K-12 Teaching and Learning From the UNC School of Education

LEARN NC was a program of the University of North Carolina at Chapel Hill School of Education from 1997 – 2013. It provided lesson plans, professional development, and innovative web resources to support teachers, build community, and improve K-12 education in North Carolina. Learn NC is no longer supported by the School of Education – this is a historical archive of their website.

Bobby Hobgood has been involved with LEARN NC since its beginning in 1996, when he represented Chatham County Schools on LEARN’s Central Region Pilot Team. From August 1997 to November 1998 he served as Educator on Loan and was responsible for providing a teacher’s perspective to the program. Bobby is now responsible for the content and design of LEARN’s Professional Development programs. He also coordinates teacher training and works to build partnerships with other educational organizations.

A former high school French teacher, Bobby has conducted workshops on the integration of technology into the foreign language classroom. He holds an M.A.T. from the School for International Training and an Ed.D. from the University of North Carolina at Chapel Hill. Bobby’s dissertation research focused on the role of teacher presence in online, Advanced Placement courses.

Resources created by Bobby Hobgood, Ed.D.

Becoming an online teacher
For even the most experienced classroom teacher, teaching online requires a thoughtful transition to the new environment.
Format: article
By Bobby Hobgood, Ed.D..
Blended learning
Blended learning is a student-centered approach that integrates learning experiences in online and face-to-face environments. This article defines blended learning, discusses its history, and provides suggestions for creating an effective blended learning experience.
Format: article
By Bobby Hobgood, Ed.D..
Concept maps: an introduction
Using concept maps can help students make connections among subject areas. This article explains how teachers can use concept maps effectively and provides links to tools for creating them online.
Format: article
By Bobby Hobgood, Ed.D..
Consider the source
Information is everywhere — especially in the presence of the Internet. It's hard enough for adults to make sure that information is valid, but it's even harder for students to make that judgement. Here are some suggestions for helping students learn to recognize bad information when they see it.
Format: article
By Bobby Hobgood, Ed.D..
Greeting your limited English proficient students in their own language
Even a simple "Hello" or "How are you today?" can help to integrate a student into a new environment. This article offers strategies and tools for teachers wishing to learn a few words of a new language.
Format: article
By Bobby Hobgood, Ed.D..
Inclusion in the 21st-century classroom: Differentiating with technology
In Reaching every learner: Differentiating instruction in theory and practice, page 7
While most teachers recognize the need to differentiate instruction, many face barriers in implementation. These barriers include lack of time to prepare lessons, the need to cover a wide range of content in a small amount of time, and extensive classroom management needs. This article advocates for using technology as a means to overcome some of these barriers.
Format: article/best practice
By Bobby Hobgood, Ed.D. and Lauren Ormsby.
Jump start your creativity: question yourself!
A short webliography of tools to help you ask good questions.
Format: article
By Bobby Hobgood, Ed.D..
Navigating the Subway: Indicateur des métros
Traveling in a foreign country often requires knowledge of how to use the subway to visit various points of interest in a particular city. The activity is in the form of a role-play in which one student serves as an employee at a government Tourist Office. The other plays the role of a tourist who wants to go to a particular location within the city. He must convey this information to the employee in the target language. The employee then inputs the information into the program and orally gives the directions to the tourist.
Format: lesson plan (grade 9–12 Second Languages)
By Bobby Hobgood, Ed.D..
Piazza San Marco
Piazza San Marco
The Piazza San Marco, or St. Mark's Square, is the principal square of Venice, Italy. Unlike other European square of its size, no motorized vehicles can be seen nor heard in or around the piazza since Venetian traffic is by foot or boat on one of its canals....
Format: image/photograph
A picture is worth a thousand words
An example of how a single image can provoke discussions at all levels of Bloom's Taxonomy.
By Bobby Hobgood, Ed.D. and David Walbert.
Planning a successful (and educational) field trip
The world can be your classroom -- but ensuring that your field trip is a productive learning experience for students takes planning. This article helps you prepare your students, yourself, and others for a successful field trip.
Format: article
By Bobby Hobgood, Ed.D. and Lesley Richardson.
Ponte di Rialto
Ponte di Rialto
The Ponte di Rialto, or Rialto Bridge, is one of the largest bridges spanning the Canal Grande of Venice. It was built in three years in 1588 and was the only way to cross the Canal Grande until on foot until the Accademia Bridge was constructed in 1854. More...
Format: image/photograph
Professional development by email
Conducting professional development by email can be an effective way to reach busy teachers, tailor the content to their needs, and provide an authentic context for learning.
By Bobby Hobgood, Ed.D..
Venetian Gondola and Gondolier
Venetian Gondola and Gondolier
Transportation through one of Venice's 150 canals includes the option of a romantic excursion by gondola as seen here. Gondolas are long, asymmetrical, narrow boats made of one of only eight types of wood. The left side of the gondola is made longer to counterbalance...
Format: image/photograph
When teachers don't understand
Teaching should be informed not only by the content of the discipline but also by the lives of the students.
Format: article
By Bobby Hobgood, Ed.D..
Writing conventions
Examples of common errors in sentence formation, usage, and mechanics.
By Bobby Hobgood, Ed.D..
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