Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

In the spirit of learner self-assessment — a primary goal of LinguaFolio — please take a few minutes to reflect on what you have learned in this training module by responding to the questions in the handout linked below.

Open as PDF (22 KB, 1 page; also available as Microsoft Word document)

Once you can complete the I-can statements below, you have successfully finished the training for the Module 4. If you have difficulty with any of the statements, go back to that part of the training to review the information.

  • I can identify four autonomous learning and/or LinguaFolio-like activities that I already use in my instruction.
  • I can describe the benefits of using autonomous learning and LinguaFolio-like activities in my daily instruction.
  • I can explain the key criteria for creating checklists and can-do statements.
  • I can describe three activities that I created to give students opportunities to use the target language for purposeful communication.
  • I can describe three ways I plan to build awareness of formative self-assessment and ownership of learning.