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

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From the education reference

student teams achievement divisions
Learning model in which teams are arranged after a teacher-led lesson. Team members tutor one another, but take individual quizzes, and the team evaluation is based on individual scores.
service learning
Intentional combination of community service objectives and learning opportunities that benefits both the recipient and provider of the service. Student service learning projects should be structured to link learning tasks to self-reflection so that they enrich learning, strengthen communities, and teach civic responsibility.
discovery learning
Learning that takes place, not through instruction, but through examination, analysis, or experimentation.
blended learning
A student-centered approach to creating a learning experience whereby the learner interacts with other students, with the instructor, and with content through thoughtful integration of online and face-to-face environments.
cooperative learning
Instructional method in which students work together in small, heterogeneous groups to complete a problem, project, or other instructional goal, while teachers act as guides or facilitators. This method works to reinforce a student’s own learning as well as the learning of his or her fellow group members.
collaborative learning
An umbrella term for the variety of approaches and models in education that involve the shared intellectual efforts by students working in small groups to accomplish a goal or complete a task.
learning contract
An agreement between a teacher and a student regarding how that student will achieve specified learning goals or objectives.
learning disability
A discrepancy between expected achievement and observed achievement, also known as "unexpected underachievement."
Dimensions of Learning model
Model of learning developed by Marzano et al (1988) that links content area knowledge, metacognition, and critical and creative thinking with a taxonomy of thinking skills and thinking processes.
project-based learning
Teaching approach that engages students in sustained, collaborative real-world investigations. Projects are organized around a driving question, and students participate in a variety of tasks that seek to meaningfully address this question.
digital game-based learning
Instructional method that incorporates educational content or learning principles into video games with the goal of engaging learners. Applications of digital game-based learning draw upon the constructivist theory of education.
problem-based learning
Model of instruction in which the teacher poses an authentic problem for student resolution. PBL may be one among many strategies in a classroom or an entire curricular and instructional approach. In the course of problem-solving, students work cooperatively in groups to learn content and skills related to real world problems. The teacher acts as a facilitator to learning.

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Analyzing children's letters to Mrs. Roosevelt
Students will analyze letters that children wrote to Eleanor Roosevelt during the Great Depression.
Format: lesson plan (grade 11–12 Social Studies)
By Angie Panel Holthausen.
Media mind control
Some research studies indicate that the common portrayal of violence on television has desensitized children towards it. The purpose of this lesson is to help students redevelop their sensitivity towards violence and develop a critical attitude towards the purpose of violence in television.
Format: lesson plan (grade 6–9 Guidance)
By Linda Nelson.
Practicing elaboration in a problem/solution essay
One theory suggests that students tend to list in an essay because they lack the tools to elaborate. Because they do not have the strategies, they attempt to fill up the empty space by introducing new primary ideas instead of fleshing out the ideas they have already presented. This activity attempts to make students aware of the need to elaborate and to provide students with some workable strategies for elaborating. Using a PowerPoint presentation, the teacher demonstrates the necessity for elaboration in a problem/solution essay. Students then choose a particular point in the PowerPoint presentation to expand through elaboration.
Format: lesson plan (grade 9–10 English Language Arts)
By Margaret Ryan.
Using primary documents: Analyzing North Carolina maps
In North Carolina maps, page 3.5
In this lesson, students use pre- and post-colonial maps to analyze North Carolina and how mapping of the state has changed over time. They use these maps to answer the historical question of how and why a state's perspective may change.
Format: lesson plan
By Jennifer Job.
Analyzing Statistics S.S. Europe and Russia
Students will gather statistical information on countries in Europe and Russia from almanacs. The information will be recorded in a chart. Students will then take the information and make line or bar graphs. Students will analyze the information by answering higher level thinking questions.
Format: lesson plan (grade 6–7 Information Skills and Social Studies)
By J. Brown.
"Sonnet 130": Rude or reality?
This lesson focuses on Shakespeare's "Sonnet 130." It contains a copy of the sonnet, questions to use when discussing and analyzing the sonnet, and a creative component. This lesson has modifications for Novice Low Limited English Proficient students
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Elizabeth Mackie and Vicki Moats.
Modeling
Modeling is an instructional strategy in which the teacher demonstrates a new concept or approach to learning and students learn by observing. Theory of modeling as an instructional strategy Research has shown that modeling is an effective instructional...
Format: article
By Heather Coffey.
The American Dream
In conjunction with a unit on Puritanism, students will define and illustrate their personal definition of the American Dream or their concept of the dream in general.
Format: lesson plan (grade 9–10 English Language Arts and English Language Development)
By Becky Ackert and Deborah Belknap.
Justice for all?: To Kill a Mockingbird and A Time to Kill
Following a study of the novel To Kill a Mockingbird, students will view the courtroom scenes in To Kill a Mockingbird and A Time to Kill and determine factors which influenced the verdicts in each trial.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Becky Ackert and Deborah Belknap.
Project-based learning
Project-based learning is a teaching approach that engages students in sustained, collaborative real-world investigations. Projects are organized around a driving question, and students participate in a variety of tasks that seek to meaningfully address this...
Format: article
By Heather Coffey.
North Carolina women and the Progressive Movement
In this lesson, students read primary source documents from Documenting the American South specifically related to North Carolina women involved in reform movements characteristic of the Progressive era. For the most part, these documents detail women's work in education-related reform and describe the creation of schools for women in the state. They also demonstrate that, as was true in the rest of the nation, the progressive, female reformers of N.C. were segregated based on race and socio-economic status.
Format: lesson plan (grade 9–12 Social Studies)
By Meghan Mcglinn.
Analyzing significant events in Jim the Boy
This activity, to be completed after reading Tony Earley's Jim the Boy, helps students identify examples and details and then analyze them effectively. The class will brainstorm examples of life-changing events in Jim's life. The teacher will select one of the events, find the pages in the novel where it is discussed, and show the students how to annotate the text by marking details and commenting on them. Using a "T" chart, the class will then select three of the details to analyze.
Format: lesson plan (grade 9–10 English Language Arts)
By Vickie Smith.
Women of the South in a changing society
In this lesson, students examine the lives of women in the south during the Civil War and focus particular attention on analyzing the historical stereotypes of women of the 19th-century.
Format: lesson plan (grade 9–12 English Language Arts and Social Studies)
By Cindy Mcpeters and Aletha Aldridge.
The Great Chaucer Challenge: A cooperative learning game to review the Prologue
This game employs the cooperative learning group format to review thoroughly Chaucer's Prologue to The Canterbury Tales and "The Pardoner's Tale" and "The Nun's Priest's Tale."
Format: lesson plan (grade 12 English Language Arts)
By Julie Shaw.
Outfitting a World War I soldier: Teaching US history with primary sources
What do soldiers wear? Students will say a uniform and mention boots. However, many of the necessities of soldiers are often overlooked by civilians whether the items be standard issue or personal.This lesson gives students the opportunity to not only look at William B. Umstead's artifacts from World War I, but gain insight into how and why each item was used.
Format: lesson plan
By Paulette Scott.
Improving student essay writing
English II teachers are constantly searching for strategies to improve students' analytical responses to literature. This lesson is designed for all types of learners, offering various activities for all learning styles. Individual, small group, and whole class activities on essay writing culminate with the student writing his or her own formal response to literature.

This generic writing activity may be used with any literary unit and at any point in your students' development of the writing process.
Format: lesson plan (grade 9–10 English Language Arts)
By Shawn Parker.
Story Problems Made Interesting
After introducing students to story problem strategies, students will be asked to write their own story problem(s). The problems must deal with real life situations. Fantasy worlds and silly situations are not allowed. Each student must also be able to solve their own problem(s). If the problems are not entered into a computer and saved, then the teacher will compile groups of problems for the students to solve. The author's name of each problem should be attached to the problem. If a student needs help solving a problem, he/she is only allowed to ask the author of that problem for assistance.
Format: lesson plan (grade 3 Mathematics)
By Tim Galliher.
Families - Then and now
Students apply their knowledge of communities as they compare and contrast the home life described in Sarah Plain and Tall to the home life described in Because of Winn-Dixie.
Format: lesson plan (grade 3 Information Skills and Social Studies)
By Debbie Fox and Sherri Hendrix.
iPadagogy: Teaching and learning with iPads
UNC School of Education professor Janice Anderson is leading a team of education graduate students in examining how teachers are integrating iPad technology into their daily classroom practice. Using a design-based research methodology, the iPadagogy research...
By Janice Anderson.
Investigative science for middle school teachers
The online course "Investigative Science for Middle School Teachers" requires participants to think about the scientific process and how it applies to teaching science in the middle school classroom.
Format: article/online course