Books, Books, Books: Differentiated Learning
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The following titles relate to the theme of this month’s issue: Differentiated Learning
Differentiated Instructional Strategies for Science, Grades K–8
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:
Rich in content and tools, Differentiated 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.
Adapting Labs and Troubleshooting, A Chapter from Help! I’m Teaching Middle School Science
A great deal of information is available on how children learn—brain research, multiple intelligence aspects, concrete versus abstract thinking, environmental stimuli, and so on—but one key feature can be gleaned from all of the studies, and that is the importance of hands-on learning. No matter what method students use to garner information, the learning process can be augmented with the inclusion of labs, activities, or simulations that mimic real-life experiences. This is especially true in the middle school science classroom.
Celebrating Cultural Diversity: Science Learning for All—An Introduction: A chapter from Celebrating Cultural Diversity: Science Learning for All
What is a “multicultural” classroom? Classrooms, even if they are filled with non-majority students, are not necessarily multicultural. There are three elements necessary for a truly multicultural science-learning environment: First, the sense that all students can learn and do science; second, the view that each student has a worthwhile place in the science classroom; and third, an appreciation for the contributions of all cultures to our scientific knowledge (Atwater, 1993; Hays, 2001). Science Learning for All: Celebrating Cultural Diversity focuses on the need for multicultural science classrooms, and addresses what makes a culturally diverse science classroom a multicultural one. This free selection features topics such as cultural inclusion, embracing diversity, and encouraging equitable enrollment. The Table of Contents, NSTA Position Statement on Multicultural Science Education, and Introduction are also included.
Designing Effective Science Instruction: What Works in Science Classrooms
Science teachers, like all teachers, start each school year with high hopes and expectations for students to succeed. They plan their lessons, scramble to get the necessary equipment, and work hard to engage their students. However, despite good intentions and best-laid plans, not all students do well in science classes, and even fewer achieve mastery. Student performance on national and international assessments is poor, and/or more adults are unable to understand the scientific issues that affect their lives and society. Something must be done now to help science teachers put power behind their hopes and expectations for student achievement.
Designing Effective Science Instruction helps you reflect on what is working well with your current approach to designing lessons and provides recommendations for improving existing lessons or creating effective new ones, all while exploring the characteristics of high-quality science lessons. Whether you are a novice or veteran teacher, the self assessments and suggestions in this book offer guidance that encourages you to refine what you do to become a more effective science teacher.
Author Anne Tweed recommends a C-U-E framework—Content, Understanding, and Environment—demonstrating to teachers that all three elements must be part of lesson design and implementation to successfully achieve high-quality science instruction. Providing a review of the research related to each element, strategies to be incorporated into the lesson, and tools that assess teachers’ practices, this book is also of value to principals and department heads, curriculum specialists, science mentors, professional development providers, and science education professors—anyone concerned with improving science education and nurturing effective teaching.
Visit NSTA Recommends to search for other Differentiated Learning–related resources.