Explore Inside is A COMMUNITY INFORMATIVE INSPIRING A RESOURCE
National Geographic Learning programs bring the experiences of National Geographic Explorers and Photographers into the classroom and aim to inspire the next generation of scientists, authors, engineers, and skilled trade workers. But this is for you.
Through these pages, we aim to support you by offering classroom tips and tricks from professionals and program authors, supplements to classroom lessons, industry news and latest trends. What does it mean to Explore Inside? It means you have an entire community at your fingertips without needing to leave your desk.
RECENT POSTS
Take & Teach Lesson: World History Great Civilizations – What Makes a Civilization
Bring the stories of ancient civilizations into your classroom with this interactive lesson. Students will explore monumental architecture, uncover major innovations and challenges, and see how shared beliefs shaped societies.
Take & Teach Lesson: U.S. History American Stories – The Lost Colony of Roanoke
Explore the mystery of the Lost Colony of Roanoke through primary sources, historical evidence, and inquiry-based activities. Students investigate the challenges of early colonization and examine how historians interpret the past.
Productive Struggle in Mathematics: A Two-Part Series
Part 2 of this series explores practical strategies for supporting productive struggle in math classrooms through intentional questioning, strategic wait time, and thoughtful intervention. By creating space for students to persist through challenges, educators can help build confidence, resilience, deeper understanding, and stronger mathematical identities.
Productive Struggle in Mathematics: A Two-Part Series
Explore how productive struggle in the math classroom builds resilience, perseverance, and deeper mathematical thinking. In this blog, author Paul Battaglia shares strategies for creating a supportive classroom culture where students embrace challenge, learn from mistakes, and grow into confident problem-solvers.
