Differentiated Instructional Strategies for Science, Grades K-8

ISBN-10: 1412916518

ISBN-13: 9781412916516

Edition: 2008

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Adaptable thinking and learning in science are essential competencies for learners to keep up with accelerating demands for technological knowledge and skills in high school, college, and the workplace. 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 and where instruction engages emerging learners, developing learners, and fluent learners at all stages of development. Differentiated Instructional Strategies for Science, Grades K8 offers standards-based sample lessons, ready-to-use strategies for inquiry-based learning, problem-based learning, cooperative learning,and guidelines for: Creating hands-on performance tasks and rubrics applicable to real life settings Using data for continuous assessment before, during, and after learning This text provide teachers with management and pacing strategies for the differentiated science classroom and includes a generous collection of templates, planners, checklists, rubrics, and graphic organizers.
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Book details

List price: $37.95
Copyright year: 2008
Publisher: Corwin Press
Publication date: 2/26/2008
Binding: Paperback
Pages: 200
Size: 7.00" wide x 10.00" long x 0.50" tall
Weight: 0.946
Language: English

Gayle Gregory is an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment.She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease.She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests.Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities.She is the author and co-author of numerous publications for teachers and administrators.Gayle believes in life long learning for herself and others.nbsp;

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.

About the Authors
Differentiated Instruction
Teaching Matters
Clarifying Instructional Goals
Differentiated Instruction in Action
Effective Science Education
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
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)
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
Designing Differentiated Instruction
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
Cooperative Learning
Adjustable Assignments
Curriculum Compacting
Strategies for Activating and Engaging
Strategies for Engagement
K-W-L Charts
Discrepant Events
School Site Investigations
Informal Learning Environments
Video Clips
Guest Speakers
Literature in Science
Case Studies
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
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
Examples of Stations at the Primary Grade Level
Example of Stations at the Intermediate Grade Level
Example of Stations at the Middle Grade Level
Structured Centers
Exploratory Centers
Relearning Centers
Assessment for Stations and Centers
Choice Boards
Choice Boards for a Primary Level Study of Animals
Contract for Rocks and Minerals
Choice Board for Activities
Computer-Based Technologies as Tools for Learning
Strategies for Explaining, Applying, and Creating Meaning
Group Discussion
Questions for Thinking and Problem Solving
Discussion Starters
Nonlinguistic Representations for K-8 Science
Data Tables and Graphs
Creating Graphs
Bar Graphs
Line Graphs
Circle Graphs
Six Types of Graphic Organizers
Four-Corner Organizer
Strategies for Elaborating and Extending Learning
Beyond the Basics
Games That Enhance Learning
Cubing With Questions About the Moon
Analogies and Similes
Similes for a Middle Grade Unit on Cells
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
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