It is essential that students learn to examine, review, and evaluate knowledge and ideas through a process of scientific investigation and argumentation. Using these instructional methods and lesson scenarios, teachers of all disciplines will gain the tools needed to offer students a richer, lasting understanding of science, its concepts, and its place in their lives and the global community.
Benefits:
- Motivate students to become engaged, curious participants in science.
- Understand and align science instruction with the Common Core State Standards for English language arts/literacy and the Next Generation Science Standards.
- Equip students with the tools to read, analyze, evaluate, and respond to scientific issues.
- Prepare students to engage in argumentation, develop claims based on evidence founded in research, and participate in debate and discussion of scientific ideas.
Contents:
Chapter 1: Empowering Students to Learn Scientific Practices
Chapter 2: Learning to Talk Like a Scientist
Chapter 3: Learning to Write Like a Scientist
Chapter 4: Learning to Read Like a Scientist
Chapter 5: Empowering Students to Think Like Scientists
Maria C. Grant, EdD, is a professor in secondary education at California State University, Fullerton. She has authored numerous publications centered on science literacy, formative assessment, and reading and has written articles for Educational Leadership and the Journal of Adolescent and Adult Literacy.
Additionally, she is coauthor of Reading and Writing in Science: Tools to Develop Disciplinary Literacy with Douglas Fisher. Dr. Grant teaches courses in the credential and graduate programs at CSUF and conducts professional development with teachers at various schools across the country. She is currently director of the Secondary Teacher Education Program and leads the Literacy Summer Seminar Series and the intern program at CSUF.
She earned an EdD at the University of San Diego/San Diego State University (joint doctoral program) and an MA in curriculum and instruction at San Diego State University. She earned a BA in geological sciences at the University of California, Santa Barbara.
Douglas Fisher, PhD, is professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College in California. He teaches courses on instructional improvement, lesson design and delivery, policy, research, and literacy. As a classroom teacher, Dr. Fisher focuses on English language arts instruction. He works to create classrooms and schools that ensure all students develop literacy and critical-thinking skills as they prepare for careers.
Dr. Fisher received an International Reading Association Celebrate Literacy Award for his work on literacy leadership and the Exemplary Leader Award from the Conference on English Leadership of the National Council of Teachers of English. He has served on the boards of directors for the California Reading Association, International Reading Association, and Literacy Research Association.
Dr. Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Checking for Understanding, Better Learning Through Structured Teaching, and Rigorous Reading.
He earned a bachelor's degree in communication, a master's degree in public health education, an executive master's degree in business, and a doctoral degree in multicultural education. He is a credentialed English teacher and administrator in California.
Diane Lapp, EdD, is a distinguished professor of education at San Diego State University and an English teacher and literacy coach at Health Sciences High and Middle College. Previously, she taught elementary and middle school grade levels. Dr. Lapp focuses on instruction that supports learning for a diverse range of students. Her career is founded on the idea that motivation and well-planned, guided instruction must be based on a continuous assessment of strengths and needs shown by the students.
Throughout her career as an educator and education professor, Dr. Lapp has been drawn to urban schools catering to children of poverty who are often misunderstood, misdiagnosed, mistreated, and uncared for because of the unfamiliarity that exists between their families and their teachers. Combining her two current positions, Dr. Lapp established a high school student internship program between HSHMC and a neighborhood pre-K-6 school with a 95 percent population of English learners.
Dr. Lapp has authored or edited dozens of books, articles, and speeches. As an educator, she has won numerous awards and, in 2005, was inducted into the International Reading Hall of Fame.
She earned a doctorate from Indiana University, a master's degree from Western Michigan University, and a bachelor's degree from Ohio Northern University.
