Differentiated instruction is one of those terms, like “rigor” or “fidelity,” that many people use but few understand. Grounded in the work of Carol Ann Tomlinson, who insists that all learning tasks should “respect the learner,” this program will provide guidance in how to adjust instruction so that all students are appropriately challenged and highly engaged. Participants are asked to bring a growth mindset and a steadfast belief that all students can learn. Teachers will refine current practices to differentiate lesson plans that reach every student. We will explore flexible grouping and lesson and unit plan goals to maximize student learning.

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Designed for elementary grades teachers.

Literacy instruction is as difficult as it is essential. This program will provide early grades teachers with a complement of research-based tools and strategies to help answer some of their more burning questions: How do I teach close reading to students who don’t yet know the alphabet? What level of writing can I attain from children who are still learning to spell? How do I simultaneously provide enrichment for advanced readers and remediation for delayed readers? How can I integrate reading and writing instruction into all other subject areas? Finally, what does this instruction look like in the classroom and how are student engagement and learning measured in this process?

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Open to teachers in their first, second, or third year of teaching, this program supports motivated beginning teachers by strengthening their knowledge base and classroom expertise. Through experiential learning, teachers will explore pedagogical concerns including differentiated instruction, brain-compatible teaching, assessment, the effect of poverty on achievement and behavior, and classroom management. Come prepared to build professional competence and confidence, improve student achievement, and reinforce your commitment to this critically important profession.

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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 Maker Movement empowers regular people to become inventors, engineers, and designers. A current trend in education uses the Maker mindset to encourage students of all ages to build, design, program, solve problems, collaborate, and innovate. Learn to plan lessons that teach the Maker mindset and pull in content as diverse as engineering, reading, and math. In this hands-on session you’ll explore how you might use Maker activities in your classroom to promote learning, to foster engagement, and to build innovation and creativity in your students. Topics include: design, 3D printing, building, invention, robotics, programming, electronics, app smashing, and more!

This programs was funded in part by Duke Energy Foundation.

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In the past, people preserved their cultures and traditions through oral retelling of stories. Today, these stories are preserved in print and digital formats and come to life when they are read by students as legends, myths, folklore, and folktales. While these genres preserve the past, what are the stories we would share today and how would we share them? Students have a story to tell and with today’s technology a plethora of platforms are available to communicate these stories. Teachers will investigate how to use texts from the past as mentor texts for students to write their own story. Participants also will explore various digital tools to provide a 21st century method of preserving, communicating, and sharing these stories today.

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Writing instruction is not only important but also vital for today’s students. Yet finding the time to teach writing in the elementary classroom can prove challenging. In this program, teachers will explore the various purposes for writing, the writing process, and strategies to integrate writing in other content areas. Additionally, teachers will investigate creative strategies to motivate students to write.

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Designed for teachers in grades 3–12.

The world of STEM—science, technology, engineering, and math—provides a rich environment that motivates children to want to learn more. Children often prefer reading about spiders and dinosaurs to fictional characters. STEM activities help students build vocabulary, incorporate problem-solving skills, and analyze complex text with real-world applications. Maximize classroom time by integrating literacy with the natural connections of STEM disciplines. Experience lessons that give students a desire to read, promote problem solving, and model strategies to cultivate reading comprehension. Join us as we make messes, break things, and create minds-on STEM learning environments.

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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 content is often an enemy to the ultimate goal of building reading skills. Without a repertoire of reading strategies, students are not able to independently comprehend text. In order to teach students to read effectively, teachers must ensure they are not simply suppliers of information about a particular text but also instructors of techniques to build reading skills using relevant materials. Participants in this program learn how to incorporate reading skill lessons into their curriculum that are enticing to struggling, reluctant, and disengaged learners.

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Math instruction involves much more than understanding of standards. Come learn how to live a “math life” and think like a mathematician while incorporating math standards and digital learning into your instruction. We will explore differentiated support and consider best practices through John Hattie’s work Visible Learning for Mathematics. Learn how the National Council of Teachers of Mathematics (NCTM) effective teaching practices and the standards for mathematical practice reinforce pacing and students’ meaningful understanding of important mathematics. Select appropriate math tasks that give all students access and opportunity for learning.

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