Designed for elementary math, ELA, or self-contained teachers of grades 3–5.
Students who struggle with the abstract and symbolic nature of mathematics may benefit from leveraging their reading and writing skills to analyze, evaluate, and solve complex problems. In this program, teachers will engage in a series of activities that combine reading and writing skills with mathematical inquiry. They will then have time to create or revise lessons that integrate these areas. Teachers of younger or older students may benefit, but activities will be geared to the upper elementary grades.
Designed for teachers in grades K–3.
Discover new ways to turn reading strategies into writing opportunities that deepen comprehension and extend student learning. This intensive, interactive program will focus on the power of the teacher as the mentor-model in exploring multiple tools for unlocking thinking in the classroom—through the process of uncovering your own writing life. Strategies will include the use of journal responses, writing as inquiry across the content areas, and the power of authentic interactions with poetry and prompts.
It’s time to start thinking outside the box! Teachers often think projects take too much time to plan or don’t know how to align them with curriculum. Project Based Learning Units (PBLs) are an effective and enjoyable way to learn that allow students to work as a team, reflect, ask questions, build confidence, work with a purpose, problem solve, and learn time management. Investigate essential questions, unit questions, and content questions that will enable you to develop your own PBL unit. Return to your classroom with a PBL unit you create that will excite and engage your students as they claim ownership of their learning.
During the middle grade years, students transition from concrete to abstract understandings. Developing understanding, not simply rote memorization of concepts, is imperative in these grades. Learn how to create contexts for math concepts that lead students to deep understandings of the why and how of middle grades standards. We will use the new NC Standards, which will be implemented in 2018–2019. Explore the multiple avenues you can use to create lessons that require students to persevere in problem-solving while culminating understanding throughout the lesson progression. Learn creative ways to manage your math class so re-teaching can take place for individualized instruction, and formative assessment can happen routinely. Develop a differentiated math classroom that engages students of all skill levels in lessons and activities that create meaning and application.
Designed for teachers in grades 4–12.
Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in their accomplishments. Solving student engagement issues is complex. What works in one class may be a failure in the next, with every year presenting new challenges for engaging students in various lessons. This program will use a collaborative classroom process to address questions with how to create a classroom culture and how to create classroom instruction that facilitates self-motivation, personal responsibility, and perseverance. Participants also will review and evaluate motivational strategies for engaging students.
Foundations of Mathematics equips classroom teachers with the foundational knowledge needed to provide all students with appropriate mathematics instruction. The method uses evidence-based instructional strategies, assessments to guide instruction, appropriate selection of direct instruction programs, and progress monitoring of students. This program helps teachers understand how to make strong mathematical connections to explain the procedures used in mathematics. It will ensure you are able to help your students demystify and conceptualize mathematics. Your students will find a new love of mathematics when you allow them to reason about the math rather than just “do” the math.
OCRACOKE—Wells Fargo North Carolina Principal of the Year Jason Griffin made a presentation during the “Teacher Leadership Institute: Teachers of the Year” program in July at The North Carolina Center for the Advancement of Teaching.
North Carolina’s 2016–2017 Teachers of the Year joined NCCAT, a national leader in professional development for teachers, in Ocracoke to examine educational leadership and positive responses to institutional change.
CULLOWHEE—Educators from across North Carolina took part in the North Carolina Center for the Advancement of Teaching (NCCAT) Fall Conference for Curriculum Leaders Sept. 6–8.
The theme of the conference was “Taking Leaders of Learning to New Heights.” Curriculum Leaders were provided the opportunity to meet with peers and attend a variety of relevant and timely academic sessions in a collaborative setting.
CULLOWHEE—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.
Join the North Carolina Center for the Advancement of Teaching, a national leader in professional development, for “Reaching Reluctant Readers: Brining Boys to Books” in Cullowhee, Oct. 9–12.
CULLOWHEE—EdCampWNC returned to the North Carolina Center for the Advancement of Teaching, a national leader in professional development, for a sixth time Saturday, August 26.
EdCamps, which began in 2010, are not like a traditional conference with a set schedule determined months ahead of the event. This professional development model has an agenda that is created at the start of the event by the participants to fit their needs. Participants are encouraged to attend sessions that are best for them.