Analogies
With the technique, Analogies, in your explanation of a concept, you link something you want students to learn to something they already know. For example:
English literature: A tragic flaw is like a hairline crack in a vase — invisible at first, but it shatters under pressure.
Maths: Solving algebraic equations is like balancing a see-saw.
Science: Electricity is like water in pipes [Voltage = water pressure, current = flow of water, resistance = a kink in the pipe].
Music: Sheet music is like a recipe — it tells you what ingredients (notes) and timing (rhythm) to use.
Why use this technique?
So long as the limits of any analogy are made clear, the link to something that is already familiar to students can help develop understanding and make content more memorable.
Notes and tipes
To be most effective, analogies usually need to be thought about and planned in advance of lessons (rather than come up with in the moment). Otherwise, they can have the unintended effect of confusing students.
As part of a learning sequence, an effective consolidation exercise can be to ask students to create their own analogies. For example, you might say: “Imagine another student is struggling to understand this. Try to create an analogy that could help them.” The hard thinking associated with this should be good for students’ learning.
Focused reflection
How well do you currently use this technique?
Is it a technique you will focus on developing?
If so, what are the key features you will focus on (things to do, and not do)?