Request Inspection Copy

If you are an Academic or Teacher and wish to consider this book as a prescribed textbook for your course, you may be eligible for a complimentary inspection copy. Please complete this form, including information about your position, campus and course, before adding to cart.

* Required Fields

To complete your Inspection Copy Request you will need to click the Checkout button in the right margin and complete the checkout formalities. You can include Inspection Copies and purchased items in the same shopping cart, see our Inspection Copy terms for further information.

Any Questions? Please email our text Support Team on text@footprint.com.au

Submit

Email this to a friend

* ALL required Fields

Order Inspection Copy

An inspection copy has been added to your shopping cart

From Snorkelers to Scuba Divers in the Elementary Science Classroom: Strategies and Lessons That Move Students Toward Deeper Learning

by John Almarode and Ann Miller Corwin Press
Pub Date:
12/2017
ISBN:
9781506353647
Format:
Pbk 208 pages
Price:
AU$67.00 NZ$67.83
Product Status: Not Our Publication - we no longer distribute
add to your cart
How students view scientific knowledge depends a lot on the nature of students' earliest experiences with science and explicit science instruction. An understanding of the nature of scientific knowledge ultimately contributes to the development of specific ideas. The contents of From Snorkelers to Scuba Divers will support teachers as they respond to the recent attention on American students' performance in science relative to the rest of the world and the many initiatives to improve the performance of elementary students in science. The three major objectives in this work are to (1) present an instructional framework that promotes higher-order thinking and deep conceptual understanding in the elementary science classroom; (2) build an understanding of what it takes to engage students behaviorally, emotionally, and cognitively in elementary science; and (3) engage readers in reflective practice about teaching science in the elementary classroom and assess their impact on student learning. The strategies presented throughout the text will target specific science skills and concepts presented in the Next Generation Science Standards (NGSS). Skills and concepts will vary from chapter to chapter to ensure each elementary grade level and areas within science (i.e., Earth and Space, Life, Physical Sciences) are represented. Furthermore, connections will be made between the NGSS and Common Core Standards in both mathematics and literacy.

FOREWORD
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
INTRODUCTION
Chapter 1: WHAT IS A SNORKELER, AND WHAT IS A SCUBA DIVER?
Chapter 2: WHAT DOES THE JOURNEY FROM SNORKELING TO SCUBA DIVING LOOK LIKE?
Chapter 3: FROM SNORKELERS TO SCUBA DIVERS: STEP #1'ACQUIRING HIGH QUALITY INFORMATION
Chapter 4: PREPARING FOR THE DIVE: BUILDING AND ACTIVATING BACKGROUND KNOWLEDGE
Chapter 5: FROM SNORKELERS TO SCUBA DIVERS: PICKING THE DIVING ENVIRONMENT, STEP #2'EVIDENCE-BASED MODELS OF INSTRUCTION
Chapter 6: NAVIGATING THE DIVING ENVIRONMENT: EVIDENCE-BASED STRATEGIES
Chapter 7: FROM SNORKELERS TO SCUBA DIVERS: PREPARING FOR THE NEXT DIVE, STEP #3'FOCUS ON LEARNING, NOT JUST PERFORMANCE
Chapter 8: THE VIEW FROM THE BOAT: SUPPORTING THE JOURNEY FROM SNORKELING TO SCUBA DIVING
REFERENCES
INDEX

Dr. John Almarode is the Sarah Miller Luck Endowed Professor of Education and the Co-Director of the Center for STEM Education and Outreach in the College of Education at James Madison University. As a teacher, he has worked with all age groups in education, from PreK to graduate students. John began his career teaching secondary mathematics and science to a wide range of students. John has presented locally, nationally, and internationally in countries as far away as Canada, Qatar, Saudi Arabia, Scotland, South Korea, and Thailand. He has worked with thousands of teachers, dozens of school districts, and multiple professional organizations. John has conducted staff development workshops, keynote addresses, and conference presentations on how the brain works and what schools and classrooms can do to better align with how the brain works. He has authored multiple articles, reports, book chapters, and two books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013) and a children's book (Author House, 2010) to help inform young children and their parents about the amazing brain. At James Madison University, he works with pre-service teachers, getting them ready to enter their own classrooms. He actively pursues his research interests including educational neuroscience, the design and measurement of classroom environments that promote student engagement, interest and engagement in STEM disciplines, specialized STEM high schools, interventions for low socioeconomic populations, college and university laboratory schools, and the translation of American education pedagogy in international schools. The work of John and his colleagues has been presented to the United State Congress, the Governor of Virginia, various Cabinet Members, the Virginia Senate, the United States Department of Education, and even the Office of Science and Technology Policy at The White House. John holds a Doctoral Degree in Science Education from the University of Virginia, a Master's Degree in Teaching with an emphasis in Gifted and Special Education, and a Bachelor's Degree, with Honors, in Physics and Mathematics.


 


Ann Miller is currently the K-12 Coordinator of Professional Development and Elementary Instruction for Waynesboro Public Schools. Ann has a strong teaching and leadership background. She received her Undergraduate and Masters degree from the State University of Oswego in New York before going on to complete her Certification of Administration from the State University of New York in Cortland. Ann dedicated most of her teaching career to special education students where her efforts were mainly with students with emotional disturbance before making a successful transition to the position of Instructional Specialist. Ann became a member of an elite team of staff development leaders where her enthusiasm and approachable style help to develop strong productive learning communities within their nine component districts. Over the years Ann's firm belief to stay on the cutting edge of instructional strategies encouraged her to attend, study, and train Differentiated Instruction, Cooperative Learning, Baldrige Quality Tools, Classroom Instruction that Works, Mentoring, Win-Win Discipline, and Essential Elements of Instruction. Although these are just a few areas of study, this wealth of knowledge has provided the strong instructional foundation needed to design and present relevant and meaningful learning opportunities. She understands the challenges of education and is committed to the implementation of quality staff development programs that promote student achievement as well as the recruitment and retention of quality teachers and school administrators. She is the co-author of Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013) with John Almarode.