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Acknowledgments | |
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About the Authors | |
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Introduction | |
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Differentiated Instruction | |
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Teaching Matters | |
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Clarifying Instructional Goals | |
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Differentiated Instruction in Action | |
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Effective Science Education | |
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Creating a Climate for Differentiated Instruction | |
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A Climate for Learning | |
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A Safe and Enriched Environment | |
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Internet Resources Related to Health and Safety | |
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Natural Learning Systems | |
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Emotional Learning System | |
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Social Learning System | |
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Physical Learning System | |
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Cognitive Learning System | |
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Reflective Learning System | |
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Learning Systems With Links to National Standards | |
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A Planning Guide for Differentiated Instruction | |
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Phases of the Planning Guide | |
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Scientific and Technological Literacy for the Twenty-First Century | |
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Scientific Literacy | |
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Science Education Standards | |
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Unifying Concepts and Processes | |
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Process and Thinking Skills in K-8 Science | |
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Dispositions That Underlie Science | |
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Dimensions of Learning | |
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Technological Literacy | |
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Views of Technology | |
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Integration of Information and Communication Technology (ICT) | |
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Knowing the Learner | |
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Multicultural Education | |
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Multicultural Education in Science | |
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Gender Equity | |
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Gender Equity in Science | |
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Learning Modalities | |
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Learning and Thinking Styles | |
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Kolb's Learning Styles | |
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McCarthy's 4MAT System | |
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Gregorc's Thinking Styles | |
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Gardner's Theory of Multiple Intelligences | |
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Eight Intelligences Linked to Science | |
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Sternberg's View of Intelligence | |
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Learning Activities Linked to Intelligences | |
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Strategies for PreAssessment | |
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Assessing Prior Knowledge | |
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Addressing Misconceptions | |
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Pretest of Concepts | |
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Pretest of Skills | |
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Designing Differentiated Instruction | |
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Methods and Effective Practices for Increasing Student Achievement | |
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Methods for Teaching and Learning Science | |
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The Roles of Teachers and Student in Methods | |
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Research-Based Effective Practices | |
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Strategies Linked to Brain Research and Classroom Practices | |
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Science Notebooks as Tools for Learning | |
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Lab Reports | |
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Grouping | |
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Cooperative Learning | |
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Adjustable Assignments | |
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Curriculum Compacting | |
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Strategies for Activating and Engaging | |
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Strategies for Engagement | |
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K-W-L Charts | |
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Discrepant Events | |
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School Site Investigations | |
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Informal Learning Environments | |
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Video Clips | |
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Guest Speakers | |
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Displays | |
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Literature in Science | |
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Case Studies | |
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Strategies for Acquiring and Exploring | |
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Inquiry Defined | |
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Traditional Versus Inquiry-Based Classrooms | |
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Factors That Support Inquiry and Differentiated Instruction in Science | |
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Environments That Support Inquiry-Based Teaching and Learning | |
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Classroom Features | |
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Equipment and Supplies | |
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Management Strategies | |
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Problem-Based Learning | |
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Examples of PBL Topics | |
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Projects | |
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Models | |
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Booklets, Posters, and Brochures | |
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Projects at the Primary, Intermediate, and Middle Grade Levels | |
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Science Fair Projects | |
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Product Testing and Survey Research | |
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Science and Technological Design | |
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Presentations | |
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Stations | |
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Examples of Stations at the Primary Grade Level | |
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Example of Stations at the Intermediate Grade Level | |
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Example of Stations at the Middle Grade Level | |
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Centers | |
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Structured Centers | |
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Exploratory Centers | |
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Relearning Centers | |
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Assessment for Stations and Centers | |
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Choice Boards | |
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Choice Boards for a Primary Level Study of Animals | |
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Contracts | |
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Contract for Rocks and Minerals | |
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Choice Board for Activities | |
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Computer-Based Technologies as Tools for Learning | |
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Strategies for Explaining, Applying, and Creating Meaning | |
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Group Discussion | |
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Questions for Thinking and Problem Solving | |
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Discussion Starters | |
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Nonlinguistic Representations for K-8 Science | |
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Charts | |
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Data Tables and Graphs | |
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Creating Graphs | |
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Bar Graphs | |
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Line Graphs | |
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Circle Graphs | |
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Six Types of Graphic Organizers | |
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Four-Corner Organizer | |
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Strategies for Elaborating and Extending Learning | |
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Beyond the Basics | |
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Games That Enhance Learning | |
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Cubing | |
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Cubing With Questions About the Moon | |
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Jigsaw | |
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Analogies and Similes | |
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Analogies | |
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Similes | |
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Similes for a Middle Grade Unit on Cells | |
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Strategies for Assessing and Evaluating Learning | |
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Assessment and Evaluation | |
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Assessment Strategies in the Science Classroom | |
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Performance Tasks for Learning and Assessment | |
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Creating Rubrics for Teacher Assessment and Self-Assessment | |
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Holistic Rubrics | |
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Generalized Rubrics | |
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Analytic Rubrics | |
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Planning Differentiated Instruction: The Key to Success | |
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Considerations, Resources, and Strategies for Differentiating Instruction in Science | |
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References | |
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Index | |