Designed for educators teaching students in 6th through 12th grade. 200-word essay required for placement (see below for details).
The aim of this program is to gain an understanding of the precursors, events, and consequences of the Holocaust and to grapple with the problem of how best to convey this history and the meaning that it can have in the lives and civic practices of our students. To accomplish this goal, we will explore the exhibits and other resources of the United States Holocaust Memorial Museum in Washington, DC. Participants will meet our bus at predetermined locations across the state and then journey together to Washington for this intensive week. Under the guidance of museum staff and teacher fellows, we will study in the museum which has earned an international reputation for the quality of its contents, presentations, architecture, and technology. This program is for educators involved or interested in teaching about the Holocaust to students eleven years of age and older. (Two participants to a room. Participants must be physically able to walk up to 1 mile over level ground, stand for extended periods, and ride for up to 8 hours on an excursion bus without detriment to their health.)
Five days of substitute teacher cost are covered (sixth day of trip is a Sunday). Applicants must exhibit a seriousness of interest in the subject matter as expressed in an essay that is reviewed by NCCAT staff as part of the application process. Please complete the essay using the comments section of the application.
Collaboration, communication, critical thinking, and creativity—the 4 Cs—are critical components of the digital learning competencies that support and enhance student learning and success for our global society. Google Classroom teachers can integrate the 4 Cs into their instruction when they incorporate a variety of Google Apps for Education and digital tools in their lesson design. What are the best “Apps” and “tools” to use? How can you embed the digital competencies in lessons using Google Classroom? In this program, Google Classroom teachers will build their repertoire of skills by learning about and using a variety of Google Apps for education and tools that foster seamless communication, encourage collaboration among students, promote critical thinking, and, support student creativity—the 4 Cs.
Take the indoor classroom outside and bring STEM to life. Using various tools such as GooseChase, Geocaching, iNaturalist, and others, learn to use the “outside” as your main STEM tool. Discover how to integrate STEM into social studies, ELA, and science curriculum. Help students acquire and synthesize knowledge through experiential learning. Design lessons using STEM tools and curriculum that fits your grade level and content area.
We know we need to differentiate for students in order to meet the varying needs of learners, but how do we feasibly accomplish this? This program introduces the frameworks of differentiated instruction and explores avenues of how to make it happen in the classroom. We will examine classroom structures that lend themselves to differentiation and learn strategies to effectively differentiate in the secondary classroom.
We know STEM (Science, Technology, Engineering, and Math) is a hot topic but, just how important is it that we integrate STEM into our classrooms? The short answer is that our world depends on it. According to the Smithsonian STEM Imperative, 2.4 million STEM jobs will go unfilled this year and it is projected to grow by 13% over the next 10 years. As teachers, we have an important role to inspire and teach our students the skills they will need to be successful in an ever-changing world. In this program we will focus on how to STEMify our classrooms to enhance our students innovative thinking while focusing on the standards.
Our students often wonder about their place in the world and why knowing their history matters to them. Teachers need specific tools and knowledge to make history relevant, especially as our classrooms become increasingly diverse and global. Participants will learn how to embed emerging technology tools and content-rich liberary practices to foster global competence and connections. Using research-based, responsive practices and authentic inquiry, teachers will develop lessons to support real-world application of the NC Social Studies Course of Study.
Explore ways to help students produce clear and coherent writing that is appropriate to task, purpose, and audience. Through the use of a variety of web tools, discover what it means to connect with your students online. These tools will help your students organize their writing, give peer feedback, and develop their writing "voice." Learn to create lessons that will utilize student writing to demonstrate learning, deepen content knowledge, and improve communication skills. Increase critical thinking in your classroom by establishing a positive atmosphere that encourages students’ reading, writing, and speaking skills.
Children today spend less time outdoors than ever before—and it may be detrimental not only to their physical health, but also to their cognitive development. Current research shows that students in schools with more “greenness” in their surroundings report higher scores on standardized testing in English and math. We will examine research on the “nature deficit disorder” and will develop and share plans for connecting literacy and nature. Come join us as we explore the rationale for exposing students to nature and strategies for connecting literacy activities to green spaces in and around our public schools.
Designed for teachers in grades K–5
Integrate STEAM into the elementary classroom by teaching a growth mindset through literacy and picture books. Learn the basics of teaching a growth mindset and the fundamentals of STEAM integration. Discuss ways to improve student learning by exploring hands-on STEAM lessons that are directly aligned with ELA standards and focus on specific picture books.
CULLOWHEE – Lego teams from three Jackson County schools showed teachers how it is done at the North Carolina Center for the Advancement of Teaching during the “Lego Robotics 2.0” program on April 9-12
Educators spent four days learning about the N.C. FIRST LEGO LEAGUE and how they can use Lego Robotics with their own students.