Teaching With Analogies

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Why it works

Analogies, mapping a new or abstract concept onto something students already understand, are a powerful tool for building understanding and are used by expert teachers and in science and math, because they connect new learning to existing knowledge. Research on analogical reasoning shows analogies aid understanding and transfer when the familiar source is genuinely understood, the relevant similarities are made explicit, and, crucially, the limits of the analogy (where it breaks down) are taught, since every analogy is imperfect and can create misconceptions if its limits are ignored. Deliberate, well-chosen, limit-aware analogies build understanding.

The research: Research on analogical reasoning and teaching.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: use an analogy and teach its limits

Teachers leave with an analogy for an abstract concept, limits included.

Pick an abstract or unfamiliar concept.
Choose an analogy with a source students genuinely understand.
Make the relevant similarities explicit.
Identify and teach where the analogy breaks down.

A good analogy, with its limits taughtAnalogies connect the abstract to the familiar and build understanding, but every one breaks down somewhere. Choose well, make similarities explicit, and teach the limits.

Facilitator notes

Use a familiar source, and make similarities explicit.
Teach where it breaks down.
Manage misconceptions.

An analogy with untaught limits creates misconceptionsEvery analogy breaks down somewhere; ignoring that can mislead. Teach the limits of the analogy, not just the comparison.

Adapt it

Elementary: familiar analogies, explicit similarities, simple limits.
Secondary: analogies, similarities, limits, transfer.
All settings: familiar source, explicit similarities, taught limits.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Teaching With Analogies: and their limits

Abstract made familiar: a known source, explicit similarities, and the limits where the analogy breaks down.

The abstract or unfamiliar concept:
The analogy and why its source is familiar:
The relevant similarities I make explicit:
Where the analogy breaks down (its limits):
A misconception to prevent:

Make it stick

Analogy plus limits:

Use analogies with their limits.
Make similarities explicit.
Bring an analogy that built understanding to the next PLC.

Common questions

Are analogies actually effective for teaching?

Yes, when used well. A good analogy connects an abstract idea to something students understand, aiding understanding and transfer, as long as the source is familiar and the limits are taught.

What's the risk with analogies?

Every analogy is imperfect and breaks down somewhere. If you do not teach where it breaks down, students can form misconceptions. Teach the limits, not just the comparison.

How do I choose a good analogy?

Pick a source students genuinely understand, make the relevant similarities explicit, and identify where the analogy breaks down so you can teach its limits.