Aligned with national science curriculum standards, this resource provides tools for differentiating science instruction, including sample lessons, assessment methods, rubrics, and a CD-ROM with reproducibles.
"Teachers will find techniques to apply in the classroom immediately. The examples are user friendly andeasy to understand. Thereis little doubtthat using these strategies will enhance any science classroom."
"This book addresses a real area of need and contains an abundant set of strategies."
"This is an excellent sourcebook for science teachers who are looking for strategies to engage diverse learners. The reader can look for a specific topic and find not only support for the strategies but also specific examples of the teaching tools. The charts, strategies, graphics, and rubrics are reader-friendly!"
Marcia Le Compte
"The book containsa lot of information about national science standards and multiple learning styles, plusgoodsample units in science and good suggestions for Web sites. The authorsaregreat science teachers who believe wholly in engaging students in the wonder of the natural world. "
"The book provides very useful information for implementing differentiated instruction. Its research base plus concrete and useable examples mixes the theory with the practical. Teachers will find this book valuable."
Teacher Education Materials (TE-MAT) Project
“An impressively comprehensive collection of student-centered, research-based classroom practices in one slim, well-organized volume. This book would be a valuable resource to teachers in any setting. Preservice teachers are likely to keep it long after the class has ended to revisit management topics such as organizing a science notebook and creating cooperative groups, as well as to use or adapt the science-interest inventory and organizers for explaining and creating meaning. Districts will benefit from the book’s focus on process skills and pedagogy as well as the integration of 21st-century literacy standards with the science content standards. Science specialists, gifted and talented resource teachers, and special educators will all appreciate the book’s approach to high expectations for students, thinking and problem solving, and authentic assessment. The book would also be an excellent book study as part of the development of professional learning communities.”
"The book containsa lot of information about national science standards and multiple learning styles, plusgoodsample units in science and good suggestions for Web sites. The authorsaregreat science teachers who believe wholly in engaging students in the wonder of the natural world."
Gayle Gregory is an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment.
She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease.
She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests.
Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities.
She is the author and co-author of numerous publications for teachers and administrators.
Gayle believes in life long learning for herself and others.
Elizabeth Hammerman is a dedicated science educator and consultant. Her professional background includes teaching science at the middle school and high school levels and over 20 years of experience teaching university science education courses and co-directing funded grant projects. She has done extensive professional development with teachers in the field, specializing in curriculum development and implementation, performance assessment, and effective teaching and learning. The need for high-quality professional development programs and materials in science education became apparent throughout the many projects and professional relationships with teachers who were eager to increase their knowledge base, skills, and confidence for teaching science more effectively.
Hammerman has co-authored a book on performance assessment in science and authored a database of science assessment tasks. She has published articles, presented programs at national conferences, consulted nationally, and developed curriculum and assessments for cutting-edge school districts and commercial products.
Since relocating to North Carolina in 1999, Hammerman has been a math/science consultant for a consortium of seven county school systems, has taught undergraduate and graduate courses in teacher education and science education, served as director of education and professional development for Virtual Learning Systems, and worked as a consultant for the North Carolina Department of Public Instruction. She is actively involved in professional development and continues to work on a series of professional development books for science education for Corwin Press.
About the Authors
Clarifying Instructional Goals
Differentiated Instruction in Action
Part I. Effective Science Education
1. Creating a Climate for Differentiated Instruction
A Climate for Learning
A Safe and Enriched Environment
Internet Resources Related to Health and Safety
Natural Learning Systems
Emotional Learning System
Social Learning System
Physical Learning System
Cognitive Learning System
Reflective Learning System
Learning Systems With Links to National Standards
A Planning Guide for Differentiated Instruction
Phases of the Planning Guide
2. Scientific and Technological Literacy for the Twenty-First Century
Science Education Standards
Unifying Concepts and Processes
Process and Thinking Skills in K-8 Science
Dispositions That Underlie Science
Dimensions of Learning
Views of Technology
Integration of Information and Communication Technology (ICT)
3. Knowing the Learner
Multicultural Education in Science
Gender Equity in Science
Learning and Thinking Styles
Kolb's Learning Styles
McCarthy's 4MAT System
Gregorc's Thinking Styles
Gardner's Theory of Multiple Intelligences
Eight Intelligences Linked to Science
Sternberg's View of Intelligence
Learning Activities Linked to Intelligences
Strategies for PreAssessment
Assessing Prior Knowledge
Pretest of Concepts
Pretest of Skills
Part II. Designing Differentiated Instruction
4. Methods and Effective Practices for Increasing Student Achievement
Methods for Teaching and Learning Science
The Roles of Teachers and Student in Methods
Research-Based Effective Practices
Strategies Linked to Brain Research and Classroom Practices
Science Notebooks as Tools for Learning
5. Strategies for Activating and Engaging
Strategies for Engagement
School Site Investigations
Informal Learning Environments
Literature in Science
6. Strategies for Acquiring and Exploring
Traditional Versus Inquiry-Based Classrooms
Factors That Support Inquiry and Differentiated Instruction in Science
Environments That Support Inquiry-Based Teaching and Learning
Equipment and Supplies
Examples of PBL Topics
Booklets, Posters, and Brochures
Projects at the Primary, Intermediate, and Middle Grade Levels
Science Fair Projects
Product Testing and Survey Research
Science and Technological Design
Examples of Stations at the Primary Grade Level
Example of Stations at the Intermediate Grade Level
Example of Stations at the Middle Grade Level
Assessment for Stations and Centers
Choice Boards for a Primary Level Study of Animals
Contract for Rocks and Minerals
Choice Board for Activities
Computer-Based Technologies as Tools for Learning
7. Strategies for Explaining, Applying, and Creating Meaning
Questions for Thinking and Problem Solving
Nonlinguistic Representations for K-8 Science
Data Tables and Graphs
Six Types of Graphic Organizers
8. Strategies for Elaborating and Extending Learning
Beyond the Basics
Games That Enhance Learning
Cubing With Questions About the Moon
Analogies and Similes
Similes for a Middle Grade Unit on Cells
9. Strategies for Assessing and Evaluating Learning
Assessment and Evaluation
Assessment Strategies in the Science Classroom
Performance Tasks for Learning and Assessment
Creating Rubrics for Teacher Assessment and Self-Assessment
Planning Differentiated Instruction: The Key to Success
Considerations, Resources, and Strategies for Differentiating Instruction in Science