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This article presents views of readers on how a shared language through experiences can help young students and teachers exchange ideas and information about science concepts. According to Janet Siulc, special education coordinator and teacher in Buffalo, New York, many students who appear hard to reach in other subject areas will stand out as creative thinkers and doers in hands-on, inquiry-based science lessons. A partner's notes can be copied for the student who has trouble getting ideas down on paper. Another reader Marilyn Cook, elementary teacher in Port Aransas, Texas said that she introduced each topic with a narrative so that there is a context for the science behind the question. She finds a lot of students who struggle to learn respond to stories. She also link the concept to real life. She tries to bring it into their world. Then she asked a lot of questions. Much of the teaching for these learners is by small group and dialogue. She also used a lot of graphics, such as photos and children's artwork. Ingrid Sherwood, primary Montessori teacher in Frederick, Maryland said that singing science embeds science vocabulary into the brain. To foster reading skills, write the words of the songs on charts, and track the words as one sings. Allow student volunteers to track the words. For hearing impaired children, add some sign language, and everyone is engaged. |
