This fall, the eleventh-grade community of room 504 read Ta-Nahesi Coates and Walt Whitman together. Then we thought about our descendants and the extended pieces of non-fiction we'd like to create for them. This session explores that process and highlights the results.
During each of the six breakout sessions throughout the weekend, a large number of conversations will take place. This site will help you organize your plan for the weekend and provide the relevant information for each conversation. After signing in, search through the conversations below and mark the sessions you are interested in to populate your personal schedule on the right (or below if on your mobile phone).
Connect authentically with learners by assessing learning behaviors and cataloguing their metacognition. Join an interactive session exploring how self-awareness and personalized learning can be used as approaches to meet the challenges you face. Discover how a common vocabulary describing learning can make a measurable difference in instruction and student support!
Participants will view the documentary feature Empress of Everything: Messages from a Master Teacher (film made by retired SLA school psychologist Wendy Galson, and Greg Windle, SLA alum) about the last year in a primary school in the home of Denise Dee Haines. Empress of Everything provides the opportunity to watch a master teacher in a richly resourced setting, (as EduCon participants did on Friday!) very different from settings many of us work in. Although her power comes from "the whole package" of her school, watching her work can lead to very specific inspirations.
Healthy & Happy Teachers Change The World: Meditation Practices for Yourself, the Classroom, and the World
This conversation will offer experiences, short trainings, resources, and community building through meditation practices from KTD resident teacher and monastic Khenpo Karma Tenkyong and public teacher and yoga teacher Grace O'Keeffe.
How do we assess students in mathematics beyond "the right answer?"
In our school, students leave the minute the bell rings--it's great for our custodians but not so great for our school community. This conversation's aim is to brainstorm solutions to building better school communities. How can we engage and foster unity for students who have one foot out the door?
Are you a teacher who wants to develop leadership skills? Are you a school or district leader who would like to support and develop teacher leaders? In this conversation, we'll discuss how to lead with or without official leadership roles and how to craft opportunities that support leadership development.
Next Generation Presentation Skills: Rapid Prototyping and other techniques to help our students become competent.
Our students are becoming adults in a world that demands that they have Next Generation skills. How do we prepare them? It doesn't matter what subject you teach. We need to get our students ready with presentation skills and collaboration skills for when students enter their careers and college. In this workshop all the teachers who have done this before got you covered. Let's go!
Promoting student civic action through a critical exploration of incarceration practices in the U.S.
For the third year in a row, Philadelphia students are hosting a public, city-wide Mass Incarceration Symposium. During a time when civics education is in a decline in our country, this work serves as a model for student civic action. Using this project as an example, we will discuss the importance of civics education and how educators can support student civic action.
This conversation invites educators and allies to explore the architectural concept of “The Third Teacher” – via Italy’s famed Reggio Emilia model -- as it relates to creating the conditions for the authentic, learner-centered school cultures we all hope to design and support.
What responsibility do educators have to disrupt the whiteness that is pervasive in many of our schools? How do we better understand and then dismantle the way whiteness is interwoven and resides within our practices, norms, policies, and curricula? Join us for critical and challenging dialogue about whiteness in schools.
In They Can’t Kill Us Until They Kill Us, Hanif Abdurraqib wrote, "The truth is, if we don't write our own stories, there is someone else waiting to do it for us." Is storytelling a necessary skill for educators? f so, how, where, when, and to whom do you tell your own teaching and learning story -- and how to you find ways to learn with and from others in your school and beyond?