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Your Science Classroom Ch. 10
Published on Nov 19, 2015
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PRESENTATION OUTLINE
CHAPTER TEN
ADDRESSING STUDENT DIVERSITY: SCIENCE FOR ALL!
I had chapter 10, which addressed student diversity in the k-8 classroom. This diversity is comprised of students with disabilities, female students, English-Language Learners (or ELLS), and minority students. The main point of the chapter is how to ensure...
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SCIENCE STANDARDS FOR ALL STUDENTS
EXCELLENCE & EQUITY
that the science standards are applied to all students and in embodied through excellence & equity regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science.
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EXPLORE VIA SELF-REFLECTION
- What has influenced how you view science?
- How are students influenced by access & participation?
- How can we modify to meet the needs of students?
- What has impacted who we are as teachers?
- HOw do my views influence the way I teach?
As educators, it's important that we regularly self-reflect. We can ask ourselves questions like:
What has influenced the way we, as educators view science?
How are our students influenced by the access we give them and their participation in science?
How might our past experiences and views of science influence who we are as teachers?
How does my experience impact the way I teach science?
What might limit students with disabilities in the classroom and how can I implement modifications for my students?
How does culture affect learning in my science classroom?
What has influenced the way we, as educators view science?
How are our students influenced by the access we give them and their participation in science?
How might our past experiences and views of science influence who we are as teachers?
How does my experience impact the way I teach science?
What might limit students with disabilities in the classroom and how can I implement modifications for my students?
How does culture affect learning in my science classroom?
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by becoming conscious of how culture and experience shape us, we can become more purposeful in recognizing the diversities in our students.
By utilizing reflective thinking, we can effectively address diversity in the classroom. We can recognize the cultures & backgrounds in our classrooms that make it rich, yet different from our own.
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IDeia requires that special education services meet the needs of the student from pre-k to the age 21
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students with disabilities receive services in public schools that prepare them for further education, employment, and independent living
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OUR CLASSROOMS ARE LIKE AN ECOSYSTEM
IT NEEDS BIODIVERSITY TO THRIVE
The chapter highlights teaching strategies to foster a classroom that is a rich community where our students' diversities strengthens the environment.
We should think of our classrooms as an ecosystem, like the Amazon. We know that an ecosystem is healthy and strong through evidence of biodiversity. Whether it be the beautiful birds nesting in the top layer, jaguars hiding in the trees, or the rich plants, each plays an essential part in promoting a thriving rain forest.
By drawing on the rich backgrounds of our students, we can create enthusiasm & excitement for learning science in a climate that promotes success for all students.
We should think of our classrooms as an ecosystem, like the Amazon. We know that an ecosystem is healthy and strong through evidence of biodiversity. Whether it be the beautiful birds nesting in the top layer, jaguars hiding in the trees, or the rich plants, each plays an essential part in promoting a thriving rain forest.
By drawing on the rich backgrounds of our students, we can create enthusiasm & excitement for learning science in a climate that promotes success for all students.
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