LEARN NC: Search results

“Who cares” in action: Formative and summative assessment: Using teacher interviews and classroom footage, this video illustrates how using perspectives-based assignments can improve classroom instruction and assessment. Teachers from elementary, middle, and high school discuss how this approach contributes to effective...; Format: video/video

Assessing the learning process: In Math for multiple intelligences, page 3; Assessment, like instruction, needs to be geared toward various learning styles, and teachers can create rubrics for ongoing assessment that keep a formal daily record of what students are learning.; Format: article; By Gretchen Buher and David Walbert.

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)

Formative assessment: This reference article discusses the history, concept, and application of formative assessment.; Format: article; By Heather Coffey.

LinguaFolio training modules: In these LinguaFolio training modules, learn to use this language portfolio tool to help students assess their language competencies, document their intercultural activities, and become reflective and autonomous in their language learning.; 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 connections between concepts: In The First Year, page 2.3; To help students connect what they're learning, make your expectations clear and ask them what they understand and what isn't working.; 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.

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)

Ongoing assessment for reading: Ongoing, informal assessment is crucial to teaching reading. Using audio and visual examples, this edition explains the use of running records and miscue analysis, tools that help a teacher to identify patterns in student reading behaviors and the strategies a reader uses to make sense of text.; Format: series (multiple pages)

Ongoing assessment strategies for writing: Making final assessment easier by helping students improve the quality of their writing along the way.; By Sherri Phillips Merrit.

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)

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.

Using student responders responsibly: This article explores the use of responders, devices that collect and aggregate data to measure audience input. The author addresses the benefits of using responders in the classroom and offers several tips for implementing them effectively.; Format: article/best practice; By Bill Ferriter.

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.

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