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DIFFERENTIATED SCIENCE INQUIRY

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DIFFERENTIATED SCIENCE INQUIRY

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  1. DIFFERENTIATED SCIENCE INQUIRY Chapter3

  2. PATHWAYS TO INQUIRY • Chapter 1 – Pathways to Inquiry – showed a whole-class approach to inquiry. That means the teacher usually selects one inquiry approach for all the students in the class for a particular topic.

  3. DIFFERENTIATED SCIENCE INQUIRYCHAPTER 3 • Differentiated Science Inquiry (DSI) –combines a mixture of approaches to inquiry within the same lesson, thus offering different methods of inquiry for different student learning needs.

  4. Using a differentiated inquiry approach, the teacher constructs a science investigation with multiple or tired levels of guidance and structure for that each learner has an opportunity to choose a level that is developmentally appropriate for his or her particular learning style. Although the lesson offers various process-oriented pathways, in the end, all students arrive at the common understanding of the concept and standard.

  5. DIFFERENTIATED SCIENCE INQUIRY • DSI the in an instructional practice that enhances classroom learning by matching the individual student’s needs and learning style to the level of structured and guidance inherent in an inquiry lesson. In DSI, teachers recognize and value a student’s particular learning style (or styles) as well as the student’s need for guided instruction and structure versus less structured, open-ended learning opportunities.

  6. LEARNING STYLES • When teachers differentiate the approach or level of science inquiry, they do so in response to the child’s readiness and preferred learning style- whether it is visual, auditory, tactile, or kinesthetic. • One size does not fit all!

  7. YEARLONG SCIENCE PLANS • DSI teachers design their yearlong science plans to include an array of demonstrated inquiries, structured inquiries, guided inquiries, and self-directed inquiries, generally moving from more structured to less structured opportunities as the year goes on.

  8. THE FOUR STATIONS • JIGSAW ACTIVITY – NUMBER OFF 1-4 • GROUP 1 - STATION A – DEMONSTRATED INQUIRY • GROUP 2 - STATION B – STRUCTURED INQUIRY • GROUP 3 - STATION C – GUIDED INQUIRY • GROUP 4 - STATION D- SELF-DIRECTED INQUIRY • Create a paper that lists the order of events in your inquiry activity using the Ball and Ramps Lesson.

  9. VARIATIONS OF THE DSI MODEL • Same method assigned for all students • 1.provides an introductory lecture • 2. all students view a demonstration to illustrate concepts • 3. all students carry out the same teacher-assigned step-by-step cookbook lab on the topic

  10. METHODS WITH OPPORTUNITIES FOR CHOICE • all students witness the same demonstrated inquiry • all students complete the same structured lab • students are then offered a choice of different follow-up guided inquiries and problem-solving challenges

  11. OTHER METHODS FOR DSI • Three other familiar instructional methods that support DSI: • The K-W-L approach • assess their present knowledge • raise and carry out their individual inquiries • elaborate on new knowledge gained • The use of individual stations • Student choose varying topics set up around the classroom in the form of individual discovery places. • The 5E Learning Cycle • Engagement - assessing prior knowledge) • Exploration, - research • Explanation – writing, discussions • Elaboration – follow up investigation - project • Evaluation – assessing student knowledge

  12. STUDENT NEES FOR DSI • 1. Students need to feel emotionally safe – free of intimidation regardless of their behaviors or abilities. • 2. Students need to experience an appropriate level of challenge, preferably just slightly beyond their ability and readiness. • 3. Students need time to reflect as meaning-seekers in constructing meaning from inside and outside of classroom environments and experiences. • DIS teachers meet these three criteria by valuing and recognizing a student’s particular learning style as well as the student’s need for guided instruction and structure versus open-ended learning opportunities.