Differentiated Instructional Strategies for Science, Grades K-8
Gayle H. Gregory
- Educational Consultant, Burlington, Ontario
Elizabeth Hammerman
- Educational Consultant, Texas
Purchase
Paperback
ISBN:
9781412916516
Available from
January 0001
Description
"This book addresses a real area of need and contains an abundant set of strategies."
—Susan Koba, Educational Consultant
"This is an excellent sourcebook for science teachers who are looking for strategies to engage diverse learners."
—Phyllis Milne, Associate Director of School Administration
York County School Division, Yorktown, VA
Help all your students "do" science confidently and successfully!
Preparing students to understand and adapt to the rapid pace of scientific and technological changes is an important educational priority. Using proven strategies for differentiating instruction, authors Gayle H. Gregory and Elizabeth Hammerman provide a blueprint for strengthening science instruction and accommodating students' individual learning styles.
This educator-friendly resource is aligned with national science curriculum standards and includes:
- Grade-appropriate sample lessons and strategies for inquiry-based, problem-based, and cooperative learning
- Guidelines for creating performance tasks that have real-world applications
- Methods for using data-based assessment before, during, and after learning
- A collection of templates, planners, checklists, and graphic organizers
- A CD-ROM with reproducibles for classroom instruction
Rich in content and tools, Differential Instructional Strategies for Science, Grades K–8 is the perfect resource to help elementary and middle school students become more creative and engaged thinkers and inquirers.
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- Differentiated Instruction
- Teaching Matters
- 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
- Scientific Literacy
- Science Education Standards
- Unifying Concepts and Processes
- Process and Thinking Skills in K-8 Science
- Dispositions That Underlie Science
- Dimensions of Learning
- Technological Literacy
- Views of Technology
- Integration of Information and Communication Technology (ICT)
- 3. Knowing the Learner
- Multicultural Education
- Multicultural Education in Science
- Gender Equity
- Gender Equity in Science
- Learning Modalities
- 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
- Addressing Misconceptions
- 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
- Lab Reports
- Grouping
- Cooperative Learning
- Adjustable Assignments
- Curriculum Compacting
- 5. Strategies for Activating and Engaging
- Strategies for Engagement
- K-W-L Charts
- Discrepant Events
- School Site Investigations
- Informal Learning Environments
- Video Clips
- Guest Speakers
- Displays
- Literature in Science
- Case Studies
- 6. Strategies for Acquiring and Exploring
- Inquiry Defined
- Traditional Versus Inquiry-Based Classrooms
- Factors That Support Inquiry and Differentiated Instruction in Science
- Environments That Support Inquiry-Based Teaching and Learning
- Classroom Features
- Equipment and Supplies
- Management Strategies
- Problem-Based Learning
- Examples of PBL Topics
- Projects
- Models
- 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
- Presentations
- Stations
- Examples of Stations at the Primary Grade Level
- Example of Stations at the Intermediate Grade Level
- Example of Stations at the Middle Grade Level
- Centers
- Structured Centers
- Exploratory Centers
- Relearning Centers
- Assessment for Stations and Centers
- Choice Boards
- Choice Boards for a Primary Level Study of Animals
- Contracts
- Contract for Rocks and Minerals
- Choice Board for Activities
- Computer-Based Technologies as Tools for Learning
- 7. Strategies for Explaining, Applying, and Creating Meaning
- Group Discussion
- Questions for Thinking and Problem Solving
- Discussion Starters
- Nonlinguistic Representations for K-8 Science
- Charts
- Data Tables and Graphs
- Creating Graphs
- Bar Graphs
- Line Graphs
- Circle Graphs
- Six Types of Graphic Organizers
- Four-Corner Organizer
- 8. Strategies for Elaborating and Extending Learning
- Beyond the Basics
- Games That Enhance Learning
- Cubing
- Cubing With Questions About the Moon
- Jigsaw
- Analogies and Similes
- Analogies
- 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
- Holistic Rubrics
- Generalized Rubrics
- Analytic Rubrics
- Planning Differentiated Instruction: The Key to Success
- Considerations, Resources, and Strategies for Differentiating Instruction in Science
References
References
Index
Index
Description
"This book addresses a real area of need and contains an abundant set of strategies."
—Susan Koba, Educational Consultant
"This is an excellent sourcebook for science teachers who are looking for strategies to engage diverse learners."
—Phyllis Milne, Associate Director of School Administration
York County School Division, Yorktown, VA
Help all your students "do" science confidently and successfully!
Preparing students to understand and adapt to the rapid pace of scientific and technological changes is an important educational priority. Using proven strategies for differentiating instruction, authors Gayle H. Gregory and Elizabeth Hammerman provide a blueprint for strengthening science instruction and accommodating students' individual learning styles.
This educator-friendly resource is aligned with national science curriculum standards and includes:
- Grade-appropriate sample lessons and strategies for inquiry-based, problem-based, and cooperative learning
- Guidelines for creating performance tasks that have real-world applications
- Methods for using data-based assessment before, during, and after learning
- A collection of templates, planners, checklists, and graphic organizers
- A CD-ROM with reproducibles for classroom instruction
Rich in content and tools, Differential Instructional Strategies for Science, Grades K–8 is the perfect resource to help elementary and middle school students become more creative and engaged thinkers and inquirers.
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- Differentiated Instruction
- Teaching Matters
- 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
- Scientific Literacy
- Science Education Standards
- Unifying Concepts and Processes
- Process and Thinking Skills in K-8 Science
- Dispositions That Underlie Science
- Dimensions of Learning
- Technological Literacy
- Views of Technology
- Integration of Information and Communication Technology (ICT)
- 3. Knowing the Learner
- Multicultural Education
- Multicultural Education in Science
- Gender Equity
- Gender Equity in Science
- Learning Modalities
- 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
- Addressing Misconceptions
- 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
- Lab Reports
- Grouping
- Cooperative Learning
- Adjustable Assignments
- Curriculum Compacting
- 5. Strategies for Activating and Engaging
- Strategies for Engagement
- K-W-L Charts
- Discrepant Events
- School Site Investigations
- Informal Learning Environments
- Video Clips
- Guest Speakers
- Displays
- Literature in Science
- Case Studies
- 6. Strategies for Acquiring and Exploring
- Inquiry Defined
- Traditional Versus Inquiry-Based Classrooms
- Factors That Support Inquiry and Differentiated Instruction in Science
- Environments That Support Inquiry-Based Teaching and Learning
- Classroom Features
- Equipment and Supplies
- Management Strategies
- Problem-Based Learning
- Examples of PBL Topics
- Projects
- Models
- 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
- Presentations
- Stations
- Examples of Stations at the Primary Grade Level
- Example of Stations at the Intermediate Grade Level
- Example of Stations at the Middle Grade Level
- Centers
- Structured Centers
- Exploratory Centers
- Relearning Centers
- Assessment for Stations and Centers
- Choice Boards
- Choice Boards for a Primary Level Study of Animals
- Contracts
- Contract for Rocks and Minerals
- Choice Board for Activities
- Computer-Based Technologies as Tools for Learning
- 7. Strategies for Explaining, Applying, and Creating Meaning
- Group Discussion
- Questions for Thinking and Problem Solving
- Discussion Starters
- Nonlinguistic Representations for K-8 Science
- Charts
- Data Tables and Graphs
- Creating Graphs
- Bar Graphs
- Line Graphs
- Circle Graphs
- Six Types of Graphic Organizers
- Four-Corner Organizer
- 8. Strategies for Elaborating and Extending Learning
- Beyond the Basics
- Games That Enhance Learning
- Cubing
- Cubing With Questions About the Moon
- Jigsaw
- Analogies and Similes
- Analogies
- 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
- Holistic Rubrics
- Generalized Rubrics
- Analytic Rubrics
- Planning Differentiated Instruction: The Key to Success
- Considerations, Resources, and Strategies for Differentiating Instruction in Science
References
References
Index
Index
Reviews
Differentiated Instructional Strategies for Science, Grades K-8
February 2008 | 200 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781412916516 | $43.95 |
"This book addresses a real area of need and contains an abundant set of strategies."
—Susan Koba, Educational Consultant
"This is an excellent sourcebook for science teachers who are looking for strategies to engage diverse learners."
—Phyllis Milne, Associate Director of School Administration
York County School Division, Yorktown, VA
Help all your students "do" science confidently and successfully!
Preparing students to understand and adapt to the rapid pace of scientific and technological changes is an important educational priority. Using proven strategies for differentiating instruction, authors Gayle H. Gregory and Elizabeth Hammerman provide a blueprint for strengthening science instruction and accommodating students' individual learning styles.
This educator-friendly resource is aligned with national science curriculum standards and includes:
- Grade-appropriate sample lessons and strategies for inquiry-based, problem-based, and cooperative learning
- Guidelines for creating performance tasks that have real-world applications
- Methods for using data-based assessment before, during, and after learning
- A collection of templates, planners, checklists, and graphic organizers
- A CD-ROM with reproducibles for classroom instruction
Rich in content and tools, Differential Instructional Strategies for Science, Grades K–8 is the perfect resource to help elementary and middle school students become more creative and engaged thinkers and inquirers.
Table Of Contents:
- Acknowledgments
- About the Authors
- Introduction
- Differentiated Instruction
- Teaching Matters
- 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
- Scientific Literacy
- Science Education Standards
- Unifying Concepts and Processes
- Process and Thinking Skills in K-8 Science
- Dispositions That Underlie Science
- Dimensions of Learning
- Technological Literacy
- Views of Technology
- Integration of Information and Communication Technology (ICT)
- 3. Knowing the Learner
- Multicultural Education
- Multicultural Education in Science
- Gender Equity
- Gender Equity in Science
- Learning Modalities
- 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
- Addressing Misconceptions
- 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
- Lab Reports
- Grouping
- Cooperative Learning
- Adjustable Assignments
- Curriculum Compacting
- 5. Strategies for Activating and Engaging
- Strategies for Engagement
- K-W-L Charts
- Discrepant Events
- School Site Investigations
- Informal Learning Environments
- Video Clips
- Guest Speakers
- Displays
- Literature in Science
- Case Studies
- 6. Strategies for Acquiring and Exploring
- Inquiry Defined
- Traditional Versus Inquiry-Based Classrooms
- Factors That Support Inquiry and Differentiated Instruction in Science
- Environments That Support Inquiry-Based Teaching and Learning
- Classroom Features
- Equipment and Supplies
- Management Strategies
- Problem-Based Learning
- Examples of PBL Topics
- Projects
- Models
- 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
- Presentations
- Stations
- Examples of Stations at the Primary Grade Level
- Example of Stations at the Intermediate Grade Level
- Example of Stations at the Middle Grade Level
- Centers
- Structured Centers
- Exploratory Centers
- Relearning Centers
- Assessment for Stations and Centers
- Choice Boards
- Choice Boards for a Primary Level Study of Animals
- Contracts
- Contract for Rocks and Minerals
- Choice Board for Activities
- Computer-Based Technologies as Tools for Learning
- 7. Strategies for Explaining, Applying, and Creating Meaning
- Group Discussion
- Questions for Thinking and Problem Solving
- Discussion Starters
- Nonlinguistic Representations for K-8 Science
- Charts
- Data Tables and Graphs
- Creating Graphs
- Bar Graphs
- Line Graphs
- Circle Graphs
- Six Types of Graphic Organizers
- Four-Corner Organizer
- 8. Strategies for Elaborating and Extending Learning
- Beyond the Basics
- Games That Enhance Learning
- Cubing
- Cubing With Questions About the Moon
- Jigsaw
- Analogies and Similes
- Analogies
- 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
- Holistic Rubrics
- Generalized Rubrics
- Analytic Rubrics
- Planning Differentiated Instruction: The Key to Success
- Considerations, Resources, and Strategies for Differentiating Instruction in Science
- References
- Index
Recent Product Reviews:
“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.”
Teacher Education Materials (TE-MAT) Project
"This book addresses a real area of need and contains an abundant set of strategies."
Susan Koba, Educational Consultant
"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!"
Phyllis Milne, Associate Director of School Administration, York County School Division, Yorktown, VA
"The book contains a lot of information about national science standards and multiple learning styles, plus good sample units in science and good suggestions for Web sites. The authors are great science teachers who believe wholly in engaging students in the wonder of the natural world."
Marcia LeCompte, Intermediate/MultiageTeacher, Klondike Elementary School, West Lafayette, IN
"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."
Mandy Frantti, Science Teacher, Munising High School, MI