Making a Difference

Tool 1: What Kind of Science Learner Am I?
1. On a scale of 1 to 10 (one being least and 10 being most), I enjoy learning 
about science.
1 2 3 4 5 6 7 8 9 
10
2. On a scale of 1 to 10 (one being least and 10 being most), I do well in science.
1 2 3 4 5 6 7 8 9 
10
3. When doing science, I like to work (check all that apply to you):
alone
‰
with a partner
‰
in a small group
‰
as a whole class
‰
4. In learning about science, I like to (check all that apply to you):
read
‰
watch demonstrations of inquiries
‰
carry out inquiries that have been developed by others
‰
design and carry out my own inquiries
‰
other 
‰
5. I prefer to show my learning in science by (check all that apply to you):
writing
‰
drawing
‰
charting
‰
sharing orally
‰
using models
‰
using a computer (e.g., PowerPoint presentations)
‰
other 
‰
6. Areas that I do well in science include:
7. Areas that I struggle with in science include:
8. An area that I would like to improve on in science is:

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Part 3—Making a Difference
|
Meeting diverse learning needs with differentiated instruction
245
14
Social Studies
Contents of this chapter
Make connections
Know your students
Elicit personal responses
Tap into background knowledge
Integrate new learning
Create multiple pathways to content
Vary the context, tasks and sources
Use and encourage a variety of formats
Create 
fl
exible, active research options
Help students organize and analyze information
Use 
fl
exible groupings to support learning
Offer diverse practice of skills and processes
Scaffold 
introduction
Provide variety and choice
Encourage responsibility for learning
Emphasize research and inquiry skills
Support literacy skills
Differentiate assessment tasks
Offer variety and choice
Promote 
success
Teach and require self-assessment
245

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Chapter 14–Social Studies
246
246
246
“Social studies helps students develop their sense of self and community
,
 
encouraging them to af
fi
 rm their place in an inclusive democratic society.“
– Alberta Social Studies program of studies, p. 1.
D
ifferentiated instruction is possible and valuable in all subject areas; in social 
studies it is a particularly natural 
fi
t. The emphasis on diversity in the social 
studies program parallels the reality of diversity in our classrooms. The messages 
that differentiation sends to students about choice, empowerment and respect 
for differences reinforce the core concepts of citizenship and identity that are 
embedded in the Alberta social studies program. 
This chapter offers steps and strategies for considering key elements of the social 
studies program, including attitudes, knowledge, skills and assessment, in light of 
the individual students in your classroom.