Page 32 - Science - Grade 9, DE-STREAMED COURSE (SNC1W)

classroom. Teachers also represent concepts and information in multiple ways to help students become resourceful and knowledgeable learners. For example, teachers use a variety of media to ensure that students are provided with alternatives for auditory and visual information. To support learners as they focus strategically on their learning goals, teachers create an environment in which learners can express themselves using a range of kinesthetic, visual, and auditory strengths. For example, teachers can vary ways in which students can respond and demonstrate their understanding of concepts, and support students in goal-setting, planning, and time-management skills related to their science learning.
Designing science tasks through UDL allows the learning to be “low floor, high ceiling” – that is, all students are provided with the opportunity to find their own entry point to the learning. Teachers can then support students in working at their own pace and provide further support as needed, while continuing to move student learning forward by using varied approaches and engaging students in learning tasks with varied levels of complexity and challenge. This is an inclusive approach that is grounded in a growth mindset: the belief that everyone can do well in science.
While UDL provides teachers with broad principles for planning science instruction and learning experiences for a diverse group of students, DI allows them to address specific skills and learning needs. DI is student centred and involves a strategic blend of whole-class, small-group, and individual learning activities to suit students’ differing strengths, interests, and levels of readiness to learn. Attending to students’ varied readiness for learning science is an important aspect of differentiated teaching. Learners who are ready for greater challenges need support in aiming higher, developing belief in excellence, and co-creating problem-based tasks to increase the complexity while still maintaining joy in learning. Students who are struggling to learn a concept need to be provided with the scaffolding and encouragement to reach high standards. To make certain concepts more accessible, teachers can employ strategies such as offering students choice, and providing open-ended problems that are based on relevant real-life situations and supported with visual and hands-on learning.
Universal Design for Learning and differentiated instruction are integral aspects of an inclusive science program and the achievement of equity in science education. More information on these approaches can be found in the ministry publication Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013).
Health and Safety in Science Education
In Ontario, various laws, including the Education Act, the Occupational Health and Safety Act (OHSA), Ryan’s Law (Ensuring Asthma Friendly Schools), 2015, and Sabrina’s Law, 2005, collectively ensure that school boards provide a safe and productive learning and work environment for both students and employees. Under the Education Act, teachers are required to ensure that all reasonable safety procedures are carried out in the programs and activities for which they are responsible. Teachers should always model safe practices; communicate safety requirements to students in accordance with school board policies, Ministry of Education policies, and any applicable laws; and encourage students to assume responsibility for their own safety and the safety of others.
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