Different Strokes for Different Folks

Autor/inn/en	Gumpert, Mindy; McConell, William
Titel	Different Strokes for Different Folks
Quelle	In: Science and Children, 57 (2019) 2, S.62-70 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Students with Disabilities; Science Instruction; Individualized Instruction; Grade 3; Elementary School Science; Elementary School Students; Science Teachers; Engineering Education; Science Activities; Hands on Science; Inclusion; Active Learning; Inquiry + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ingenieurausbildung; Inklusion; Aktives Lernen
Abstract	Students with disabilities spend the majority of their day in the general education classroom (U.S. Department of Education 2017). However, these students consistently underperform in science. This highlights the importance of using effective differentiated instruction. According to Mastropieri and colleagues (2006), differentiated instruction should include approaches and strategies to address diversity in student needs, interests, experiences, and abilities. The authors' inquiry-based lesson highlights cross-curricular differentiation strategies we found to be successful in our inclusion classroom. The third-grade class the article highlights included seven students with disabilities, four English learners, and five students without disabilities. The authors structured cooperative groups based on ability to complete a task and to negotiate differences and ended up with four fairly heterogeneous groups of four students each. The structure of their lesson originated from the engineering design process described by the "Next Generation Science Standards" (NGSS Lead States 2016). (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01