Handheld computers offer advantages over full-sized, varied-functioning computers, but they also raise concerns. Here are some issues to consider before deciding that they are right for your school.
The Ramayana, the famous Hindu epic, is retold here in words and illustrations by "The Golden Eagles," Loretta Hopper's Grade 2 class from Ephesus Elementary in Chapel Hill, North Carolina.
A primary curriculum based around life and environmental science draws on children's natural curiosity to teach reading, math, and more.
For students to be successful in the science curriculum, they must study science through "hands-on" experiences. I use their past experiences as well as present experiences that I help to create to teach the curriculum. Many children today have never climbed a tree, walked in the woods, or waded in a stream, and I think that is sad. When they have the opportunity to see and touch the natural world, they become excited about it, and I use that excitement to teach all areas of the kindergarten curriculum, not just science.
Formal debates and question-and-answer discussions are great, but these alternative discussion formats will liven up your classroom and get students really thinking.
Creating monuments or memorials for historical and literary figures encourages students to think creatively and provides a lively structure for an in-class discussion.
This "Rethinking Reports" series of articles offers alternative research-based assignments such as a re-election editorial and a resume for an ex-president.
This "rethinking reports" series of articles provides alternative research assignments that challenge students to think critically about historical actors.
Each month during 2007, LEARN NC will feature an in-depth look at one aspect of the Library of Congress' American Memory with a special focus on North Carolina materials.
By writing a narrative about an animal rather than a traditional report, students can learn about literature, develop writing skills, and still fulfill science and research objectives.
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. Traditional styles of teaching focus almost exclusively on auditory presentation of material to students — in other words, lecturing. K–12 education is moving away from that traditional model towards methods of teaching that address children’s multiple intelligences and are appropriate to different types of learners, not only auditory learners. But although we’ve come a long way in how we teach students, we haven’t always made great strides in how we assess them. Most assessment still takes the form of quizzes, tests, and written homework, which work best for students who are the strongest verbal thinkers. Portfolios play only a small role, and even they only begin to address the various learning styles. If we’re going to teach in a way that addresses all learning styles, shouldn’t we also assess that way?
No restrictions on your remixing, redistributing, or making derivative works.
Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some
restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make
derivative works.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based
educators, or other custom arrangements. Go to the resource provider to see
their individual restrictions.