LEARN NC: Search results

Asynchronous conversation matters: Part II: Meaningful online asynchronous discussion requires careful planning. Using the tips from this article, teachers can create questions that will generate enthusiasm for a topic and motivate students to think critically and practice skills of collaborative dialogue.; Format: article; By Bill Ferriter.

Balancing order and learning in classroom discussions: In The First Year, page 3.6; Different learning objectives require different rules for student participation. Make your expectations for each day's class clear to students — and to yourself!; Format: article; By Kristi Johnson Smith.Commentary and sidebar notes by Lindy Norman.

Bulletin boards and other displays: Using your bulletin boards as a teaching tool — not just as decoration.; By Denise Young.

Deaf learners and successful cognitive achievement: In Reaching every learner: Differentiating instruction in theory and practice, page 3; This article surveys relevant literature on the cognitive potential of deaf learners and asserts that, under appropriate conditions, support, and instruction, deaf students can succeed in inclusive settings. Includes a list of ideal instructional conditions for deaf students in the inclusive classroom.; Format: article/best practice; By David S. Martin, Ph.D..

The First Year: Essays on the author's experiences in her first year of teaching: the mistakes she made, what she learned from them, and how she used them to become a better teacher — and how other first-year teachers can, too.; Format: book (multiple pages)

Listening while you work: Using informal assessments to inform your instruction: In The First Year, page 2.2; Ongoing classroom assessment can be informal, but it provides invaluable information about what students are actually learning.; Format: article; By Kristi Johnson Smith.Commentary and sidebar notes by Lindy Norman.

Making small groups work: In Math for multiple intelligences, page 2; For students to work effectively in small groups, a teacher needs not only to set rules but to build a sense of community and teamwork within the basic structure the rules provide.; Format: article; By Gretchen Buher.As told to David Walbert.

Managing and improving behavior in inclusive educational environments: In Reaching every learner: Differentiating instruction in theory and practice, page 4; This article presents research-based best practices in classroom behavior management. Topics addressed include the physical arrangement of the classroom, establishing effective classroom rules, creating a positive classroom environment, and using reinforcement to improve students' behavior.; Format: article/best practice; By Edward J. Sabornie, Ph.D..

Math for multiple intelligences: How a middle-school math teacher realized she was boring and jump-started her career — and her students — by using thematic planning, emphasizing problem solving, and teaching to multiple intelligences.; Format: series (multiple pages)

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)

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