Testimonial #1
"The "Spot the Difference” strategy has been a valuable addition to our instructional work in PUSD. It provides students with a clear, structured way to analyze examples and non-examples, allowing them to grapple with, explore, and ultimately develop an understanding of complex ideas in a concrete and meaningful way. Rather than relying on directions around specific terms that may seem abstract to students, students are able to observe, compare, and articulate what makes one piece stronger than another, which leads to deeper understanding. We have seen how this approach supports both teachers and students by making expectations visible and giving students an active role in constructing meaning."
-Andrew Woodley, Director of Curriculum and Instructional Technology
Testimonial #2
"I am an instructional coach at a large middle school in Sacramento County, CA. I attended your sessions at the CATE conference and loved what you presented. I am working with our 7th and 8th grade English teachers this week to introduce on this fresh take on analysis with "Spot the Difference." We agree that developmentally, this makes so much more sense with adolescent students as they are more eager to learn through comparison with a critical lens. I also presented at the conference. My session was on brain-friendly instruction with a specific focus on adolescent development. You presented a practical application of strategies that are appropriate to how adolescents learn."
-Erin E., Instructional Coach
Testimonial #3
"Yes, I was able to try “Spot the Difference,” ....we had already done lessons on denotation vs. connotation and author’s tone, so they were able to pick up on elements like word choice, tone, and academic language. However, there were still several differences they did not initially notice and that I had to point out. Overall, it led to a really strong academic conversation. I can definitely see that if I continue using the strategy consistently, they will get better at identifying those nuances on their own. I can also see how this strategy could serve as a great segue into mini lessons. For example, if the key difference is sentence structure one day, that could naturally lead into a mini lesson on sentence variety. If the difference is word choice, that could transition into a lesson on diction or tone. I feel like there’s a lot you can teach through this strategy."
Middle School ELA Teacher