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.

From the education reference

flexible grouping
Varying grouping strategies (combining, for example, whole group, cross-ability, student-selected, topic interest, multiage, partners, and/or ability groups) depending on instructional goals, activities, and student learning needs.
homogeneous grouping
Grouping students according to perceived ability, achievement, interests, or other characteristic.
heterogeneous grouping
The practice of mixing students of varying abilities, interests, or ages in academic classes. Heterogeneous classes may be formed school-wide or within classrooms where two to five students learn together.
ability grouping
The instructional practice of grouping students according to their academic skills. School-based (or between class) grouping, also known as tracking creates entire classrooms with students of similar ability; within-class grouping forms groups of students of similar ability within an individual classroom.

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Reaching every learner: Differentiating instruction in theory and practice
This series of articles, which balance theory, research, and practice, address a variety of topics within differentiation through text, graphics, and video.
Format: series (multiple pages)
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.
Branching out into politics: The structure of federal and state government
In CareerStart lessons: Grade eight, page 6.4
In this lesson plan for grade eight, students learn how the three branches of the U.S. government work together to accomplish their goals at the federal and state level.
Format: lesson plan
By Andrea Stewart, Keisha Gabriel, and Patty Grant.
Research and strategies for problem-centered math
A bibliography of research-driven strategies for teaching problem-centered math at all grade levels.
Format: article
By Libby Montagne.
Tiering to avoid tears: Developing assignments that address all learners' needs
In Reaching every learner: Differentiating instruction in theory and practice, page 2
This article presents an approach to differentiated instruction in which teachers create tiered assignments for three groups of students: 1) Students who are not yet ready for that grade level's instruction, 2) Students who are just ready, and 3) Students who are ready to go beyond. Includes step-by-step instructions and a list of ten criteria by which to modify assignments.
Format: article/best practice
By Linda Pigott Robinson.