NCCAT’s Holocaust Education Program works to promote Holocaust education in North Carolina public schools. It is important to continue our efforts to promote student understanding of the ways in which our individual and collective actions shape the direction of the present and the world of the future. Join fellow alumni of our Holocaust Education Program as we explore teaching the Holocaust. This program will help teachers focus on the power of individuals’ personal stories as an effective vehicle for teaching about the Holocaust, so they may involve students in appropriate and powerful study of this difficult topic. The Gathering is open to teachers who have participated in NCCAT’s “Teaching the Holocaust” programs or in comparable intensive Holocaust education programs.

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Designed for teachers in grades 4–12.

STEM is an interdisciplinary approach to teaching science, technology, engineering and math. Studies show that girls’ interest in STEM peaks by age 11 and often disappears by age 15. This program will explore the reasons why girls often abandon STEM and investigate ways to capture and maintain their interest. Teachers will examine successful STEM programs and the ways their best practices can be utilized in any school or classroom. With help from experienced educators, teachers will identify opportunities to use STEM in their own classrooms and will learn specific strategies that they can begin using immediately.

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Designed for teachers in grades 4–12.

The statistics are consistent: young male readers lag behind their female counterparts in literacy skills. In many instances, the reading scores of boys bring down the reading scores for the entire school. Explore the social, psychological, and developmental reasons why boys lag behind girls. Identify reading materials you can use in your classroom to capture and keep the attention of your struggling readers. Experience a variety of instructional methods such as text selection designed for boys, contests and competitions, focus reading groups, and the latest websites and blogs to boost literacy achievement. Discover solutions to capture the attention of reluctant male readers.

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The NC Math Standards emphasize developing conceptual understandings through modeling and application. With this understanding, teachers need to renew their math craft with opportunities for collaboration and strategic planning. This program will develop strategies for student success by delving into the instructional frameworks, learning new critical thinking skills, and exploring resources. Teachers will develop strategies for teaching math conceptually, and learn how to engage students through modeling and application.

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Join other initial candidates for a weekend of facilitated support and collaboration as you work on components two–four of your National Board certification submission. Participants are expected to have a draft of at least one component prior to attendance. Best practices for completing components will be shared.

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Designed for teachers of the elementary grades.

Today’s classrooms are filled with diverse students who have unique learning needs. Students identified with special needs have specific learning goals as mandated by their IEPs. This program is designed for elementary teachers who would like to enhance their repertoire of literacy strategies to meet the various needs of all students in their classroom, including students who are identified with special needs. Teachers will investigate various exceptionalities and explore ways to accommodate and modify literacy assignments and instruction to meet their specific learning goals.

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With students learning in 1:1 environments, there is a push for integrating more technology into the classroom. However, technology is changing constantly. So how does one keep up? How does one teach their students to become responsible digital citizens? Come learn why it is important to address the responsible use of technology with your students as they learn to connect, collaborate, and communicate effectively, and safely. Explore resources, articles, and lessons that promote digital citizenship in the classroom. Learn how to weave digital citizenship into your curriculum and create lessons that allow students to become more social media savvy.

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Designed for teachers in grades 4–12.

Teaching reading skills in English/Language Arts classes and across the disciplines is an almost guaranteed way to help students retain content. Unfortunately, the tendency to focus on the content is a real enemy to the ultimate goal of building reading skills. Without a repertoire of reading strategies that can be applied to any text, reluctant, struggling and disengaged students are not assured enough opportunities to read throughout the school day. In order to teach students to read effectively, teachers must be sure that they are not simply suppliers of information about a particular text but also instructors of techniques to build reading skills using materials that are relevant to their students. Participants in this program will review ideas about how to incorporate reading skill lessons into their curriculum so that they are enticing to struggling, reluctant, and disengaged learners.

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Digital learning is a broad category that encompasses the use of digital resources and technology to enhance and differentiate instruction. The number of available options, however, can be overwhelming. Participants in this session will gain experience with free, high-quality tools for: video and audio production, blended lessons, games in education, curating digital content, formative assessment, and coding. The program will also incorporate hands-on experiences with inexpensive technology that could be used to enhance instruction. Participants will explore these digital tools as students to best determine how to use them effectively as teachers, then leave NCCAT with a virtual toolbox of new techniques to take back to the classroom

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STEM implementation can begin with a teacher leading a 30-minute STEM activity and progress to a student PBL investigation that may take weeks to accomplish. Navigating this implementation can be a challenge. This program is for teachers ready to design their own STEM curriculum. Teachers will explore common misconceptions and examine four common frameworks of STEM lessons (Problem Based Learning, Project Based Learning, Place Based Learning and Case Based Learning). Not only will you participate in examples of student led PBLs, but also create your own PBL/CBL(s) for your specific content areas. Coaching and collaborative planning ensure that some of the potential roadblocks of implementation can be addressed before you leave.

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