparative Thinking","description":"After watching Dr. Silver and reading the document, which of the five goals of the Compare and Contrast Strategy is most important to you and why? Can each individual piece stand alone or must they work in conjunction with each other? Why or why not?","replyPages":[{"page":0,"digests":[{"id":"69524108","body":"Of the five goals of compare and contrast, I believe the most important one for my student with learning disabilities is goal 3: increase student comprehension.  Compare and contrast helps students increase comprehension by highlighting similarities and differences between similar concepts. In addition, compare and contrast usually is organized in a graphic organizers.  This also help students with learning disabilities. The reason I think increasing student comprehension is so important is because it is require for everyday life. Many of my student struggle with basic reading comprehension. Using compare and contrast in a graphic organizer arms them with another tool to dissect and understand what they have read.  That being said, I do not believe they are stand  alone. As we know, the components of reading are interlinked. Improvement in one area can aid improvement I another area. Compare and contrast helps improve student understanding in multiple ways simultaneously.","dateCreated":"1391971138","smartDate":"Feb 9, 2014","userCreated":{"username":"ErinKoz08","url":"https:\/\/www.wikispaces.com\/user\/view\/ErinKoz08","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524972","body":"I think that the most important goal of the Compare and Contrast Strategy is Goal #5: Develop Students' Habits of Mind. This is important to me because I teach students who lack many basic skills necessary for solid knowledge acquisition. Many lack the ability to simple sit still and quiet the mind long enough to ponder deep questions about the topic at hand. They are products of a society that prizes instant gratification and habits of the mind are not instantly acquired nor do they produce instant results, however the lasting results of these habits are beneficial to the lifelong learner. Developing habits of the mind leads a student to the ability to think flexibly, possess metacognition, strive for accuracy, apply past knowledge to new situations, and think and communicate with clarity and precision. These abilities have a difficult time thriving in chaos. <br \/>\nCertainly, the goals can stand alone depending on the teacher\u2019s intent, however I think trying to extract them will do the students a great disservice. These goals all double over each other like waves in the ocean. They each help to strengthen the other. Without one another will be weak. For example, using compare and contrast to strengthen memory will lead to the development of higher-order thinking skills. This happens because the student has a background of information from which to draw ready at hand when utilizing the higher skills. Time need not be wasted running to resources. When a student has the information at the ready it is easier to spend time ruminating over it. Both retention and higher order thinking skills benefit student comprehension because both are needed to develop deep understanding of texts and concepts. When a student has the former mentioned three goals mastered their writing ability will increase because they will have a vast pool of information from which to fish. Their vocabulary will have increased as will their understanding of the content. It is extremely difficult to write about something you do not understand. Having already accessed the ability to think about the concept on a higher level will naturally lead the student to the ability to express what he or she knows. (Some encouragement and instruction in proper writing styles will be necessary at this step.) Habits of Mind develop naturally from the former 4 goals. This goal will be accomplished whilst the other 4 are being practiced. Like any discipline, good thinking requires practice.","dateCreated":"1391973543","smartDate":"Feb 9, 2014","userCreated":{"username":"beluskop","url":"https:\/\/www.wikispaces.com\/user\/view\/beluskop","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69525188","body":"I believe that all five of the goals are equally important and build on one another.  The lesson using renewable and nonrenewable resources was a great example of how compare and contrast can be used to deepen the understanding of material.  Descriptions of each individual item to start the lesson so that students had a chance to talk about each one before comparing and contrasting them with one another is important.  I also like the conclusion where Dr.Silver questioned and surveyed the students to &quot;deepen thinking&quot;.  This skills helps students focus on critical thinking which is so important especially with the Common Core being put into place.","dateCreated":"1391974217","smartDate":"Feb 9, 2014","userCreated":{"username":"lindsayb1","url":"https:\/\/www.wikispaces.com\/user\/view\/lindsayb1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69525222","body":"Of the five goals, the third goal increasing the students\u2019 comprehension is the most important to me and my subject area.  I feel that all of the goals are important but they might not be necessary targets for every lesson.  In Chemistry, terms and concepts are often separated by subtle differences.  Comparing and contrasting these differences will make abstract details more concrete.  This will also help to eliminate confusion in the future as new topics are introduced allowing the students to build upon their prior knowledge.  I think that per an individual lesson these individual pieces could stand alone but as a unit progresses all five pieces would work better conjunctively rather than alone.","dateCreated":"1391974290","smartDate":"Feb 9, 2014","userCreated":{"username":"robertsjeff","url":"https:\/\/www.wikispaces.com\/user\/view\/robertsjeff","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69525306","body":"The goal of the Compare and Contrast Strategy that I believe is the most important is goal 5.  This goal is to develop students\u2019 habits of mind.  Basically, we are teaching them how to use their minds and think for themselves.  Their minds are their greatest tools, and by teaching them how to use that tool, we are giving them a lifelong skill.  All of the goals are important, and I think that they could each stand on their own.  However, each of them will be significantly more effective if they are addressed in conjunction with each other.  Thinking about this goal in relation to my own classroom, I see that we can help students to use their minds in so many ways in addition to classroom subject content.  For example, a large percentage of my students find it so much easier to ask me a question than to find the answer for them.  A simple question such as, \u201cI was absent yesterday.  What did we do in class?\u201d can easily be answered by me.  However, I ask them a question in return, \u201cWhat are you supposed to do when you return after an absence?\u201d  This may seems silly, but it gets the students to use their minds and remember where they can find the information that they are seeking.  Getting the students to think may seem like a simple task, but I am seeing an increase in \u201clazy thinkers\u201d who would rather just have the answers given to them rather than figuring anything out for themselves.","dateCreated":"1391974548","smartDate":"Feb 9, 2014","userCreated":{"username":"deninezielinski","url":"https:\/\/www.wikispaces.com\/user\/view\/deninezielinski","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69525578","body":"As a Learning Support teacher, I think that Goal #1, to strengthen memories is the most important feature of the compare and contrast strategy.  I can't even remember a time when we didn't pair the strategy with a visual graphic organizer, or use some sort of notes on the board in a &quot;t-chart&quot; or Venn diagram.  Compare and Contrast naturally pairs itself with visual learning, and using some sort of chart.  I do like the use of other charts such as the t-shirt or big W as visual tools.  I was also reminded of the importance of making sure we give students the &quot;criteria&quot; for comparison, one of the steps I often forget.  All five goals of compare and contrast are important, and lead to extending thinking (or level 4 DOK). Goal 4 or 5 would not necessarily occur without a strong use and practice of goal 1 and 2.  We can attempt to use a goal 4, or writing attempt at compare and contrast, but for my students, unless we grounded it with steps 1, 2, and 3, the end result would look flimsy or disconnected.  Over time, and using compare and contrast as a tool for good reading comprehension will definitely lead to better reading comprehension &quot;accross the curriculum.&quot;","dateCreated":"1391975447","smartDate":"Feb 9, 2014","userCreated":{"username":"EllenKeenan1","url":"https:\/\/www.wikispaces.com\/user\/view\/EllenKeenan1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69526016","body":"<br \/>\nAs a speech therapist working with students who have receptive language difficulties, I think that step 3, increasing student comprehension, is a large part of my therapy focus.  I particularly liked the video's examples of how the chart should be used appropriately.  Graphic organizers are key with students who have language disabilities.  They are beneficial in highlighting key ideas and making concepts that are abstract easier for the students to understand.  I think that working towards all of the goals in the compare and contrast model is important.  I think that each goal can be used in isolation to practice key concepts, but as students skills increase, working towards each of the goals in this model would be most beneficial and create the greatest learning experience.","dateCreated":"1391976987","smartDate":"Feb 9, 2014","userCreated":{"username":"ashleysmith9","url":"https:\/\/www.wikispaces.com\/user\/view\/ashleysmith9","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69526372","body":"If I have to pick one goal, I choose Developing Students' Habit of Mind as the most important.  If students can achieve this goal, they will be successful in many areas.  Students will be able to think at higher levels and problem solve.  In class, we discussed preparing students for the workforce.  Employers are looking to hire individuals who can think critically and find many possible solutions to a problem.  Goal five will allow students to achieve both of these things.  I think the pieces of the Compare and Contrast Strategy can stand alone.  However, each goal builds upon the other.  When students use the goals together they will go deeper into thought.  As a teacher, I want my students to strive towards reaching all five goals.","dateCreated":"1391978324","smartDate":"Feb 9, 2014","userCreated":{"username":"sistt","url":"https:\/\/www.wikispaces.com\/user\/view\/sistt","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69527062","body":"All five goals of the Compare and Contrast Strategy are equally important.  Each goal builds upon the other, meaning each goal must be mastered sequentially before moving to the next; and therefore, all are equally important.  A student cannot get to goal number five (metacognition \u2013 thinking about thinking) without mastery of goal number one (strengthening students\u2019 memories) for any content being taught.  I feel all too often, goals number one and two are skipped and students are assumed to already know this information regarding a content area.  As a speech language pathologist in a low-income, primary school building, I feel goal number one is most important to me.  Majority of my caseload contains students with varying receptive\/expressive language deficits that have not had exposure to language-rich life experiences (e.g., many of my students have not gone to preschool).  With that being stated, many of my students have not been previously exposed to any of the curriculum content being introduced at the primary level.  This is a problem for our building because the incoming knowledge demands on a five year old student are very high.  It is assumed that these students already know their basic facts about the alphabet, math, reading, etc.  Focusing on goal number one helps to increase their exposure to the curriculum and memory of recalling that information.  Many of my students need to build their knowledge of basic concepts.  If goal number one is not implemented, they will not be able to reach mastery of applying those basic concepts.  They run of the risk of constantly being behind grade-level curriculum demands.","dateCreated":"1391980434","smartDate":"Feb 9, 2014","userCreated":{"username":"jsjones6447","url":"https:\/\/www.wikispaces.com\/user\/view\/jsjones6447","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69528280","body":"I believe that all of the goals of compare and contrast are important. They relate to Webb's DOK in that the goals start with recall and build to higher level thinking\/skills. The goal that stood out for me was goal three- increasing student comprehension. In my classroom, where I teach students with autism and intellectual disabilities it is important that they learn (like other students) to understand the world around them.  I feel that the goals of compare and contrast can stand alone however, I believe that they build on each other and that students can gain more meaning and skills if they are able to achieve all of the goals.  I feel that when you are developing your lesson you need to consider which goal\/s of compare and contrast is most meaningful. However, I feel that throughout and across curriculum all goals of compare and contrast need to be established and addressed so that higher level thinking is established.","dateCreated":"1391984403","smartDate":"Feb 9, 2014","userCreated":{"username":"hollyvaltos","url":"https:\/\/www.wikispaces.com\/user\/view\/hollyvaltos","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69528418","body":"Dr. Silver's Goal #2 and Goal #3 are most important to me in my classroom.  I use higher-order thinking skills to increase student comprehension and monitor their growth on a bi-weekly basis.  Students develop their own higher-order thinking questions based on the leveled readers they are reading or for their weekly reading test.  I think all of the goals can tie in with one another but should are individual skills that can be focused on.  Growth in one goal will improve the development of another goal.  For example, strengthening students' memories will increase their vocabulary which will also increase their comprehension and writing abilities.  The first four goals all combine to help develop a student's habits of mind.","dateCreated":"1391984819","smartDate":"Feb 9, 2014","userCreated":{"username":"kzehner35","url":"https:\/\/www.wikispaces.com\/user\/view\/kzehner35","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69890110","body":"In a differentiated classroom, it is interesting to see the way that students will transfer in and out of various goals.  The last goal of developing the habit of the  mind is always the goal.  If each student in the class can establish the earlier goals they will begin to develop this area.  I find that in establishing various levels in just about every lesson we start to see students who may never get to the next level on their own emulating their peers.  Most of my class in science utilizes goal #1 through hands on activities and organizers as well as visual aids, but Goal #2 is important to my ELA classes.  As we ask students to analyze more and more nonfiction text, they need to train themselves to ask higher order thinking questions that allow for understanding.","dateCreated":"1393009083","smartDate":"Feb 21, 2014","userCreated":{"username":"jalbrecht2","url":"https:\/\/www.wikispaces.com\/user\/view\/jalbrecht2","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":10}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}