Differentiated Instructional Strategies for Science, Grades K-8
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Differentiated Instructional Strategies for Science, Grades K-8 by Gayle H. Gregory
Book DescriptionScience 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.
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Book DetailsISBN: 9781412916516
(254mm x 178mm x 12mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 23-Apr-2008
Country of Publication: United States
Books By Author Gayle H. Gregory
Teacher as Activator of Learning, Paperback (April 2016)
This book gives teachers a chance to learn about effective high impact strategies, and it offers practical ways to put these strategies into daily work to activate learning.
Data Driven Differentiation in the Standards-Based Classroom, Paperback (July 2014)
Using data to plan differentiated instruction, the authors present step-by-step techniques and planning tools to help teachers design learning that allows all students to grow and achieve to their maximum potential.
Differentiated Instructional Strategies Professional Learning Guide, Paperback (August 2013)» View all books by Gayle H. Gregory
This companion to the bestselling differentiated instruction guide features step-by-step training activities, guidelines for individualized support, research-based responses to concerns, evaluation tools, and coaching tips.
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Author Biography - Gayle H. Gregory
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 firstname.lastname@example.org, www.gaylehgregory.com, and @gaylegregory6. 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.
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