Review
"One of the best resources I have read in a long time, this work is an affirmation of what we do and it will help us do it better." (Susan Leeds, Science Curriculum Leader/Teacher 20100623)
"The author relates his strategies to real-life scenarios and includes hands-on examples that are easily implemented into any science curriculum. A must-have for any science teacher!"
(Diane Callahan, Middle School Science Teacher 20100629)
"Doug Llewellyn provides yet another insightful book that can be used to improve individual instruction or guide professional development for entire science departments. This book helps teachers provide what each student needs to excel in a manner that can be sustained for years to come. The examples included within provide concrete guidance that can be applied with tomorrow’s first period." (Jeff C. Marshall, Associate Professor, Science Education 20100712)
"This very readable book beautifully ties together inquiry, motivational strategies and differentiation. With multiple examples of science lessons across disciplines, this important book provides a solid rationale for the importance of differentiated inquiry." (Susan B. Koba, President-Elect 20100715)
"This book deals with two of the most difficult pedagogical challenges science teachers must face: conducting inquiry-based investigations and differentiating instruction. It provides new insight and strategies for creating opportunities for all students to become more engaged. Along with classroom examples, the author provides practical suggestions on how to give students more control of meeting their needs. The result is student motivation and proficiency." (Linda Froschauer, Editor 20111121)
"Effective instruction is the goal of every educator, and this excellent resource provides detailed guidance in the use of DSI as the tool to get there." (Cindi Smith-Walters, Biology Professor )
"The author relates his strategies to real-life scenarios and includes hands-on examples that are easily implemented into any science curriculum. A must-have for any science teacher!"
(Diane Callahan, Middle School Science Teacher 20100629)
"Doug Llewellyn provides yet another insightful book that can be used to improve individual instruction or guide professional development for entire science departments. This book helps teachers provide what each student needs to excel in a manner that can be sustained for years to come. The examples included within provide concrete guidance that can be applied with tomorrow’s first period." (Jeff C. Marshall, Associate Professor, Science Education 20100712)
"This very readable book beautifully ties together inquiry, motivational strategies and differentiation. With multiple examples of science lessons across disciplines, this important book provides a solid rationale for the importance of differentiated inquiry." (Susan B. Koba, President-Elect 20100715)
"This book deals with two of the most difficult pedagogical challenges science teachers must face: conducting inquiry-based investigations and differentiating instruction. It provides new insight and strategies for creating opportunities for all students to become more engaged. Along with classroom examples, the author provides practical suggestions on how to give students more control of meeting their needs. The result is student motivation and proficiency." (Linda Froschauer, Editor 20111121)
"Effective instruction is the goal of every educator, and this excellent resource provides detailed guidance in the use of DSI as the tool to get there." (Cindi Smith-Walters, Biology Professor )
Product Description
This book will help primary school teachers of science gain the skills and knowledge needed to both incorporate inquiry-based instruction into their classrooms and to differentiate such instruction to more effectively meet the needs of all students. The author introduces differentiated inquiry and show teachers how to develop and customize learning choices that best fit their students’ individual styles and comfort levels.
Differentiated inquiry is based on the belief that when students are provided with choice in instructional options they are more engaged and committed to completing the task at hand. This, in turn, increases student motivation, interest in science, and a desire for students to achieve at higher levels. (20100623)
About the Author
Douglas Llewellyn is director of science at the Rochester City School District, a professor of undergraduate- and graduate-level science education at St. John Fisher College in Rochester, a former middle school science teacher, and a former junior high school principal. He is a frequent guest speaker at local and national science conferences and has been involved with numerous National Science Foundation grants on systemic reform.
