This article discusses geologic misconceptions held by teachers and students and provides resources for formative assessment and teaching correct concepts.

This article lists common misconceptions about states and changes of matter and the water cycle. It provides formative assessment probes and information about teaching for conceptual change.

This article describes common misconceptions about the Arctic and Antarctica and how to test and teach for student understanding.

This article describes some common misconceptions that elementary students may have about biomes and ecosystems. It also includes suggestions for formative assessment and teaching for conceptual change.

This article discusses misconceptions about birds (and penguins in particular). It provides tools for formative assessment and ideas for teaching correct scientific concepts.

This article describes common misconceptions held by elementary students about the cause of day and night and seasons. The article provides ideas for formative assessment, teaching strategies, and the National Science Education Standards.

This article describes some common misconceptions that elementary students may have about energy, heat, and insulation. It also includes suggestions for formative assessment and teaching for conceptual change.

This article describes some common misconceptions that elementary students may have about icebergs and glaciers (including density and buoyancy). It also includes suggestions for formative assessment and teaching for conceptual change.

This article lists common misconceptions about light, heat, and the sun. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about mammals. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about weather, climate change, and the polar regions. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about weathering, erosion, volcanoes, and earthquakes. It provides formative assessment probes and information about teaching for conceptual change.

In order to become fluent in a language, it is necesary to make mistakes and learn from them.  Learning to recognize your mistakes yourself is the beginning of mastery.Image by mohamed Hassan from Pixabay

There are some common misunderstandings about the Science of Reading (SoR). This infographic will help clear up any confusion.

Thomas Paine published Common Sense in January 1776 support of the Patriot cause. Using clear, plain language, Paine rallied the colonists to support the break from Britain. He explained, "I am not induced by motives of pride, party, or resentment to espouse the doctrine of separation and independence; I am clearly, positively, and conscientiously persuaded that it is the true interest of this continent to be so."

This lesson looks at Thomas Paine and at some of the ideas presented in his pamphlet, "Common Sense," such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle.

In this lesson produced by NOVA Education, students present their innovative ideas and strategies. Importantly, students focus on tailoring their presentations to particular audiences.

Students will learn about different types communication including communication online. They will learn about how people share through social media and what types of information they should keep private. The lesson includes an article for students to read and a video to watch.

Students will research a local issue, and then write letters to two different audiences, asking readers to take a related action or adopt a specific position on the issue.

The basic concepts of communication. How to improve communication. Body language and the messages we are sending.