Copyright © Pearson Allyn & Bacon 2009 Chapter 3: How Can You Improve Science Learning for Diverse Learners? Teaching Science for All Children An Inquiry Approach any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

Copyright © Pearson Allyn & Bacon 2009 It is not “What is Taught” but rather “What is Caught” that is ultimately important.

Copyright © Pearson Allyn & Bacon 2009 What do the following labels mean to you? 1.EC 2.LD 3.ADHD 4.Talented / Gifted 5.Cognitive Disabilities 6.Physical Disabilities 7.Behavior Challenged

Copyright © Pearson Allyn & Bacon 2009 The basis of too many educational decisions are influenced by: 1. Stereotypes 2. A Lack of Information “An uninformed teacher can stifle the intellect by holding low or misguided expectations for diverse children.”

Copyright © Pearson Allyn & Bacon 2009 T 3.0 Central concepts: science is for all learners regardless of differences in culture, language, gender, learning style, or exceptionality all children can learn and benefit from science if taught in a way that is consistent with their capabilities parents can help teachers meet children's special needs – Story of Emily

Copyright © Pearson Allyn & Bacon 2009 T 3.1 Science is essential for: developing basic skills bridging cultural differences constructing or strengthening language overcoming gender stereotypes accommodating multiple intelligences and learning (style) preferences Science For All Children

Copyright © Pearson Allyn & Bacon 2009 T 3.2 Include differences respective to: race religion ethnicity economics language gender Which is most challenging for teachers? Multiple Cultures Among Children

Copyright © Pearson Allyn & Bacon 2009 Remember 3 Step Process 1.I hear – I forget Speak slowly, add emphasis 2. I see – I remember Use visual aids – artwork, nature, animals 3. I do – I understand Lab work, puzzles, field trips

Copyright © Pearson Allyn & Bacon 2009 T 3.3 Nurture all children academically, physically, and in development of positive self-concept. Provide equitable access for children of all cultures to quality science education experiences. Incorporate contributions in the curriculum made to science from many cultures. Know and use culturally related ways of teaching and learning. Involve all children in career opportunities. Respect the differences that students bring based on their cultures. What about “Tolerance?” NSTA (2000) Position Statement on Cultural Differences

Copyright © Pearson Allyn & Bacon 2009 Constructed vs. Instructed Learning Constructed: Child –centered perspective Hands-on Learning through inquiry Coaching strategies benefit all learners Instructed: Aligned with textbooks Emphasizes facts and vocabulary Teacher-directed activities Meeting standards – preparing for high-stakes testing T 3.4 Benefits – Liabilities of Each Approach?

Copyright © Pearson Allyn & Bacon 2009 Language Differences try “Demonstrate - Group Investigate – Individual Investigate” teaching model focus instruction and assignments on “language functions” encourage use of study aids to help students help themselves stimulate physical learning reduce test anxiety T 3.6

Copyright © Pearson Allyn & Bacon 2009 T 3.7 unequal access, sex-role stereotypes cultural disincentives, insufficient background teachers influence sex-role stereotypes steps for overcoming gender inequality - grouping - expectations - role models - stronger preparation - aware of bias (UNCW Summer Camp Announcement) Gender

Copyright © Pearson Allyn & Bacon 2009 Multiple Intelligence Focused on content or products of learning. Linguistic Logical- mathematical Spatial Bodily kinesthetic Musical Inter-personal Intra-personal Naturalist T 3.8 MI are:

Copyright © Pearson Allyn & Bacon 2009 T 3.9 Learners’ styles may be classified as: visual - "show me!" auditory - " tell me!" bodily kinesthetic - "let me do it!" oral expressive - "let me tell you!" written expressive - "I'll write it for you!" sequential - "step-by-step!" global - "I have the big idea!” individual learner - "let me do it by myself!" group learner - "let us do it!“ Need to vary your instructional styles and student experiences! Learning Styles

Copyright © Pearson Allyn & Bacon 2009 Teaching Tips for Helping All Learners – All Subjects T 3.10 approach each topic in many different ways provide abundant opportunities for hands-on experiences and use to stimulate inquiry support vocabulary and reading development

Copyright © Pearson Allyn & Bacon 2009 T 3.11 be organized and actively supervise use cross-cultural buddy systems and cooperative groups use visual and listening aids maintain high expectations for all Teaching Tips for Helping All Learners – All Subjects continued

Copyright © Pearson Allyn & Bacon 2009 T 3.12 Include children who have: Learning Disabilities Intellectual Disabilities Physical Disabilities Talents and/or Intellectual Gifts Remember – Parents send us the best kids they have! Exceptional Learners

Copyright © Pearson Allyn & Bacon 2009 T 3.13 Science is important because those who have a background in science usually experience greater: employment opportunities income career advancement quality of life life-long learning Encourage Parents to Help Children Learn Science