BOOK STUDY AND REVIEW

Professional Learning Communities (PLCs) can take on many forms. One of the strategies often used by
such groups to focus on developing deeper understanding of concepts or content is a book study. Book
studies exist in many forms: as gatherings of friends to discuss a book everyone might be reading for
pleasure or a specific focus, or, as we will be doing, as a gathering of professionals who wish to deepen
their knowledge on a particular topic through discussion and application of ideas presented in a particular
book.

During the MMSTLC program, we implemented such a program with many of our participants, and we
would recommend the same for you as a way to start some discussion around critical issues in science
education. Below are some of the suggestions and guidelines we used in our study, which could act as a
starting point for your efforts.

Initially, you may want to pick a specific book to start with, if you have a small staff. Otherwise, if you are
working with a number of teachers, you could give some choice. In this case, the titles to be studied
could be left somewhat open to accommodate individual needs. A list of some titles in science education,
both practice and content, are included on this page. If you don’t find one that addresses a particular
interest you have, individuals, groups, and teams may also propose one they wish to explore. However, in
order to meet the goals of this effort and the program as a whole, you will want to review proposals for
such books before moving forward.

You could either do a book study in a group of 3-5 individuals or have individual teachers do a book
review on their own. The format, in the context of an individual book review, would involve sharing a
summary paragraph, addressing two or three of the main ideas with examples, and posing some
questions to the group. This could be done either online, or in person. In addition, one would be
expected to discuss and respond to questions or comments that are posted by others in the group in
regard to the chosen title.

As a member of a book study group, you would be expected to ask and answer questions pertaining to
the book being studied within the small group, post discussion items (if working online), and respond to
others’ postings. The group would also be responsible for sharing a paragraph or two with some
explanation as to the nature of the text and examples from its content.

Some possible questions might include:

• Who is the intended audience for the book?
• What are some of the intended uses of the book?
• Does the text address items of equity and inclusion?
• How might we take the positive aspects of the text and adapt it to our varying situations?
• What are some examples of ways in which the knowledge gained from this book can be put into
practice?
• What could have improved the usefulness of the studied book?
• How might this be used with colleagues as we conduct professional development and
conversations?

This is by no means an exhaustive list and we are sure that some questions will flow naturally from the
reading of the books that are reviewed. We hope you will find such an effort to be a good way to introduce
yourself and colleagues to some new professional literature as we work to improve our knowledge of
science, and of teaching and learning about science.
SCIENCE BOOK REVIEW SUGGESTIONS
Professional Development:
Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (Perfect
Paperback) by Richard Dufour (Author), Robert Eaker (Author)

Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional
Development (Paperback) by Sylvia M. Roberts (Author), Eunice Z. Pruitt (Author)

Leading Professional Learning Communities: Voices From Research and Practice (Paperback) by Shirley
M. Hord (Editor), William A. Sommers (Editor)

A Student's Brain: The Parent / Teacher Manual (Paperback) by Kathie F Nunley (Author)

Making Science Mentors: A 10-session Guide for Middle Grades (Paperback)

by Bernie Zubrowski (Author), Vivian Troen (Author), Marian Pasquale (Author)

Teacher Research: Stories of Learning and Growing (Paperback)

by Deborah Roberts (Editor), Claire Bove (Editor), Emily Van Zee (Editor)

Teacher Leadership in Mathematics and Science: Casebook and Facilitator's Guide (Paperback) by
Deborah Bryant Spencer (Author), Barbara Miller (Author), Jean Moon (Author), Susan Elko (Author)

Why Science? (Paperback) by James S. Trefil (Author)

Professional Development Leadership and the Diverse Learner (Issues in Science Education) (#PB127X3)
(Issues in Science Education) (Paperback) by Jack Rhoton (Editor), Patricia Bowers (Editor), Patricia Shane
(Editor)

Exemplary Science: Best Practices In Professional Development (Exemplary Science Monograph)

(Paperback) by Robert E. Yager (Editor)

Science for English Language Learners: K-12 Classroom Strategies (Paperback)

by Ann K. Fathman (Editor), David T. Crowther (Editor)

Teaching Science To English Language Learners: Building on Students' Strengths by Ann S. Rosebery
(Editor), Beth Warren (Editor)

Integrating Science With Mathematics & Literacy: New Visions for Learning and Assessment (Hardcover)
by Elizabeth Hammerman (Author), Diann L. Musial (Author)

Inquiry and Project-Based Learning:

Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching (Paperback)
by Richard Konicek-Moran (Author)

Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (Paperback) by
Committee on the Development of an Addendum to the National Science Education Standards on
Scientific Inquiry (Author), National Research Council (Author), Steve Olson (Editor), Susan Loucks-Horsley
(Editor)
Outdoor Inquiries: Taking Science Investigations Outside the Classroom (Paperback)
by Patricia McGlashan (Author), Kristen Gasser (Author), Peter Dow (Author), David Hartney (Author), Bill
Rogers (Author)

Problem-Based Learning for Math & Science: Integrating Inquiry and the Internet (Hardcover) by Diane L.
Ronis (Author)

Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3-8 by Douglas Llewellyn
(Author)

Science As Inquiry In The Secondary Setting (Paperback)

by Julie Luft (Editor), Randy L. Bell (Editor), Julie Gess-Newsome (Editor)

Beyond the Science Kit: Inquiry in Action (Paperback) by Jeanne Reardon (Author), Wendy Saul (Author)

Doing Good Science In Middle School: A Practical Guide To Inquiry-Based Instruction (Paperback) by Olaf
Jorgenson (Author), Jackie Cleveland (Author), Rick Vanosdall (Author)

Inquiry By Design (Paperback) by Bill Metz (Author), Julia Gooding (Author)

Teaching Science to Every Child: Using Culture as a Starting Point (Paperback)

by John Settlage (Author), Sherry A. Southerland (Author)

Integrating the National Science Education Standards into Classroom Practice (Paperback) by Kenneth
King (Author)

Problem-Based Learning for Math & Science: Integrating Inquiry and the Internet (Paperback) by Diane L.
Ronis (Author)

Teaching the Nature of Science Through Process Skills: Activities for Grades 3-8 (Paperback)by Randy L.
Bell (Author)

The Essentials of Science, Grades 7-12: Effective Curriculum, Instruction and Assessment (Priorities in
Practice) (Paperback) by Rick Allen (Author)

Exemplary Science in Grades 5-8: Standards-Based Success Stories (Paperback)

by Robert E. Yager (Editor)

Science Fair Handbook, 2E (Paperback) by Anthony D. Fredericks (Author), Isaac Asimov (Author), Phyllis
Disher Fredericks (Illustrator)

The Complete Handbook of Science Fair Projects (Paperback) by Julianne Blair Bochinski (Author)

365 Simple Science Experiments with Everyday Materials (Hardcover)

by E. Richard Churchill (Author), Louis V. Loeschnig (Author), Muriel Mandell (Author), Frances Zweifel
(Illustrator)

700 Science Experiments for Everyone (Hardcover) by Unesco (Author)

Writing in the Science Classroom:

Questions, Claims, and Evidence: The Important Place of Argument in Children's Science Writing
(Paperback) by Lori Norton-Meier (Author), Brian Hand (Author), Lynn Hockenberry (Author), Kim Wise
(Author)

Using Analogies in Middle and Secondary Science Classrooms: The FAR Guide An Interesting Way to
Teach With Analogies (Far Guide) (Paperback) by Allan G. Harrison (Editor), Richard K. Coll (Editor)

Science Notebooks: Writing About Inquiry (Paperback) by Brian Campbell (Author), Lori Fulton (Author)

Assessment:
Seamless Assessment in Science: A Guide for Elementary and Middle School Teachers by Sandra K. Abell
(Author), Mark J. Volkmann (Author)

Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
(Joint Publication) (Hardcover) by Page Keeley (Author)

Weaving Science Inquiry and Continuous Assessment: Using Formative Assessment to Improve Learning
by Maura O'Brien Carlson (Author), Gregg E. Humphrey (Author), Karen S. Reinhardt (Author)

Uncovering Student Ideas in Science, Vol. 1: 25 Formative Assessment Probes (Paperback) by Page
Keeley (Author), Francis Eberle (Author), Lynn Farrin (Author), Linda Olliver (Illustrator)

Uncovering Student Ideas in Science, Volume 2: 25 More Formative Assessment Probes (Paperback) by
Page Keeley (Author), Francis Eberle (Author), Joyce Tugel (Author)

Uncovering Student Ideas in Science, Volume 3: Another 25 Formative Assessment Probes by Page
Keeley (Author), Francis Eberle (Author), Chad Dorsey (Author)

Science Educator's Guide to Laboratory Assessment

By: Rodney Doran, Fred Chan, Pinchas Tamir, and Carol Lenhardt

Life Science:

Biology Inquiries: Standards-Based Labs, Assessments, and Discussion Lessons (Jossey-Bass Teacher)
(Paperback) by Martin Shields (Author)

Animal Coloration: Activities on the Evolution of Concealment (PB224X) (Paperback) by Robert

Stebbins (Editor), David Ipsen (Editor), Gretchen L. Gillfillan (Editor), Judy Diamond (Editor), Judy
Scotchmoor (Editor)
Physical Science:
What Einstein Told His Cook: Kitchen Science Explained and What Einstein Told His Cook 2: The Sequel:
Further Adventures in Kitchen Science by Robert L. Wolke (Author), Marlene Parrish (Author)

Illustrated Guide to Home Chemistry Experiments: All Lab, No Lecture (DIY Science) [ILLUSTRATED]
(Paperback) by Robert Thompson (Author)

Air, Water, & Weather: Stop Faking It! Finally Understanding Science So You Can Teach It by William C.
Robertson (Author)

Electricity And Magnetism: Stop Faking It! Finally Understanding Science So You Can Teach It (Paperback)
by William C. Robertson (Author)

Energy: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson
(Author)

Force and Motion: Stop Faking It! Finally Understanding Science So You Can Teach It (Paperback) by
William C. Robertson (Author), Brian Diskin (Illustrator)

Sound: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson
(Author), Brian Diskin (Author)

Earth Science:
Understanding Models in Earth and Space Science (Paperback)
by Stephen W. Gilbert (Author), Shirley Watt Ireton (Author)

Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder (Paperback)
by Richard Louv (Author)

Creation Controversy and the Science Classroom (Paperback) by James W. Skehan (Editor), Craig Nelson
(Editor)

The Real Reasons for Seasons: Sun-Earth Connection: Grades 6-8 (Paperback)
by Alan Gould (Author), Carolyn Willard (Author), Stephen Pompea (Author)

A Hot Planet Needs Cool Kids: Understanding Climate Change and What You Can Do About It
(Paperback)
by Julie Hall (Author), Sarah Lane (Illustrator)

Project Earth Science: Geology (Paperback)by Brent A. Ford (Author)

Project Earth Science: Meteorology, Second Edition (# PB103X) (Paperback)

by Sean P. Smith (Author), Brent Ford (Author)

Project Earth Science: Astronomy (Paperback) by P. Sean Smith (Author)

Project Earth Science: Physical Oceanography (Paperback) by P. Sean Smith (Author)

SAMPLE BOOK REVIEWS

The following book reviews provide a sampling of the types of reviews we obtained during our book study
efforts, as well as some of the follow up discussion comments (posted online) from other teachers in the group.
More reviews will be posted in the “Science Resources” section of the MMSTLC web site (http://mmstlc.net),
or discussed on the Catalyst podcast.

SAMPLE 1
Title:
The Essentials of Science, Grades 7 - 12: Effective Curriculum, Instruction and
Assessment
By Rick Allen
Published by ASCD, 2007

Reviewer:
Joy Reynolds, Ludington Middle School, Detroit

This book chronicles reform efforts in secondary education, many of which have been around since the 1890's,
and highlights trends that have come and gone, and then returned as an economy, a new federal administration
or environmental change have occurred which mandated a new need for a scientifically literate society.  For
decades there has been discussion about the articulation of a K - 12 curriculum reform to promote a deeper
knowledge and understanding of science phenomena and processes and the recurring fear that other countries
were better preparing their citizenry in science instruction. This was a good review of past and present reform
efforts, how they overlap and compliment each other and how some altogether contradict each other. 

What I found most interesting was the discussion about inquiry and the fact that inquiry means many things to
many people.  There is no finite definition of what inquiry is or is not, and that many times teachers who were
excellent in their own methods when forced to become "inquiry teachers" by whatever definition used, and
were transformed into mediocre teachers at best because they were no longer working from their strengths. 
The book make a clear plea to meet teachers and instructional practices where they are, identify strengths,
identify specific learning outcomes both for students and teachers and then to maximize individual strength
and develop new skills over time from the teachers position of strength, not just adopt an new instructional
practice without considering the individual teacher and learner.
This is a good reference for all of the "Essential" instructional practices of our time, both past and present.
Participant Questions / Comments:
“The discussion about inquiry does sound fascinating. Over the past two years of involvement with this project,
the idea of "inquiry" being a matter of definition and a variety of interpretations continues to surface. I'm not
sure there will ever be a "finite" definition. Despite this, I am glad the discussion is occurring.
In reference to excellent teachers being forced to teach based on someone's definition of what an "inquiry
teacher" looks like, I'm with you. We must meet teachers AND students where they are and use their strengths
to move them along an evolving continuum toward excellence in science teaching and learning. I don't believe
that is something that can be "prescribed." The art of teaching well and effectively could never be just a recipe
to follow.”

“Yes, Yes, Yes!  I've been thinking a lot about how really excellent teachers disagree on the "definition" of
inquiry.  I think that it isn't so much a definition that we need to be worried about, it's an attitude.  Inquiry
teaching is a philosophy, not a script.  It's not about making every single thing you do in the classroom a
completely student-led lab investigation.  It's about making everything you do in classroom student-centered.  I
read something that helped me understand this more clearly.  It's from Inquire Within by Douglas Llewellyn. 

"Understanding inquiry is like understanding a three-legged stool.  Each leg represents a particular, discernible
attribute.  As inquiry teachers perfect their instructional strategies, they develop the essential knowledge,
skills, and attitudes about inquiry." 

He goes on to say, "It [inquiry teaching] can be summarized with simple arithmetic: Knowledgeable Teachers +
Innovated Pedagogy + Positive Attitudes = Engaged Learners."

Great book!”
SAMPLE 2
Title: Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder
by Richard Louv
Published by Algonquin Books, 2008

Reviewer:
Megan Schrauben, Jackson ISD

If you are interested in the outdoors, or any form of environmental education, this book is for you.  If you are
also interested in ways to reduce symptoms of ADHD they have some very good discussions about the fact that
if students/people are removed from nature, they don't ever learn how to relax and focus on one item at a
time.

The main focus of the book is that the child in nature is an endangered species--that we are raising "container
children"--this is based on the fact that we have more safety concerns and don't tend to let our children run
freely into nature where they can let their imagination develop.  So, Richard Louv has coined the term "nature
deficit disorder" that describes the human costs of alienation from nature that causes emotional illness.

After investigating how our culture has shifted over the years and ADHD, childhood obesity, organized sports,
and depression have grown--he begins to discuss how parents and teachers could change these trends.  In fact,
at the end of the newest version of the book there are 100 suggested activities and resources for parents,
teachers, and communities to check out.  In addition to this, he reminds us of the science programs that are
already out there that encourage using nature as a classroom--Project Learning Tree and Project WILD are just
some of these.  The discussion then turns to curbing teacher burn out and that encouraging stewardship
behaviors in our students could help this!

One of the points that I really liked was the fact that in nature our students may have "constructive boredom"
or creativity, but right now they are experiencing negatively numbed minds in the electronic age.  Some may
really disagree with this statement, but I found it to be quite an interesting discussion--especially when they
talked about engineering programs in colleges noticing the lack of personal experience in building basic
structures.  Think back to building treehouses and the trial and error that kids would learn during this
process.  Today a lot of us can't deface our subdivisions in the neighborhoods and are too worried about
lawsuits.

There were many topics covered in this book, but they all come back to one fact--if you deny nature, you are
essentially denying beauty.

Participant Questions / Comments:

“This is the first review I've read that actually convinced me to go buy the book. Of course it is more as a
parent than as a educator. I am intrigued by this idea - especially as the mother of a recently ADHD-diagnosed
first-grader. Thanks!”

“I agree with Deb's comment.  You did an excellent job describing your book and will put it on my summer
reading list.  Thanks for your insight.”
SAMPLE 3

Title: Weaving Science Inquiry and Continuous Assessment: Using Formative

Assessment to Improve Learning
by Maura O’Brien Carlson, Gregg E. Humphrey, and Karen S. Reinhardt
Published by Corwin Press; 1st Edition, 2003

Reviewer 1:
Sherryl Martin, Mason County Central

I recently participated in a local PD day and was able to sit in on "Balanced Assessment" by Kim Young.  She
works for Ionia ISD and Mi Dept of Ed.  The focus of the presentation was formative assessment to guide
instruction and "Learning Targets" as a strategy for success for students.  It was along the same lines as this
book Weaving Science Inquiry and Continuous Assessment.  The addition of Learning Targets posted and
referred to during Inquiry was an added bonus.  The learning targets were just the standards or GLECs put into
student friendly language.  It helped direct student learning.  It is a great addition to continuous formative
assessment.

I wish I was in the classroom to use the formative assessment to improve learning in that I would use it to
inform students of progress without actually grading them.  This would help students gain confidence for the
final evaluation or summative assessment.  This will also help me to add teaching where needed and allow
students to explore or expand their ideas and exploration without being told what to do.   I can not wait to use
this strategy throughout my teaching.

Participant Questions / Comments:

I haven't read this book, but have been working on formative assessments and learning targets.  We (the other
teachers in my departments and I) are working on writing "I can" statements.  We've been exploring some
student self assessment tools and very purposefully linking the "I can" statements to activities and test and quiz
questions. 

Is anyone else writing "I can" statements for 7th and 8th grade science?  I was thinking that it might be
interesting to compare ideas.  I've found that sometimes transferring the GLCEs (or HSCEs) into student-friendly
language isn't always so easy.  I would love to see what others are doing.  I know that formative assessment and
learning targets are a huge push right now so I'm guessing that other people might be doing the same work. 

I am also writing I can statements for 6th and 7th grade GLCE's. I am now in the process of deciding which of
the statements can be assessed. I will then be developing the assessments for each GLCE. I have a copy of the I
can statements and can bring them with me to the May meeting if you like. I have the 7th and 6th grade life
science GLCEs together.
Reviewer 2:
Lisa Weber, Vandercook Lake Middle School

In the book, Weaving Science Inquiry and Continuous Assessment: Using Formative Assessment to Improve
Learning, the authors provided five different techniques and six different tools for teachers to use while
administrating inquiry-based science lessons with continuous assessment.

I felt that the techniques and tools that were mentioned were not unique themselves.  It was the ideas the
authors gave on how to use these techniques and tools with just a little twist and how it can be applied to
inquiry-based lessons and continuous assessment.

Continuous assessment is assessing students with their everyday inquiry activities.  Continuous assessment
allows many scientific discussions to take  place for all of those involved.  It helps monitor the growth of
students without giving them a grade.  It lets us see what steps need to be taken next to help the students
increase their knowledge. It also allows us to reflect on our own teaching.  If we only assessed the students at
the end of a unit, we would miss out on many "teachable moments".

The collection of this data in conjunction with performance-based activities and standardized tests provides a
bigger and more accurate picture of what the students have really learned.

Reviewer 3:
Todd Starry, TSN Middle School

I really liked this book. I was confused on the difference between formative and summative assessments. This
book clearly states what a formative and summative assessment is. I have heard some people are having
difficulty assessing students using inquiry in the classroom and this book explains how you can assess students
during this activity. If you plan on using inquiry in your classroom this book is a must read for you. I also like
the vignettes at the end of the chapters which give you examples of how other teachers have used the
resources in their classrooms. I think this book has been very helpful and will use several of the ideas in my
classroom in the future. The section of why and how to use assessments was also very helpful. I would
recommend this book to anyone who has questions about formative and summative assessments. Anyone using
inquiry should read this for ideas on how to evaluate students.