Medium sim ce workshop

Concept Comparison Routine (PL) Public

Strategic Instruction Model™ Content Enhancement

Earned by attending instruction in the SIM Concept Comparison Content Enhancement Routine.

Required Evidence

1. Date and Reflection

Please list the date of your professional development session and post any reflections you'd like to share. More Info

2. SIM Professional Developer or Specialist

Please list the SIM Professional Developer or Specialist who led the session you attended. More Info


Please click the "Request Feedback" button to notify KU CRL that you've completed your credential. More Info

Badge Overview

How to earn this micro-credential badge

Micro-credentials in the SIM series enable teachers to verify skills in delivering instruction of the SIM Learning Strategies and Content Enhancement Routines and other educational programs offered through the University of Kansas Center for Research on Learning. To earn the micro-credential badge: 
  • Click the green “join this badge” button and sign up/sign in if needed. 
  • Post your evidence specified in the “Required Evidence” section by clicking on the blue “Post” buttons, or you can click into the Evidence section and post from there. 
The Concept Comparison Routine is designed to help students understand concepts by analyzing how they are the same and how they are different. Through use of the routine, teachers and students explore the characteristics of two or more concepts, identify the characteristics that are shared or not shared by the concepts, name overarching categories for sets of characteristics they have identified, and summarize the similarities and differences.

Research with students enrolled in general education secondary science and social studies classes showed that students correctly answered substantially more test questions related to information that had been presented through use of the Concept Comparison Routine than test questions related to information presented using traditional teaching methods.

Students with learning disabilities and other low-achieving students correctly answered an average of 71.2 percent and 86.4 percent, respectively, of the test questions associated with information presented through use of the routine, compared to 56.7 percent and 62.6 percent of the questions associated with information presented through traditional means. The experimental study involved 107 students.

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Alanna McMullan


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