Differentiated Science Inquiry, Oct/2010
| Author(s) | Douglas Llewellyn |
| ISBN10 | 1412975034 |
| ISBN13 | 9781412975032 |
| Format | Paperback |
| Pages | 168 |
| Year Publish | 2010 October |
Synopsis
This book will help primary school teachers of science gain the skills and knowledge needed to both incorporate inquiry-based instruction into their classrooms and to differentiate such instruction to more effectively meet the needs of all students. The author introduces differentiated inquiry and show teachers how to develop and customize learning choices that best fit their students’ individual styles and comfort levels.
Differentiated inquiry is based on the belief that when students are provided with choice in instructional options they are more engaged and committed to completing the task at hand. This, in turn, increases student motivation, interest in science, and a desire for students to achieve at higher levels.
Ignite science learning with differentiated instruction
Given that each child learns differently, it makes sense that one type of science instruction does not fit all. Best-selling author Douglas Llewellyn gives teachers standards-based strategies for differentiating inquiry-based science instruction to more effectively meet the needs of all students. This book takes the concept of inquiry-based science education to a deeper level with the author's unique model, including fresh ideas for engaging students and practical tools for differentiating inquiry instruction. The text demonstrates:
- Methods for determining when and how to provide students with more choices, thereby increasing their ownership and motivation
- Ways to implement differentiated science inquiry in the main areas of science instruction
- Strategies for successfully managing the classroom
Differentiated Science Inquiry offers compelling examples and is filled with helpful how-to's for modifying existing activities and labs for effective instruction.
About The Author:
Douglas Llewellyn is director of science at the Rochester City School District, a professor of undergraduate- and graduate-level science education at St. John Fisher College in Rochester, a former middle school science teacher, and a former junior high school principal. He is a frequent guest speaker at local and national science conferences and has been involved with numerous National Science Foundation grants on systemic reform.
