The analogy method in the classroom is
the teaching of a new topic by connecting it with familiar information
. For example, we might rely on portraying the white blood cells of our body as soldiers in our defense system.
What analogy can you give for teaching?
- A teacher is a gardener. …
- A teacher is a coach. …
- A teacher is a juggler. …
- A teacher is a firefighter. …
- A teacher is a dictator. …
- A teacher is a chairperson. …
- A teacher is a sculptor. …
- A teacher is a big hug.
How is an analogy used in the teaching process?
- Introduce the target concept.
- Review the analogue concept.
- Identify the relevant features of target and analogue.
- Map similarities between the target and analogue.
- Indicate the limitations of the analogy.
- Draw conclusions.
How do you explain analogies to students?
An analogy compares two things that are mostly different from each other but have some traits in common. By
showing a connection between two different things
, writers help to explain something important about one thing by using a second thing you already know about.
Why is it important to learn analogy?
Analogies
focus on a variety of word relationships
. Studying them will enhance, strengthen and reinforce skills in areas such as reading comprehension, attention to detail, vocabulary, synonyms, antonyms, homophones, deductive reasoning and logic.
What is analogy and its examples?
An analogy is saying
something is like something else to make some sort of explanatory point
. For example, “Life is like a box of chocolates—you never know what you’re gonna get.” You can use metaphors and similes when creating an analogy.
What is the purpose of analogy in our daily lives?
Analogy can be used
in order to find solutions for the problematic situations (problems) that occur in everyday life
. If something works with one thing, it may also work with another thing which is similar to the former.
What are some good analogies?
- You are the wind beneath my wings.
- He is a diamond in the rough.
- Life is a roller coaster with lots of ups and downs.
- America is the great melting pot.
- My mother is the warden at my house.
What are the six types of analogy?
- • SYNONYMS • ANTONYMS • OBJECT/ACTION • SOURCE/PRODUCT • PART/WHOLE • ANIMAL/HABITAT Analogies 1.
- Analogies An analogy compares two pairs of words that are related in the same way.
How do analogies affect learning?
Research shows using analogies in the classroom helps
students understand
a lesson more easily as teachers form connections between the new topic and what has already been taught. … It teaches creative and critical thinking skills and presents a challenge that advanced learners enjoy.
What are the types of analogies?
- Opposites Analogies. …
- Object and Classification Analogies. …
- Object and Related Object Analogies. …
- Object and Group Analogies. …
- Degrees of a Characteristic Analogies. …
- Cause and Effect Analogies. …
- Effort and Result Analogies. …
- Problem and Solution Analogies.
How do you start an analogy?
- Generate an analogy. Select an action you can compare your situation to. …
- Find similarities. Once you’ve created an analogy it’s time to write down as many similarities as you can think of. …
- Use similarities to generate ideas.
How will you help students develop their analogical thinking?
Here are some ways to enhance analogical reasoning:
Provide children with learning opportunities that will allow them to make comparisons between new and previously learned concepts
. Present different types of analogies to children, so they can understand how to identify them in the future.
How should teachers work with learners?
Teachers learn best by
studying, doing, and reflecting
; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.
What I have learned about analogies?
Analogies not only help
the learner understand the structure of new material in
terms of what he or she already knows, they can help draw attention to key features and conceptual boundaries of the new material being learned (Orgill and Bodner, 2003).
