Differentiated Instructional Strategies for Science, Grades K-8 - Softcover

Gayle Gregory; Elizabeth Hammerman

Softcover

ISBN 10: 1412916518 ISBN 13: 9781412916516

Publisher: Corwin, 2008

Synopsis

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.

About this title

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." (Jennifer Linrud Sinsel, Fifth-Grade Science Teacher 2006-08-21)

"This book addresses a real area of need and contains an abundant set of strategies." (Susan Koba, Educational Consultant 2007-06-15)

"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 2007-06-15)

"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 2007-06-15)

"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 2007-06-15)

“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 2008-08-29)

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.

 

About this edition

• Publisher: Corwin
• Publication date: 2008
• ISBN 10: 1412916518
• ISBN 13: 9781412916516
• Binding: Paperback
• Edition number: 1
• Number of pages: 200