Using the very successful format of the "What Successful Teachers Do" series, Neal Glasgow, Michele Cheyne, and Randy Yerrick present 75 research-based strategies for effective science instruction. Each strategy includes a brief description of the research, the classroom applications, possible pitfalls during implementation, and the source citations for those who want to learn more. These strategies allow secondary science teachers to differentiate instruction within an inquiry approach. Readers will learn how to: engage students in inquiry-based science; promote collaborative learning; incorporate technology into activities and assignments; use formative assessment to engage students in content and instruction; develop culturally responsive practices that invite contributions from diverse students; build students' scientific literacy and reasoning skills; and, involve parents in their children's science learning.
Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996). Michele C. Cheyne is a clinical faculty member in science education at the University of Pittsburgh where she teaches a variety of courses in the secondary science teacher preparation program. She also supervises pre-service teachers during their clinical experiences. Cheyne has worked with Pittsburgh Public Schools on several projects and provides professional development for professional laboratory training programs. She has also worked with the Interstate New Teachers Assessment and Support Consortium in Washington, DC as a member of the committee that wrote the 2001 document Model Standards for Licensing General and Special Education Teachers of Students With Disabilities: A Resource for State Dialogue. A former high school biology and chemistry teacher in Milwaukee Public Schools, she also served as a department chair and taught science methods courses at the University of Wisconsin-Milwaukee. Randy K. Yerrick is professor of science education and associate dean of educational technology at the State University of New York at Buffalo. He began his career as a chemistry, physics, and math teacher in Michigan schools before becoming a full-time researcher in science education. Yerrick's research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors. He has conducted ethnographies and critical autoethnographies in a variety of diverse teaching contexts as he continues to examine unresolved school issues of equity and diversity promoted by the continuous practice of tracking in science. He has also received recognition as an Apple Distinguished Educator. Examples of his work can be found at http://edcommunity.apple.com/.
Foreword by Page Keeley Preface Acknowledgments About the Authors Introduction 1. General Science Instruction Encourage Students to Become More Involved and Interested in Science Guide Students to Engage in Science-Appropriate Discourse Utilize Graphic Organizers in Your Classroom Increase Depth of Coverage to Improve Student Learning Foster Self-Efficacy and Motivation in Your Students Challenge Your Students With Different Levels of Questioning Try Using the 5E Instructional Model Support Your Students to Engage Effectively in Disciplinary Argumentation Utilize Mind Mapping to Improve Student Achievement Test Students' Ideas to Facilitate Reasoning Skills Create an Emotionally Positive Science Classroom Environment Engage Students Who Have a History of Poor School Achievement Include Students With Special Needs in Student-Centered Instruction 2. Scientific Inquiry and Laboratory Experience Engage Your Students in Inquiry-Based Science Teach Model-Based Inquiry Over the Scientific Method Use Problem-Based Learning to Introduce Students to Inquiry-Based Science Implement Inquiry-Based Instruction in Low-Track Classes Attain Educational Goals Through Laboratory Experiences Convert Traditional Labs to Inquiry-Based Activities Align the Goals of Dissection to the Curriculum 3. Collaborative Teaching and Learning Fine-Tune Collaborative Student Relationships With the Socratic Seminar Teach Your Students Collaborative Strategies and Skills Utilize Formal Cooperative Learning Methods in the Classroom Introduce Students to Constructive, Cooperative, and Academic Controversy Communicate Beyond the Classroom by Using Electronic Pen Pals 4. Utilizing Technology for the Classroom and Professional Development Add Technological Tools to Your Students' Learning Put Your Students' Internet Skills to Use in the Classroom Use Technology to Accommodate Students' Different Learning Styles Give Students Opportunities to Use Media Production for Classwork Incorporate Mobile Technology into Student Assignments Model Inquiry With Students Using Limited Resources Update Your Approach to Literacy-Related Content Activities Foster Literacy Development Through Visual Texts and Media Utilize Portable Media Players to Bring Exemplary Resources Into Teaching Find Opportunities to Record Yourself Teaching to Share With Peers 5. Science Assessment Look at Formative Assessment in a Coherent and Cohesive Way Use Standards-Based Inquiry to Prepare Students for Standards-Based Tests Align Instruction and Assessment Tools to State Curriculum Standards Utilize Formative Assessment to Better Engage Students in Content and Instruction Add a Classroom Response System for Instant Formative Assessment Design Formative Assessment for Data to Inform Instruction Encourage Assigned Textbook Reading by Giving Open-Book Tests Focus on Students' Writing Strengths 6. Culturally Responsive Teaching and Learning Avoid Culturally Stereotyping Science Students Make Academic Success Your First Priority for All Students Reach Out to Students From Unfamiliar Cultural and Linguistic Backgrounds Structure Homework for Success for Students From Nondominant Backgrounds Develop Science Standards With a Multicultural Perspective Broaden Discourse Opportunities to Invite a Diverse Range of Contributions Provide Diverse Learning Opportunities for Student Discourse Manage and Change Your Students' Misconceptions Guide Students to Choose Authentic Problems to Solve Utilize Meaningful Cues With Your English Language Learners Provide ELLs With Opportunities for Extended Interactions in Group Work 7. The Complex Nature of the Gender Gap in Science Examine the Evolving Nature of Gender Issues in Science Classrooms Change the Opportunities and Experiences of Girls in the Science Classroom Represent Science in Ways That Encourage Girls to Stay Interested Improve Attitudes Toward Science Through STS Approaches 8. Science and Literacy Address the Three Key Elements of Reading Fluency in Science Instruction Use Scaffolding to Improve Science Reading Comprehension Consider Reading as Inquiry With Primary Literature Focus on Developing Scientific Literacy and Student Reasoning Use Paraphrasing to Promote Reading Comprehension in Science Textbooks Utilize Think-Alouds to Reveal Students' Thought Processes While Reading Select Commercial Reading Programs That Can Improve Scientific Literacy Use a Variety of Print Materials to Inspire Student Reading and Writing Expand Vocabulary Instruction to Improve Comprehension and Motivation Use Students' Native Languages in Science Literacy Instruction 9. Families and Science Instruction Avoid the "Blame Game" Mindset Involve Low-Income Parents in Their Children's Academic Learning Understand How Homework Can Present Problems for Students and Families Change Parents' Attitudes Toward Science to Change Students' Attitudes Involve Community Members in Learning to Explore Home-Based Discourse Recognize the Diverse Needs of Language-Minority Students and Families Consider Parental Responses to a Child's Learning Disability Index
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