Differentiated Instructional Strategies for Science, Grades K-8

"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

About the Author :
Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program. Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin. She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles: • Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich) • Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman) • Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013) • Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman) • Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon) • Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich) • Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich) • Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman) • Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005) • The Activities for Differentiated Classroom series (2007, with Carolyn Chapman) She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt). Gayle consults internationally with teachers, administrators, and staff developers. She and her family of two daughters and two granddaughters all reside in Burlington, Ontario. Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.   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.

Review :
"Teachers will find techniques to apply in the classroom immediately. The examples are user friendly and easy to understand. There is little doubt that 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!" "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." "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." “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.”