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

tiered instruction
Teaching or applying the same Standard Course of Study objective in up to three ways to meet the needs of students at three levels of preparation: 1) students not yet ready for that grade level’s instruction, 2) students just ready, and 3) students ready to go beyond.
didactic instruction
Teacher-centered method of instruction in which teachers deliver and students receive lessons, best suited to brief delivery of factual information.
direct instruction
Teacher-centered instruction with methods that include scripted lesson plans, teacher lectures and presentations and student recitation, fast-paced delivery, careful attention to components of skill development, intense teacher-student and student-student interactions, homogenous skill grouping, and frequent assessments.
sheltered instruction
An approach to teach language to English language learners by modifying the core curriculum to meet the language needs of those learners. Academic subjects are taught using English along with supplementary aids such as graphs, models, hands-on materials, and visual aids. Used mostly in classes comprised solely with English language learners.
North Carolina Department of Public Instruction
The North Carolina Department of Public Instruction administers the policies adopted by the State Board of Education and offers instructional, financial, technological, and personnel support to all public school systems in the state.

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How does tiering benefit teachers?
In this video, teachers at Raleigh's Baileywick Road Elementary School discuss how creating tiered assignments has benefited them as teachers. Includes classroom footage. This video is one in a four-part series about tiering. The other videos include: ...
Format: video/video
How to implement tiering
In this video, classroom footage and teacher interviews emphasize important points in adopting tiered assignments. This video is one in a four-part series about tiering. The other videos include: What...
Format: video/video
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)
How does tiering benefit students?
In this video, three teachers from Raleigh’s Baileywick Road Elementary School discuss how creating tiered assignments has benefited their students. Includes classroom footage. This video is one in a four-part series about tiering. The other videos include:...
Format: video/video
What is tiering?
In this video, teacher interviews and classroom footage explore the practice of creating tiered assignments. This video is one in a four-part series about tiering. The other videos include: How...
Format: video/video
Differentiation
Differentiation is the practice of tailoring instruction to diverse learners based on student readiness, interest, and learning styles. This article discusses the four areas in which teachers can differentiate instruction and includes links to resources that support differentiation.
Format: article
By Jennifer Job.
Response to Intervention (RTI)
Response to Intervention (RTI) is a multi-tiered model designed to combine assessment and intervention to maximize student behavior. With RTI, schools identify students who may be at risk for learning or behavior difficulties and monitor progress. The Council...
Format: article
By Jennifer Job.
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.
Using anchor activities to recognize special needs
There are a number of reasons why a student with special needs might make it to the high school level without having his or her needs identified and addressed. This article proposes using anchor activities as a way to determine whether a high school student has an unidentified learning disability.
Format: article
By Jennifer Job.
Changes in a democratic society (Lesson 3 of 3)
This lesson is a follow-up to Changes in a Democratic Society, Lessons 1 and 2. Students will reflect upon and respond to a sculpture by Auguste Rodin, "Monument for the Defense of Paris." Permission has been granted by Ackland Art Museum to use the following sculptures: "Monument for the Defense of Paris" (Auguste Rodin) and "Wisdom Supporting Liberty" (Aime-Jules Dalou).
Format: lesson plan (grade 8–12 Social Studies)
By Karen Wagoner.
Who cares?: Using real-world perspectives to engage academically gifted learners
In Reaching every learner: Differentiating instruction in theory and practice, page 5
This article shares strategies for engaging gifted learners by creating assignments in which students adopt real-world perspectives on curriculum objectives. The result, the author suggests, is rich, rigorous, challenging learning for those who are ready to go beyond proficiency. Includes step-by-step instructions and sample assignments.
Format: article/best practice
By Linda Pigott Robinson.