Students in the 21st century classroom need multiple opportunities to interact with content and their peers in meaningful and impactful ways. By utilizing academic discourse strategies, educators become facilitators of the curriculum while students increase ownership of their own learning. Join us Sept. 23 to learn more.
This session will include an overview of The Science of Reading and its relevancy and application in the secondary classroom. Participants will learn effective instructional strategies for both analog and digital learning environments.
This program is intended for language arts teachers in grades 6-12, and is a part of a 4-day badge series for secondary literacy. Registration is required for each badge session:
This session will focus how to accelerate vocabulary acquisition and knowledge gains in the secondary classroom using current research and best practices. Participants will learn effective instructional strategies for both analog and digital learning environments.
This program is intended for language arts teachers in grades 6-12, and is a part of a 4-day badge series for secondary literacy. Registration is required for each badge session:
The North Carolina Center for the Advancement of Teaching (NCCAT) Cullowhee Building Project Committee Meeting will convene a meeting on Friday, July 29, 2022, at 12:00 p.m., virtually and in person at the NCCAT Cullowhee campus.
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.
Active learners make the best learners. In the learner role this week, participants will experience a variety of collaborative, engaging, and minds-on strategies. We will compare and contrast "old school" methods with more inquiry based pedagogy. In the teacher role this week, we will analyze how to shift traditional good lessons to great lessons. Tony Wagner s 7 essential survival skills will be highlighted as participants explore PBL practices and implementation protocols to support class management.
There is a clear science to teaching reading. Due to advancements in cognitive science, we know more about how our students learn to read than ever before. As with any body of knowledge, scientifically-based reading research builds and advances over time. It has provided us with information about reading development, reading processes, and reading instruction. Join this program to look closely into best instructional practices that support the Science of Reading in kindergarten through fifth grade classrooms.
Digital learning is a broad category that encompasses the use of digital resources and technology to enhance and differentiate instruction. However, the number of available options can be overwhelming. Participants in this session will gain experience with free, high-quality tools for: video and audio production, blended lessons, 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.
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. Teachers will develop their craft by understanding how to teach to the depth of their standards and differentiating for multiple levels of learners. Beginning educators will also have the opportunities to refine their teaching philosophies and class expectations. Within this seminar, teachers will identify their most immediate needs for their classrooms, and time will be spent exploring solutions to those needs.
What is literacy? How does literacy cross all content areas? How can I integrate literacy strategies into my class when I do not teach reading? All teachers share the responsibility of ensuring our students are literate and prepared for college and careers. In this program, specialist teachers will investigate ways to integrate literacy instruction into their content area. This program is designed specifically for teachers who teach art, music, and physical education in the elementary grades.