Differentiated Instructional Strategies for Science, Grades K-8

Science learning has not always kept pace with demands for improvement in reading and math test scores, but adaptable thinking and learning in science are essential competencies for learners who will need to keep up with accelerating demands in high school, college, and the workplace for technological knowledge and skills. Using the accessible and proven instructional strategies introduced in Differentiated Instructional Strategies: One Size Doesn't Fit All (Corwin, 2002), authors Gayle Gregory and Elizabeth Hammerman provide an expanded approach to creating science classrooms where learners thrive and succeed. Topics include: - Encouraging inquiry, trust, and relaxed alertness for learners - Creating hands-on performance tasks and rubrics applicable to real life settings - Using data to assess learner knowledge and achievement gaps against grade-level standards -Continuous assessment before, during, and after learning - Methods for engaging emerging learners, developing learners, and fluent learners at all stages of development - Ready-to-use strategies for inquiry-based learning, inexpensive hands-on learning, problem-based learning, cooperative learning, focus and sponge activities, graphic organizers, choice boards, and more - Management and pacing strategies for the differentiated science classroom. A generous collection of templates, planners, checklists, rubrics, and graphic organizers will be included in the text. Standards-based sample lessons will be offered for grades K-8.

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