Showing things that are similar to each other help us understand what a thing is.
Showing things that are different also help us understand.
I find it odd that these were presented in the chapter in the opposite order. When I came to write down notes, that order seemed problematic, so I changed the order (book had contrasting/contrasting, then showing/showing ideas).
Contrasting things that are very different show fundamentals.
Contrasting things that are similar to each other highlight the things that are different. These can be very subtle and they are usually more important than the differences highlighted with very different examples.
When giving contrasting examples, make them specific to individual things. If you wanted to learn how to tell other flowers from daisies, you might get individual “not daisies” that have a single difference and have multiple “not daisies” which have differences in color, petals, stems, and leaves.
Compare/contrast alone does not allow the students to see what they need to be looking for.
Instead compare/contrast with a specific function or feature in mind.
I am trying to imagine what this would look like if I were having students c/c emails during the section where I teach email etiquette.
Could we have multiple examples of subject lines and have students identify whether or not those are appropriate? Or rank them according to how specific they are? (Specificity increases readability in the emails.)
I could make these up or I could go back through my emails and use actual examples (though removed from the actual emails) to give contrasting cases.
Okay. I can see that working.
How would I do this with introduction options–ways of writing introductions? Do I make up my own? Have to think on this more.
The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them by Daniel L. Schwartz, Jessica M. Tsang, and Kristen P. Blair