Science . . . Learning For All Students

1. Science . . . Learning For All Students The National Commission on Science Education Standards and Assessment has based its work on the premise that ALL students can and should learn science.

2. Science . . . Learning For All Students The Commission’s guiding principle of equity reflects the position that “all students regardless of age, sex, culture or ethnic background, disabilities, aspirations, or interest and motivation in science should have the opportunity to obtain high levels of scientific literacy.”

3. Science . . . Learning For All Students • Impact of NCLB • MAP & Other Standardized Tests

4. Science . . . Learning For All Students Therefore the question that is at hand is . . . “How can we teach science to all children.”

5. Science . . . Learning For All Students • General Learning Modalities • Visual • Auditory • Tactile • Kinesthetic • An individual has a dominate modality -but depending on the learning situation other modalities will be used. • However, all 4 modalities should be combined in each lesson to the extent possible by ensuring that appropriate stimuli are present.

6. Science . . . Learning For All Students Within an elementary science classroom, how would you address, or achieve, student learning using the four learning modalities? • Visual • Auditory • Tactile • Kinesthetic

7. Science . . . Learning For All Students The process-oriented inquiry methodology is the most appropriate vehicle for accommodation of all three learning modalities because children are able to pursue their explorations in the learning styles that are most comfortable to them.

8. Science . . . Learning For All Students • Howard Gardner • Multiple Intelligences • The 8 Intelligences • Spatial • Bodily-kinesthetic • Musical • Linguistic • Logical-mathematical • Interpersonal • Intrapersonal • Naturalistic

9. Science . . . Learning For All Students • Students With Disabilities • Individuals with Disabilities Education Act (IDEA) – 1990, 1997 • Stipulates that all children with disabilities are to be provided a free and appropriate public education in the least restrictive environment. • Science is an excellent vehicle to enable children with disabilities to develop confidence, self-esteem, social skills through group work, problem-solving skills, and cognitive skills.

10. Science . . . Learning For All Students The constructivist approach embodies those factors that are necessary for teaching children with disabilities. • Concrete hands-on learning experiences • Reduced need for reading and writing skills • Involvement in group interactions and group activities • Providing for individual differences • Encourages areas of interest and inquisitiveness

11. Science . . . Learning For All Students • Learning Styles • Gregorc Style Delineator • Concrete Sequential • Abstract Random • Concrete Random • Abstract Sequential