{"success":true,"data":[{"ID":886,"Class":"Conversation","Created":1541031185,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Breaking Down Barriers to Innovation: Identifying Obstacles and Opportunities","Handle":"breaking_down_barriers_to_innovation--identifying_obstacles_and_opportunities","ShortDescription":"Are schools limited by lack of information, lack of resources, or simply school district policy? Join Jay and Neil as they discuss their unique perspectives and experiences with implementing educational innovation, unite with other educators in realizing systemic obstacles, and find hidden opportunities to overcome common barriers.","Description":"Through his experience as a educational technology consultant and now as founder of his own edtech company, Jay Cohen has worked with many schools in various school districts. However, despite the individual needs of each school, Jay began to find that many schools are facing similar challenges in innovation, whether that is a lack of information, a lack of resources, or simply school district policy. \r\n\r\nFour years ago, with the support of the School District of Philadelphia, Neil Geyette was asked to lead the U School, part of the district\u2019s Innovation Network.  Within the first year, Jay was hired to help build out some of the more innovative technology systems. Together, Neil and Jay have dealt with these common obstacles directly, and now they want to provide an opportunity to share insight and tools to overcome such barriers and create the learning environments educators want.\r\n\r\nJoin Jay and Neil as they look for common challenges, and more importantly, common opportunities. Jay will lead with his experience across clients and finding these three main obstacles, while Neil will provide personal anecdotal evidence from the U School of all three categories. Educators will be given the chance to come together to figure out how these barriers have affected others and to what extent. Jay and Neil will then lead a discussion on what specific barriers and opportunities have been found, including xSoTec clients and connections around the country.","Link":["http:\/\/www.xsotec.com","http:\/\/www.uschool.org"],"Audience":["All School Levels"],"Practice":"Jay will lead with his experience across clients and finding these three main obstacles, having Neil provide personal anecdotal evidence from the U School of all three categories. We will then gather a poll of the present educators to figure out how these barriers have affected others and to what extent. We will then lead a discussion on what specific barriers and opportunities have been found, including clients around the country on video call or prerecorded discussion.","Presenter":["Jay Cohen","Neil Geyette"],"PresenterAffiliation":["xSoTec Founder and Executive Director","USchool Founding Principal"],"PresenterEmail":["jay@xsotec.com","ngeyette@uschool.org"],"ScheduleSlotID":110,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":876,"Class":"Conversation","Created":1541001897,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Building space in schools for Black girls to explore their identities and close the leadership gap","Handle":"building_space_in_schools_for_black_girls_to_explore_their_identities_and_close_the_leadership_gap","ShortDescription":"This conversation follows the implementation of an afterschool program whose goal is to help young women of color confront the compounded racism and sexism in their lives. Student participants will engage us in a exploration of how Black girls might be uniquely impacted by school policies and how schools can support the healthy development of Black girls.","Description":"In mainstream United States society, femininity is often framed as an ideology that positions Whiteness, middle-class status, and heterosexuality as normative. This, in turn, renders Black femininity a subordinated gender identity not just to White women, but also in relation to men. Institutions that we participate in, such as schools and other educational settings, operate as \u201cdominant structures\u201d that frequently perpetuate these racial and gender hierarchies. Unfortunately, compounding racism and sexism lead us to make assumptions about the conditions of Black girls, particularly in our schools. Too often this can lead to the criminalization of Black girls in schools. Further, studies have shown that teen girls face a major barrier in closing the leadership gap that exists: gender bias.\r\n\r\nIt is thus necessary for us to consider how Black girls might be uniquely impacted by school and other disciplinary policies, as well as raise awareness among girls about gender bias in order to close the leadership gap. In this inquiry we seek to understand how the implementation of a female empowerment and female leadership afterschool program at a West Philadelphia high school has an impact on the experiences of female-identifying students. Specifically, we seek to provide insights on introducing empowerment through education, relevant skill development for young females, exposure to career and postsecondary exploration, and building healthy relationships through an afterschool program at a school that serves majority (70 percent) male students.","Link":[],"Audience":["All School Levels"],"Practice":"This session will be formatted as as conversation among presenters and participants about what assumptions are made about the conditions of Black girls, how Black girls might be uniquely impacted by school policies, and how organizations, systems, and policies create an environment that is conducive or not conducive to the healthy development of Black girls. In order to put the voices of our students at the center of our work - and in order to create leadership opportunities for our participants - we will co-present our findings with some of our student program participants, who will share their own experiences as Black girls in school and their own reflections on the program. Our young women will lead conversation participants in activities and lessons that they designed as part of our co-constructed curriculum on gender justice.","Presenter":["Rebecca Coven","Swetha Narasimhan","and Workshop School students"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["rebecca.coven@workshopschool.org"],"ScheduleSlotID":110,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":851,"Class":"Conversation","Created":1540398379,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Designing Classrooms That Teach Humans","Handle":"designing_classrooms_that_teach_humans","ShortDescription":"\u201cWhat is the purpose of our classrooms?\u201c \u201cHow closely aligned is our practice with our vision?\u201d  \u201cIn what ways can the unintended consequences of our decisions contribute to systemic inequities that marginalize underperforming students?\u201d Let\u2019s realign our practice to our visions and create classrooms that are more effective for all of the little people in front of us!","Description":"The focus of the workshop is to help educators create an alignment between \"why\" they teach and \"how\" they teach to design classrooms that support all learners.   Using group learning routines, participants will articulate their visions for education and then discuss how school procedures and policies support student achievement.  The learning routines used in this workshop model ways that we can create more equitable learning spaces that foster rigorous universal engagement for all of our students. We will use artifacts from the following seminal texts to frame our conversations:    \r\n\u201cBuilding School 2.0: How to Create the Schools We Need\u201d\r\n\u201cFor White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy)\u201d\r\n\u201cCulturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students\u201d \r\n\u201cEngaging Students with Poverty in Mind: Practical Strategies for Raising Achievement\u201d","Link":["http:\/\/cambrianed.com"],"Audience":["High School"],"Practice":"Protocols used in this workshop are designed to model methods that enhance universal engagement in our classrooms.  A group learning routine called \u201crumors\u201d is used to crowdsource and visualize the individual missions of educators in the room.  A table discussion protocol will be used to identify systems in our classrooms and explore in what they enhance or detract from our missions or support inequities.  Participants will use a visible thinking routine known as Think-Puzzle-Explore to work in small groups and analyze artifacts from seminal texts.  A check out protocol called \u201cdomino share\u201d will facilitate the sharing of these group learnings.  This workshop has been adapted and modified from an existing workshop that was presented at the EDxED Professional Learning Conference in New York City last June.","Presenter":["Tim Comer","Phil Linder"],"PresenterAffiliation":["Hudson High School of Learning Technologies"],"PresenterEmail":["tcomer@hudsonhs.com","plinder@hudsonhs.com"],"ScheduleSlotID":110,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":"I also have an ignite talk that addresses similar topics that could be used in the Encienda session.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":843,"Class":"Conversation","Created":1540258080,"CreatorID":2187,"RevisionID":null,"Status":"Accepted","Title":"IQ+EQ+AQ = The Innovation Experience","Handle":"iq-eq-aq-the_innovation_experience","ShortDescription":"The Innovation Experience. How one school designed a program to build on students\u2019 intellectual, emotional and adaptive capacities through a strengths approach to education.  Join us for an engaging dialogue aimed at expanding the way we think about student talent development, teacher collaboration and journey development.","Description":"We will begin with establishing a context for the need to rethink the learning experience for our students.  We'll talk about journey development in getting to a formally structured course for students in Grades 3-6 and how this is the foundation for future academic programming and student experiences.  \r\n\r\nWe are looking stimulate conversation and build on our work on the following course standards: Disposition Standards, Knowledge Standards, Curricula Standards and Skill Standards.  The goal will be to help define them, determine effective measurement techniques and connect educators doing similar work.","Link":["https:\/\/twitter.com\/DrBillBrennan"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"There will be three conversational focus points.  The first will involve building the context for rethinking the student experience (The Why).  Group input will be critical to grounding us in this conversation. The second will be examining our conceptual framework (The What and How) related to student dispositions, knowledge standards and skills development in The Innovation Experience Finally, we\u2019ll uncover the leadership journey and explore various metaphors and simplistic leadership models for leading and managing the change process (The How of Journey Development)","Presenter":["Bill Brennan","Phil Greco","Jessica Zanco"],"PresenterAffiliation":["Farmingdale UFSD"],"PresenterEmail":["wbrennan@farmingdaleschools.org"],"ScheduleSlotID":110,"ScheduleLocationID":5,"SubmitterID":2187,"AdditionalComments":"In 2013 I facilitated a conversation at EduCon and it was a truly rewarding experience.  The feedback received was positive as well and to this day I maintain connections from this wonderful event.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":862,"Class":"Conversation","Created":1540817819,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Nurturing the Introvert:  Supports to Help All Learners, Including Our Quiet Ones","Handle":"nurturing_the_introvert--supports_to_help_all_learners-including_our_quiet_ones","ShortDescription":"In order to make learning truly accessible for all, we have to take stock of all the students in our classrooms. Sometimes, the quietest students, the ones who refrain from calling out and from making themselves the center of attention slip from our minds. Yet these learners are just as important to engage as any other!","Description":"This session will explore the importance of cultivating relationships with all students, how to effectively do that (including rethinking classroom design), and how we can utilize tools like technology to make sure that the quiet we encounter isn't simply compliance. While we want all our students to use their voice, we also have to build up the desire for all learners to do so by fostering empowerment, encouraging learners, and using connectors, like parents, to help make sure that every student truly has a voice.","Link":["http:\/\/www.theconnectededucator.com"],"Audience":["All School Levels"],"Practice":"Participants will take part in the activities and use the technology that we want to use with our students. Talk mats\/Think-Pair-Share, digital cork boards, turn and talk, talking circles, Seesaw, backchanneling, and various other tools that amplify student voice will be explored.","Presenter":["Christine Romano"],"PresenterAffiliation":["Hackensack Public Schools"],"PresenterEmail":["cromano223@gmail.com"],"ScheduleSlotID":110,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":839,"Class":"Conversation","Created":1540041561,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Opening Our Eyes to What We Can\u2019t Imagine: Storytelling","Handle":"opening_our_eyes_to_what_we_can-t_imagine--storytelling","ShortDescription":"Truly dynamic educational experiences help students break out of the boxes society puts them in; as teachers, we can help by empowering them to tell their stories. You\u2019ll leave this session with some ideas about how to help your students tap into and share their most powerful memories and experiences.","Description":"In several past iterations of a public speaking class I teach, the topics students have chosen to write about (race\/ethnicity, gender\/sexuality, religion) have tended to diminish their own unique experiences in favor of a broader identity. This has, ironically, tended to move them further away from, rather than closer to, acknowledging the kinds of shared experiences that connect us all. This past fall I took a different approach, asking students to write about events in their lives that have helped to define who they are, now. Fortuitously, this altered direction coincides with the broader questions being raised by my school and district; specifically, what does it mean for a teacher to be responsive and sensitive to the specific experiences of the students in their classroom?\r\n\r\nIn this session, I will recount the evolution of my approach to student speech writing, noting in particular the shifts I\u2019ve made over time in an effort to encourage passion and authenticity in the presentations. I will also explain why the objective has evolved from wanting simply to build confidence within my students to using the speeches themselves as a way to communicate something important about how each student sees and experiences the world. We\u2019ll take a look at the writing assignments and classroom activities I\u2019ve developed with this aim in mind. I\u2019ll show participants examples of the student work that has come out of these assignments and activities, highlighting both successes and opportunities for continued growth. Participants will walk away with tools that they can use in their own classrooms to provide students with the opportunity to share their stories.","Link":["http:\/\/www.nycischool.org\/"],"Audience":["High School"],"Practice":"We will adapt two NSRF protocols (Last Word and Multiple Perspectives) so that teachers can grapple with and respond to an excerpt from Zaretta Hammond\u2019s Culturally Responsive Teaching & the Brain.\r\n\u2014\u2014\u2014\u2014\r\nThe Last Word protocol will be used after each participant reads the Hammond text. When they\u2019re ready, participants at each table will take turns sharing one quote from the text and why the quote made a strong impression on them (in no more than 2 minutes). Then, each of the other participants will get up to 1 minute to respond to the quote and what the presenter said, the purpose of the response being\r\n\r\nTo expand on the presenter\u2019s thinking about the quote and the issues raised by the quote,\r\nTo provide a different look at the quote,\r\nTo clarify the presenter\u2019s thinking about the quote, and\/or\r\nTo question the presenter\u2019s assumptions about the quote and the issues raised (although at this time there is no response from the presenter).\r\n\r\nFinally, the presenter has one more minute to have the \u201cfinal word.\u201d Now what are they thinking? What is their reaction to what they heard?\r\n\u2014\u2014\u2014\u2014\r\nThe Multiple Perspectives protocol will be used to encourage participants to think about what it looks like to build community and arrive at shared understanding in a classroom.\r\n\r\nParticipants will introduce themselves\u2014name, point of view. The facilitator points out that point of view can be broadly defined\u2014\u201dwoman\u201d or \u201cAfrican American\u201d or, more narrowly, \u201cfirst-year teacher\u201d or \u201csecond-year teacher.\u201d \r\n\r\nParticipants are encouraged (and helped) to select their identifying perspectives according to the group\u2019s purpose. Clearly this involves judgment, but no one\u2019s self-selected perspective should be argued with; however, all should be willing to negotiate. It must be stressed that we all have multiple ways we could describe ourselves and, for the purposes of the protocol, we will settle on one or two. E.g. \u201cI am a principal who is committed to the 10 Common Principles.\u201d (7 minutes)\r\n\r\nThe facilitator then presents a question which has emerged from the work of the group or which has emerged as an important one to the group. E.g. \u201cWhat does it mean to understand the world from another person\u2019s perspective?\u201d (3 minutes)\r\n\r\nAll write their first thoughts (5 minutes)\r\n\r\nEach participant, in turn, gives their preliminary thinking on the question, prefaced with their point of view: \u201cFrom the point of view of a first-year teacher, I think\u2026\u201d (10 minutes)\r\n\r\nThen there is a second round, with each person giving their thinking based upon what they heard from the other participants: \u201cHaving heard all of the other points of view, I now think\u2026\u201d (10 minutes)\r\n\r\nA final round to reflect on the quality of the responses: \u201cI noticed that my\/our responses\u2026\u201d (15 minutes)\r\n\u2014\u2014\u2014\u2014\r\nAfter the initial presentation and the two protocols, the group will come together as a whole and share their final thoughts on the role storytelling can play in the classroom.","Presenter":["Tom Jones"],"PresenterAffiliation":["NYC iSchool (H.S. 376)"],"PresenterEmail":["tjones@nycischool.org"],"ScheduleSlotID":110,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"I would like to present during Session 1 on Saturday to accommodate my travel plans.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":904,"Class":"Conversation","Created":1541121197,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Project Based Math in Middle School: Balancing Content and Creativity","Handle":"project_based_math_in_middle_school--balancing_content_and_creativity","ShortDescription":"Developing mathematical thinking and proficiency is hard. Practice and structure are necessary and yet many teachers see them as barriers to project based learning in math. What tasks support both skill development and projects? How can standards drive project design and mathematical understanding? Join Middle School teachers from SLAMS and SLA@B to discuss the challenges and opportunities of project based math.","Description":"The session will focus on these essential questions: How can skill practice be embedded into project work? What kinds of tasks support both skill development and projects? How can standards drive project design and mathematical understanding? SLAMS and SLA@B teachers will share perspectives, challenges and successes and elicit perspectives, challenges and successes from participants. A shared document of ideas will be created to become a resource for future planning.","Link":[],"Audience":["Middle School"],"Practice":"Middle School teachers from SLAMS and SLA@B will talk about the challenges and opportunities of project based math. Participants work in small groups to grapple with the essential questions and share concerns, solutions and strategies for developing math skills without sacrificing projects.","Presenter":["Nancy Ironside","Monique Carter","Heather Lisle"],"PresenterAffiliation":["SLAMS & SLA@Beeber"],"PresenterEmail":["nironside@philasd.org","mcarter@philasd.org","hlisle@slabeeber.org"],"ScheduleSlotID":110,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"Even thought it is the 11th hour, you should accept us! There is always a need for math discussion! Thanks!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":907,"Class":"Conversation","Created":1541126696,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Tech Extension: Building a Future Model in the Out-of-School-Time Space","Handle":"tech_extension--building_a_future_model_in_the_out-of-school-time_space","ShortDescription":"Despite becoming an increasingly dominant aspect of modern society, the digital divide has persisted or even grown worse. Pathways into technology careers are too often only available to those already connected through positions of privilege. Come build a new model, one that is housed in rec centers, libraries, & community spaces!","Description":"Despite becoming an increasingly dominant aspect of modern society, the digital divide has persisted or even grown worse. Pathways into technology careers are too often only available to those already connected through positions of privilege.\r\n\r\nA proposed model, the Tech Extension, is based on the success of the Ag Extension, an established model that has created opportunities for millions to learn through programs such as 4-H, Master Gardening, and hundreds of topic-specific or courses. It recognizes, however, that as we have transitioned from a predominately agricultural-based to a technology-based workforce, however, it\u2019s time to build out a companion Tech Extension. \r\n\r\nWith a flagship example in the Digital Harbor Foundation Tech Center, and a current National Rec-to-Tech Design Challenge funded in part by former CEO of Google, Eric Schmidt, this work has the potential to expand. Talks are already in process with communities such as Baltimore, Pittsburgh, New Orleans, Atlanta, and the Standing Rock Indian Reservation. \r\n\r\nThis session will engage the audience in actively improving upon the model and building a coalition of individuals and organizations interested in creating efforts under this umbrella. Come help build a new model, one that is housed in rec centers, libraries, & community spaces!","Link":["https:\/\/www.digitalharbor.org"],"Audience":["All School Levels"],"Practice":"Live note-taking, collective brainstorming, geographic break-outs, and group ideation will all be used to ensure that the conversation is not just a presentation but is a call to action or time for community organization around this big idea for building an out-of-school-time Tech Extension in communities all across the country.","Presenter":["Andrew Coy"],"PresenterAffiliation":["Digital Harbor Foundation"],"PresenterEmail":["andrew@digitalharbor.org"],"ScheduleSlotID":110,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":901,"Class":"Conversation","Created":1541109396,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Future of Education: A students perspective","Handle":"the_future_of_education--a_students_perspective","ShortDescription":"In our Session, The Future of Education: A student\u2019s perspective, we will be analyzing Education as it stands in the past, present and future. Using Student experiences from the UrbEd team and other students present in the room will share their experiences with teachers to hold space for discussion about what we want Education to look like in the future.","Description":"Diving into the varying teaching strategies and pedagogical practices of teachers, we will take a closer look at what education means to us, the students. Our goal is to have students and teachers share education experiences in and out of the classroom. With this conversation, we hope to provide a space where students and teachers can collectively envision the future of education. As a reflective piece of our session, we will prioritize key take away items that the attendees have said during the session. We ensure that this a learning, and reflective experience for all.","Link":["https:\/\/www.urbedadvocates.org\/"],"Audience":["All School Levels"],"Practice":"By asking these questions we plan to emphasize self-reflection during our session. \r\n \r\nAwareness - What have you noticed about your practice in these areas?\r\nInsight - What insights emerged as a result of what you have learned?\r\nGoals - What would you like to achieve?\r\nAction - What are some strategies that you would like to implement? \r\nThe post reflection will turn into a ending conversation.","Presenter":["Horace Ryans III","Taj Walter","Miranda Sosa","Tamir Harper"],"PresenterAffiliation":["Horace Ryans III","Student at SLA CC","City Director Taj Walter","Student at SLA CC","Associate  Miranda Sosa","Student at SLA CC","Associate  Tamir Harper","Student at American University","Co-Founder"],"PresenterEmail":["Horace@urbedadvocates.org","tamir@urbedadvocates.org","miranda@urbedadvocates.org","taj@urbedadvocates.org"],"ScheduleSlotID":110,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":842,"Class":"Conversation","Created":1540061549,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Timeless Learning: Learning Together in Natural Communities","Handle":"timeless_learning--learning_together_in_natural_communities","ShortDescription":"Humans have been learning for a long time, but formal education systems are only approaching the 200 year mark. Children still learn through timeless pathways: play, stories, movement, imitation, and distractions that spark curiosity.\r\n\r\nLet\u2019s chat deep mapping of routes to timeless learning that bring us to context-driven, child-determined learning.","Description":"Starting with a zero-based thinking provocation, participants will first engage together through media to lead into a deep conversation together around the questions we rarely, if ever ask. \r\n\r\nOur objective? Provoke and challenge your thinking. Your objective? Walk out ready to make a change, no matter how small, that brings timeless learning into your classroom, school, or district. \r\n\r\nOver two decades, we have observed education get defined by a constant focus on time on task to raise test scores and pace instruction to specific standards for each grade level and courses offered in public schools. This reductionist focus has come to define curriculum, assessment, instruction, and use of resources in most schools - with few exceptions. \r\n\r\nExceptional schools, however, offer educators, parents, and learners hope that we all can restore learning pathways grounded in curiosity, play, social learning, story, community cognition, movement, arts, making, experimentation, and aspirational peer mentorships; all design principles found in the contemporary progressive narrative shared in our book, Timeless Learning: How Imagination, Observation, and Zero-based Thinking Change Schools. In this conversation we will share and elicit insights from educators who have worked to build natural learning communities. Participants will engage in exploration and deep mapping of timeless learning though provocation, structured inquiry, reflection, and action development that support new and sustainable community culture- a culture that is open, welcoming, student created, non-temporal, culturally accepting, and fully inclusive.","Link":["https:\/\/timelesslearningbook.com\/","https:\/\/sites.google.com\/view\/socolmoranpartners\/home","https:\/\/medium.com\/@irasocol","https:\/\/medium.com\/@pammoran"],"Audience":["All School Levels"],"Practice":"We will use the design for learning model embedded at the end of each section of Timeless Learning. This model begins with an inquiry process in which participants generate questions from shared media for use in group conversation. The process unfolds like this: \r\n\r\nparticipants begin with reflection and conversation in response to a zero-based thinking provocation pitched through multi-media, \r\n\r\ngroup members generate potential actions that emerge from the conversational questions generated by participants \r\n\r\nall participants will wrap into the conversation to identify how to take actions forward into the classroom, school, or district in which participants work and share those in a virtual space so the community conversation can continue after EduCon (could be a twitter hashtag, a google doc, IG images, snapchat, etc.)","Presenter":["Pam Moran","Ira Socol"],"PresenterAffiliation":["Virginia School Consortium for Learning","SocolMoran partners"],"PresenterEmail":["pmpmoran@gmail.com","irasocol@gmail.com"],"ScheduleSlotID":110,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"We look forward to engaging with participants and tying this conversation to an extension of the Friday night panel discussion.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":903,"Class":"Conversation","Created":1541119055,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Transforming traditional assessments in the science classroom","Handle":"transforming_traditional_assessments_in_the_science_classroom","ShortDescription":"Have you ever felt like your assessments aren\u2019t really measuring the skills that students will need to prepare for a rapidly changing society and workforce? Come join a conversation about revamping your assessments to provide students with the opportunity to show mastery of what really matters.","Description":"Four years ago, I transformed my traditional Living Environment course into a self-paced mastery class where students work at their own pace before demonstrating mastery of standards through mini-quizzes comprised of LE Regents questions. I was proud of my students\u2019 success, but I started to question whether or not what they were \u201cmastering\u201d was sufficient for them to succeed in the 21st century. In concert with the NYC Mastery Collaborative, I founded a mastery team at my school where teachers from all subjects get together twice a month to talk about what \u201cmastery\u201d really means. After those conversations, I decided much of what I was doing in my classes did not constitute mastery of a topic. Multiple choice and short answer quiz questions alone do not assess the skills students need to succeed in the 21st century. My science team agreed that we needed to transform the way we are teaching and assessing science.  We now plan to spend the next few years using the NGSS science practices as a framework to create assessments that will explicitly assess these high-leverage practices, which are critical for students to become producers, and not just consumers, of science and technology. The goal is to produce universal assessments that can be employed in any science course or content area. I would like to facilitate a conversation about how teachers can transform their assessments to address the changing needs of our graduates.","Link":[],"Audience":["High School"],"Practice":"After we discuss my work with the science department, we will use the Save the Last Word for ME protocol to read and discuss this text from the World Economic Forum about what our children need to survive the changing world of work in the 21st century and how that translates into explicitly teaching and assessing the NGSS science practices. Participants will then get into small groups to discuss the elements needed to make a universal assessment for one of the eight NGSS science practice. Participants will join a Google Group to share their ideas for assessing the science practices.","Presenter":["Kristen Brown"],"PresenterAffiliation":["NYC iSchool","MfA Master Teacher","Mastery Collaborative Mentor Teacher"],"PresenterEmail":["kbrown@nycischool.org"],"ScheduleSlotID":110,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":878,"Class":"Conversation","Created":1541005659,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"What Does It Mean To Teach For Justice","Handle":"what_does_it_mean_to_teach_for_justice","ShortDescription":"For educators, it is often a challenge to understand how to apply a social justice lens to classroom instruction. In this conversation, educators will use the Teaching Tolerance Social Justice Standards as the starting point to what it means to teach about justice in for K12 students in all content areas.","Description":"Based on the work of scholar Louise Derman-Sparks, Teaching Tolerance offers educators a road map for anti-bias education at every stage of K12 instruction. The standards are divided into four domains \u2013 Identity, Diversity, Justice, and Action. Teachers around the country have shared that once introduced to the standards, it has breathed new life into their instruction. \r\n\r\nOne educator said, \u201cThe social justice standards will be transformative for my classroom and my practice. They provide an accessible way into issues I have been hesitant \u2013 and felt unqualified \u2013 to address.\u201d\r\n\r\nTo begin, educators will develop a definition of what it means to teach for justice by examining the work of historical and contemporary educators and schools.  Following that discussion, participants will have the opportunity deepen their understanding of the five standards in the Justice domain. As grade level groups, educators will be able to discuss key vocabulary, knowledge, and skills students would need to understand the standard. Educators will leave with resources they can immediately apply to their practice.","Link":["https:\/\/www.tolerance.org\/"],"Audience":["All School Levels"],"Practice":"This session will include multiple paired, whole group, and small group discussions. \r\n\r\nFor instance, the session will open with a whole group discussion protocol, Block Party to engage participants with multiple short texts and hear from different participants. \r\n\r\nIn order to deepen understanding of the social justice standards, participants will work in pairs to collaboratively unpack the standard. Participants will continue collaborating by moving into larger groups, allowing them to discuss commonalities and differences across grade level. \r\n\r\nFinally, participants will end with a chalk talk that will allow them to reflect on what it means to teach for justice and how the session will impact their classrooms.","Presenter":["Val Brown"],"PresenterAffiliation":["Teaching Tolerance"],"PresenterEmail":["valpbrown@gmail.com"],"ScheduleSlotID":110,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"Val Brown is the founder of #ClearTheAir. #ClearTheAir is a group of educators who believe community, learning and dialogue are essential to our personal and professional development. We believe it is our responsibility to engage in meaningful conversation and break the silence.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":836,"Class":"Conversation","Created":1539969061,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Adjusting School Systems by Walking the Talk: Leadership and Reflective Dialogue with All Stakeholders","Handle":"adjusting_school_systems_by_walking_the_talk--leadership_and_reflective_dialogue_with_all_stakeholders","ShortDescription":"In urban public schools committed to providing quality education to all students, school leaders and professional learning opportunities play a key role in advancing this goal. Principals, assistant principals, and school coaches support the development and implementation of social-justice oriented practices. This collaborative, interactive workshop will explore leadership and coaching practices that have contributed to the creation of a place where these practices could flourish.","Description":"The need for urban schools that provide equitable, high-quality learning opportunities for all students, particularly those who have been historically underserved is unquestionable. However, creating or developing schools that are able to do so has proven to be a challenge, even in places with well-intentioned teachers or school leaders. At Hudson High School of Learning Technologies, a small, public, unscreened New York City high school, several social-justice oriented practices have been developed and implemented, including the Student Success Center (a restorative justice approach to replace the Dean\u2019s Office), Right to Read (a literacy acceleration program for all) and advisory (a mixed-grade group of students and teacher functioning as a school \u201cfamily\u201d). In this interactive session, we will consider the question of the role of school leadership and professional learning in supporting the development of a place where these approaches could flourish. A school leader and coach will propose several components that may have been foundational in supporting the development and implementation of these and other social-justice oriented practices at the school, seeking input from participants about areas of resonance, dissonance, and successes and challenges in leadership or professional learning at other school sites.","Link":[],"Audience":["High School","Middle School"],"Practice":"Small Group DIscussion\r\nModified Appreciative Inquiry Approach \r\n\r\nParticipants will analyze materials and data in small groups (three categories SSC, Advisory and Right 2 Read) offer warm and cool feedback. \r\n\r\nPresenters hope to walk away with solid next steps and to find a community to offer feedback and alternative working models.","Presenter":["Walter Brown","Kate Spence"],"PresenterAffiliation":["Hudson High School of Learning Technologies NYCDOE","Fairleigh Dickinson University"],"PresenterEmail":["wbrown@hudsonhs.com","kate.teach@gmail.com"],"ScheduleSlotID":111,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"Walter Brown\r\nWalter Brown has been in public education for 23  years as a classroom teacher and administrator. Walter currently serves as an Assistant Principal at Hudson High School of Learning Technologies, a small public New York City high school, as well as co-founder of the annual #EdxEdNYC Learning Conference.  He has been invited to speak at the UTEP Rutgers COnference 2018; Tech Forum NY \"Fostering Innovation at the School and District Level\u201d  2015 ; BREC \u201cHow to Implement an Effective Team Approach to Teaching\u201d  2009; Adelphi University \u201cUrban Education Conference\u201d 2007. He currently sits on the board of the nonprofit \u201cInnovatingEd\u201d  and \u201cNassau County High School Assistant Principals\u2019 Association\u201d @wbrownhhs\r\n\r\nKate Spence, Ed.D.\r\nDr. Kate Spence is an associate professor of education and director of the five year BA\/MAT program at Fairleigh Dickinson University. Kate is also a coach with the Institute for Student Achievement (ISA), a non-profit organization committed to partnering with schools and districts to support traditionally underserved or underrepresented high school students in accessing college and careers. She previously taught English at both the middle and high school levels. Spence specializes in curriculum development, school change, urban education, and teacher preparation.  \f","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":896,"Class":"Conversation","Created":1541100987,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Communities in Conversation","Handle":"communities_in_coversation","ShortDescription":"How do learn from each other? What makes positive, productive collaboration? How do we help students to collaborate with each other? How do we authentically engage students in the past, present, and future of their communities? How do we as adults collaborate with our students to co-create curriculum\/projects\/classroom environments? How do school-based adults collaborate with each other? How might we collaborate across schools?\r\n\r\nIn this session, we\u2019ll use an in-progress partnership between Science Leadership Academy Middle School in Philadelphia, PA and Shelburne Community School in Shelburne, VT. This will work as a case study and a jumping off point to think about how we teach, learn and connect within and across communities, together.","Description":"This year, 5th and 6th graders at Science Leadership Academy Middle School in Philadelphia, PA and 6th, 7th, and 8th graders at Shelburne Community School are participating in a year-long collaboration. Though similar in educational philosophy, the two schools are demographically very different. Over the course of the year, students will engage in community building activities (letter writing, presentations of our neighborhoods, and shared problem solving) as we get to know one another. Separately, we\u2019ll be working with our own schools to figure out what current events affect us and our communities. As students determine the key issues our communities face, they\u2019ll choose one issue to become \u2018expert\u2019 in and put together a project with the intention of teaching others about the complexity of the issue and its impact.  Students from the two schools will then have the opportunity to connect digitally. They will share their discoveries while exploring what defines both the unique and connecting characteristics of the two communities. \r\n\r\nEducon will be an opportunity for a delegation from Shelburne Community School to come to Philadelphia, visit SLAMS, and meet students in person. Then, along with a small group from SLA-MS, they will help facilitate a conversation about their experience at the halfway mark of this project. With adults and students in the room, we\u2019ll think about ways that schools - teachers and students -  can collaborate with one another to learn and take projects further than we can on our own.","Link":[],"Audience":["Middle School","All School Levels"],"Practice":"None of us is the lecturing type. There will some be small group breakouts based on interest and collaborative activities. This also includes elements of project-based and service-learning models.","Presenter":["Hilary Hamilton","Sarah Bower-Griceo","Sam Nelson","Jeffery Badillo","and to be determined students"],"PresenterAffiliation":["Science Leadership Academy Middle School and Shelburne Community School"],"PresenterEmail":["hhamilton@philasad.org"],"ScheduleSlotID":111,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":918,"Class":"Conversation","Created":1542649428,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Finding Motivation","Handle":"finding_motivation","ShortDescription":"Students often come to school out of compliance or expectation - and school often lacks attention to creating the conditions for intrinsic motivation to develop in learners. Join us to discuss the dynamics between compliance, engagement and motivation for learning.","Description":"Students often come to school out of compliance or expectation - and school often lacks attention to creating the conditions for intrinsic motivation to develop in learners. Join us to discuss the dynamics between compliance, engagement and motivation for learning.","Link":["http:\/\/inquiryschools.org"],"Audience":["All School Levels"],"Practice":"Change in Practice protocol - (beginning of the) Inquiry Cycle","Presenter":["Diana Laufenberg; Zac Chase"],"PresenterAffiliation":["Inquiry Schools; St. Vrain Valley Schools"],"PresenterEmail":["diana@inquiryschools.org"],"ScheduleSlotID":111,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":844,"Class":"Conversation","Created":1540292341,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Internet health in the classroom","Handle":"internet_health_in_the_classroom","ShortDescription":"Internet health - what is it and why does it matter to teachers and students? Participants in this session will learn about the Internet health movement, visit Mozilla\u2019s Internet Health Report (https:\/\/mzl.la\/ihr), and reverse engineer three online projects to brainstorm ideas for teaching Internet health in the classroom.","Description":"Internet health is a complex issue. This session will help participants break it down into five core principles for teaching and learning.\r\n\r\n- Decentralization: Who controls the Internet?\r\n- Digital inclusion: Who is welcome online?\r\n- Openness: How open is it?\r\n- Privacy & security: Is it safe?\r\n- Web literacy: Who can succeed online?\r\n\r\nThe session will begin with an overview of Internet health and its issues. Participants will share their own stories about those issues to illustrate them for fellow attendees.\r\n\r\nThen participants will visit Mozilla\u2019s Internet Health Report (https:\/\/mzl.la\/ihr), a storytelling resource for Internet health content.\r\n\r\nAfter that, participants will look at three Internet health artifacts:\r\n\r\n- Allied Media Projects\u2019 \u201cA People\u2019s Guide to AI.\u201d\r\n- Privacy Not Included, a guide to consumer Internet of Things devices and their privacy settings.\r\n- Xenshana, a role-playing framework for the Decentralization space at MozFest 2018.\r\n\r\nNext, participants will separate into three groups. Each group will reverse-engineer an artifact and brainstorm ways to help students create something similar. Each group will also summarize and share its ideas for the whole-group.\r\n\r\nThe session will close with a discussion of what participants learned and an invitation to stay involved with the Internet health movement through the Internet Health Report and Mozilla\u2019s open leadership programming.","Link":["https:\/\/mzl.la\/open-leaders"],"Audience":["All School Levels"],"Practice":"This session will draw on open-culture conversational practices like storytelling, collaborative art, check-in rituals and gratitude rituals, safety tools, breakout groups, and shared notes to promote conversation.","Presenter":["Chad Sansing"],"PresenterAffiliation":["Mozilla Foundation"],"PresenterEmail":["chad@mozillafoundation.org"],"ScheduleSlotID":111,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":899,"Class":"Conversation","Created":1541105313,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Leading from the Classroom \u2013 Teachers Supporting Teachers","Handle":"leading_from_the_classroom-teachers_supporting_teachers","ShortDescription":"Teachers can be their own best resources. However, most of our schools and systems are not setup in a way that helps us learn and grow from each other. How might we help teachers explore ways to positively impact not just their students, but also their colleagues?","Description":"The University of Pennsylvania Graduate School of Education Project-Based Learning certificate program aims to develop our teachers\u2019 instructional practice as well as their instructional leadership. While many teachers hope to have an impact beyond their classroom, many of us can struggle to determine exactly what we can do to support our colleagues, and learn from them in return. Come explore and develop the types of professional learning experiences that can help teachers uncover, or reimagine, their leadership role within their school or community.","Link":["https:\/\/www.gse.upenn.edu\/pbl"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will have participants engage in a few prototypes of professional learning activities, and then engage participants in an active revision\/redesign of the activities, based on their feedback and reflection.","Presenter":["Zachary Herrmann","Sarah S. Kavanagh"],"PresenterAffiliation":["University of Pennsylvania"],"PresenterEmail":["zsh123@upenn.edu","sarahkav@upenn.edu"],"ScheduleSlotID":111,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"Looking forward to the possibility of facilitating at EduCon again!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":919,"Class":"Conversation","Created":1542818271,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Not Light, But Fire","Handle":"not_light-but_fire","ShortDescription":"Do you understand WHY you should be leading powerful race conversations in class, but remain unsure about HOW? Join Matthew Kay, the author of Not Light, But Fire, as we discuss how to push our race conversations from being stale, predictable, and ultimately forgettable. We'll discuss how to lead race conversations that actually inspire our students.","Description":"In this session, teachers will review and discuss some of the best practices from Matt's book, Not Light, But Fire. They will then examine case studies alongside students, and discuss how they might best lead powerful discussions. Finally, teachers will practice designing a meaningful race conversation.","Link":["https:\/\/www.stenhouse.com\/content\/not-light-fire"],"Audience":["High School","Middle School"],"Practice":"Whole and small group discussion. Case Study reflection.","Presenter":["Matthew Kay"],"PresenterAffiliation":["SLA \/ Stenhouse Publishers"],"PresenterEmail":["mrkay@notlight.com"],"ScheduleSlotID":111,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":867,"Class":"Conversation","Created":1540914215,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Passion-Based Learning to Discover the Why for Learning","Handle":"passion-based_learning_to_discover_the_why_for_learning","ShortDescription":"Why do we have to change school and teaching? What is the why and purpose for learning? How does knowing the why impact students? In this session, participants will dive deep into authenticity, empathy, equity, self-regulation, and self-advocacy to discuss how to design meaningful, purpose-driven passion-based learning activities.","Description":"What is school? Why do we have to change school and how we teach? What is your why and purpose for teaching and learning? How does knowing the why impact students? In this session, participants will collaborate in groups to use these questions to dive deep into authenticity, empathy, equity, self-regulation, and self-advocacy to discuss ideas for designing meaningful, purpose-driven learning activities.  \r\n\r\nThe main idea of this presentation is about empowering your students to want to be curious and explore ideas deeper. We will discuss the new PBL (Passion-Based Learning) with examples of teachers starting with projects they are passionate about and then how they encourage students to develop personal passion projects.  \r\n\r\nThe push to personalize learning has grown but continues to hit barriers and obstacles. Why is that? Could it be compliance? The system is entrenched with standards, testing, and being stuck in the \"status quo\" that teachers may try to encourage curiosity within a topic in the curriculum. Because of lack of time or support, teachers may go back to \"covering the curriculum, instead of uncovering the learning.\" \r\n\r\nWe can change all of this by encouraging students to explore something they are passionate about. Students can write a proposal about what they want to learn, the standards they will meet, and time and resources they will need. As an example and to dip your toes into passion-based learning, teachers can start with what they are passionate about. Join this session and let\u2019s be curious together.","Link":["https:\/\/barbarabray.net"],"Audience":["All School Levels"],"Practice":"Participants will be in groups around tables with post-it notes and flipcharts. \r\n\r\nThe presenter will start with one question for table discussions:\r\nWhy do we have to change school and teaching?\r\n\r\nThen the question: Why is it important to consider authenticity, empathy, self-regulation, and self-advocacy in learning today?\r\nEach group will choose one of these topics to look at current teaching practice and how they can change a lesson or project to include exploring the topic.\r\n\r\nSeveral examples will be presented around Passion-Based Learning and then discussions around the question:\r\nWhat is your why and purpose for teaching and learning? How does knowing the why impact students?\r\n\r\nPair\/Share or work in small groups around discussing how to design meaningful, purpose-driven passion-based learning activities starting with your passion or even a crazy \u201cout-of-the-box\u201d idea to bring back curiosity. \r\n\r\nTable groups will add their ideas to a flipchart and, if time, we can have a gallery walk with voluntary sharing.","Presenter":["Barbara Bray"],"PresenterAffiliation":["Rethinking Learning"],"PresenterEmail":["barbara.bray@gmail.com"],"ScheduleSlotID":111,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"If time, I'd like to share a video and show how some schools have started student-led podcasts. I have a podcast with conversations with educators and change agents which has opened my eyes to how we can all be more entrepreneurial. Thank you for the opportunity to share and learn.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":860,"Class":"Conversation","Created":1540771520,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Social Justice Projects by 5th and 6th grade Students at Jubilee School","Handle":"social_justice_projects_by_5ht_and_6th_grade_students_at_jubilee_school","ShortDescription":"Over the years, students in fifth and sixth grades at Jubilee have organized many projects involving social justice and the arts. Three groups of graduates will present their projects; one  involving learning to resist gun violence from veterans of the Civil Rights Movement, another through creating a book about the history of Haiti and the third through organizing a campaign against police brutality and applying for a historical marker for the MOVE bombing.","Description":"The first group, now in college, will present a project in which they organized a Civil Rights celebration to honor veterans of the Civil Rights Movement, planned a campaign against gun violence, spoke in schools, presented at a Small Arms Conference at the United Nations, and created a documentary film called \"Walls and Doors: Inspirations framer Elders\". The second group, now in high school, spent a year studying the history of Haiti and wrote and illustrated a book about their study. They also wrote a Declaration of Principles, modeled on Du Bois' Declaration. The third group, now in middle school, will present a campaign against police brutality, which they called \"Songs of the Children: an Album of Voices for Justice\" because they decided to use poetry as their language of resistance. As part of their campaign, they researched and wrote about the 1985 bombing of MOVE  headquarters. Five students decided to apply for a State historical marker to document the atrocity by the city. Their application was approved, and they led a community unveiling ceremony, replete with poetry.","Link":["http:\/\/www.jubileeschool.net"],"Audience":["All School Levels"],"Practice":"Students will present their projects, and a discussion between students,  teachers and fellow attendees will follow. The discussion will focus on such questions as what kinds of questions encourage students to come up with ideas around resisting injustice; what kind of foundation needs to be laid in order for these kinds of discussions to take place; what are issues that attendees face in their communities that are of concern to students, and how can teachers balance the demands of their curriculum with the freedom to take off with student led projects.","Presenter":["Karen Falcon","Nick Gross","Julius Glover","Ade Forrest","Ella Adams","Hannah Roemer-Block","David Bannister"],"PresenterAffiliation":["Jubilee School"],"PresenterEmail":["kfalcon@jubileeschool.net"],"ScheduleSlotID":111,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"We would also like to have table at the conference at which we can display students work, and sell the students book about Haitian history which they called \"The Deep past of Haiti\". The present fifth and sixth grade students are running a publishing company, and it is their job to sell the book as part of their business.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":872,"Class":"Conversation","Created":1540934019,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"STREAM: Integrating Reading and Arts to STEM","Handle":"stream--integrating_reading_and_arts_to_stem","ShortDescription":"How can we effectively integrate reading, writing and the arts in STEM? In this session, we will explore ways to integrate the multiple disciplines while engaging in the engineering design process (ask, imagine, create, test, improve) of developing a model sail.","Description":"In this session, we will discuss and engage in a hands-on exploration of how to use books (or reading materials) to provide context for the engineering design process. As an example, participants will design sails that was adapted from the Engineering is Elementary: Catching the Wind (www.eie.org). This module introduces learners to the idea of force and motion by developing and testing wind related designs. Participants will gain an understanding of real-life engineering application through the story of William Kamkwamba of Malawi who saved his village by creating a windmill. They will write using the claim, evidence, explanation, and rebuttal framework as they test variables (i.e. area, material, and geometric shape) that influence the speed of sails, use data to develop their prototypes, and engage in problem solving to improve their designs. Participants will also have a chance to improve the aesthetic of the sails. Finally, there will be a discussion on ways to integrate reading, writing and the arts in STEM.","Link":["https:\/\/www.arcadia.edu\/profile\/augusto-macalalag"],"Audience":["Middle School","Elementary School"],"Practice":"We will have discussion and hands-on explorations.","Presenter":["Dr Augusto Z Macalalag Jr"],"PresenterAffiliation":["Arcadia University"],"PresenterEmail":["macalalaga@arcadia.edu"],"ScheduleSlotID":111,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":906,"Class":"Conversation","Created":1541126335,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student Engagement: How to Generate a Buzz About Learning","Handle":"student_engagement--how_to_generate_a_buzz_about_learning","ShortDescription":"Think back to high school...what do you remember?  We all know it wasn\u2019t that math worksheet about quadratic equations or an English quiz on grammar.  So, what makes certain experiences in our lives more meaningful and memorable? \r\n\r\nJoin teachers from Leyden High School, a public school just outside of Chicago, IL as we share our interdisciplinary model for teaching and explain how we created a richer learning environment for our students.","Description":"How do you increase student engagement?  How do you make learning meaningful and memorable?  In this session, we will answer these questions and more, while expanding on how we transformed the traditional school day into a dynamic, personalized and project-based learning experience for our freshmen.\r\n\r\nWe will outline our process for creating relevant projects, including the planning protocols we used to develop themes, write narratives and design interdisciplinary performance tasks. We will provide examples of student work and explain how our students demonstrated and showcased their learning through exhibition.","Link":[],"Audience":["High School"],"Practice":"Through brainstorming and small\/whole group discussions, we will collect and share ideas and tools for designing interdisciplinary, project-based learning experiences.  Bring your wisdom, experience, and an open-mind, and walk out with ideas to implement in your classroom today!","Presenter":["Amy Gorzynski"],"PresenterAffiliation":["East Leyden HS"],"PresenterEmail":["agorzynski@leyden212.org"],"ScheduleSlotID":111,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":835,"Class":"Conversation","Created":1539871237,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The six surprising strengths of CTE (and how you can use them in any school)","Handle":"the_six_surprising_strengths_of_cte-and_how_you_can_use_them_in_any_school","ShortDescription":"How can regular education\/academic settings learn from the principles employed in career and technical education to maximize student engagement and learning?  This conversation will focus on six key components that \u201ctech does differently,\u201d which all school settings may be able to leverage for their own success.","Description":"With increased focus on STEM and STEAM initiatives and the growing popularity of problem- and project-based learning opportunities, schools are always looking for best practices for successful implementation.  Perhaps the answers are closer to home than originally thought; local career and technical centers are regional experts in the area of real-world educational opportunities as well as STEM and STEAM initiatives.  Within Career and Technical Education (CTE) are tenets that transform the learning environment and maximize student engagement and achievement.  How can regular\/academic education leverage these tenets to reap similar outcomes?  This conversation will focus on the way CTE uses six key components differently than their regular education counterparts.  By using some of the strategies used by CTE, regular education can increase student engagement which drives student achievement.  The six components are best characterized as student voice and choice, appropriately structured problem and project based learning, literacy and numeracy integration, focus on growth mindset\/productive struggle, knowledge acquisition through competency based learning\/scaffolded skill development, and trust in students.  The conversation will focus on how these strategies are used successfully in CTE settings and conversation groups will construct the ways that these tenets can be employed successfully in the regular\/academic setting. Facilitated by two converts-to-CTE (from regular education), the conversation will share unique perspectives from both sides of the secondary educational experience.","Link":["https:\/\/tinyurl.com\/y8ay7j3b","https:\/\/tinyurl.com\/ybmkae95"],"Audience":["High School","Middle School"],"Practice":"Participants will have access to a brief slide deck (<10 slides) and then will share their perspectives on the topic via Padlet.  The Padlet will allow for idea sharing and networking opportunities for participants.  The Padlet will be divided into the six components being shared by the facilitators so that participants may collect materials most relevant to their own practice.","Presenter":["Mark Covelle","Kelly Cahoon"],"PresenterAffiliation":["Lehigh Career and Technical Institute"],"PresenterEmail":["covellem@lcti.org","cahoonk@lcti.org"],"ScheduleSlotID":111,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":848,"Class":"Conversation","Created":1540384991,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Voice, Choice & Multiple Learning Pathways: Professional Learning for the Modern Educator","Handle":"voice-choice-multiple_learning_pathways--professional_learning_for_the_modern_educator","ShortDescription":"Looking to change the culture of professional learning? Presenters will highlight best practices in professional development to promote growth in every teacher. This session will showcase the overall professional learning plan, as well as delve into successful professional learning experiences. Attendees will develop a repository of innovative professional learning resources.","Description":"Invoking backwards design principles, the team promoted a professional learning plan that honored its stakeholders. Central to this plan is promoting educator voice, providing choice in content and delivery method and offering educators multiple learning pathways to hone their craft. Specifically, when designing this two year shift to creating modern professional learning experiences, the team examined relevant research, successful professional learning models and empowered educators to work in concert with administrators and coaches to craft the school\u2019s shared vision for professional learning. By weaving together educational technology and pedagogically focused topics, the presenters advocated for a pedagogy first approach to integrating technology into the classroom.","Link":[],"Audience":["All School Levels"],"Practice":"In this session, attendees will have several opportunities where the presenters will encourage \"turn and talk\" with questions\/topics similar to the following:\r\n1. What are the desired characteristics of effective professional learning experiences?\r\n2. Understanding current research supporting innovative professional learning models. Attendees will be given the opportunity to share what they are doing well, and discuss ineffective practices   \r\n3. Learning about several strategies for embedding educational technology training within professional learning\r\n4. Attendees will share thoughts regarding to professional learning, and create a repository of successful professional learning experiences.\r\n5. Upcoming professional learning opportunities for use in the 2019-20 school year.","Presenter":["Michael Reichert","Amanda Matarese"],"PresenterAffiliation":["Salesianum School"],"PresenterEmail":["mreichert@salesianum.org","amatarese@salesianum.org"],"ScheduleSlotID":111,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":916,"Class":"Conversation","Created":1542077589,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"All Together Now: Designing Whole-Class Projects that Work","Handle":"class-wide_projects--mission_impossible","ShortDescription":"Join a team of educators and students who are grappling with the joys and pitfalls of class-wide projects - projects where each student takes on a different role in achieving a common long-term goal. We will explore examples like modernizing an urban farm with a team of 24 engineers, designing and building a 16-foot Rube Goldberg Machine, and year-long projects with uncertain goals and outcomes.","Description":"Join a team of educators and students who are grappling with the joys and pitfalls of class-wide projects - projects where each student takes on a different role in achieving a common long-term goal. We will explore examples like modernizing an urban farm with a team of 24 engineers, designing and building a 16-foot Rube Goldberg Machine, and year-long projects with uncertain goals and outcomes.\r\n\r\nLearn from your peers about the challenges, triumphs, and best practices when working on a single long-term objective with a roomful of energetic learners. What are the characteristics of projects that keep students engaged over many months? What kinds of structures and assessments are effective? You will talk with educators and their students in the middle of long-term projects, and share your own stories and practices.","Link":["https:\/\/www.scienceleadership.org","https:\/\/www.linkedin.com\/in\/john-kamal-0b447b2","https:\/\/vimeo.com\/296724557"],"Audience":["All School Levels"],"Practice":"This will be a highly interactive session where educators share their experiences and learn from each other.","Presenter":["John Kamal & Max Lawrence"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jkamal@scienceleadership.org"],"ScheduleSlotID":112,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":880,"Class":"Conversation","Created":1541011716,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Are CS and STEM really for all?","Handle":"are_cs_and_stem_really_for_all","ShortDescription":"How do we democratize computer science and STEM as well as address the racial and gender disparities in CS\/STEM? What are ways we can provide opportunities to engage in computational thinking, problem solving, and collaboration in K-12? Let's discuss ways we can really make CS\/STEM accessible for all students.","Description":"Who receives access CS\/STEM courses K-12? What are the racial and gender demographics of students in these courses compared to post-secondary careers? Does CS\/STEM education K-12 need to be democratized? Why or Why not? This session will discuss leveraging CS\/STEM opportunities and equitably exposing all students to computational thinking and problem solving to make CS\/STEM truly for all.","Link":["https:\/\/shanavwhite.com"],"Audience":["All School Levels"],"Practice":"We will engage in data analysis related to CS\/STEM in K-12 and post-secondary careers. We will also use think, pair, share as well as critique conversational protocols to prompts\/questions from the facilitator.","Presenter":["Shana V. White"],"PresenterAffiliation":["Constellations Center for Equity in Computer at Georgia Tech"],"PresenterEmail":["shana.white@cc.gatech.edu"],"ScheduleSlotID":112,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":856,"Class":"Conversation","Created":1540678654,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating Learning Communities in 3-D:  An Exploration of Life-long, Life-Wide, and Life-Deep Learning.","Handle":"creating_learning_communities_in_3-d--an_exploration_of_life-long-life-wide-and_life-deep_learning.","ShortDescription":"Almost every school vision or mission statement mentions lifelong learning.  But what if breadth and depth were to this traditional and linear model? This conversation focuses on developing a more compelling model of learning that supports the deeper development of the skills and dispositions that can lead to the creation of a participatory and engaged community of learners.","Description":"This conversation explores a more capable and compelling three dimensional model of learning that supports the development of a new school learning experience that supports the manifestation of communities of participatory and engaged learners.  Traditional thinking in schools relies on lifelong learning - a linear progression of learning over time, composed of formalized experiences (limited and occurring within the traditional experience of school) and informal learning events across that same timeline and throughout the lifespan.  There are opportunities to rethink this model by adding breadth (life-wide learning) and depth (life-deep learning). Life-wide learning focuses on learning that positions students to engage in a wider range of experiential moments that broaden exposure to more authentic opportunities for learning.  Life-deep learning focuses on developing the beliefs and skills of the human self, such as developing an empathetic approach to interactions with others, being reflective, and contributing to the greater good, among others.  The intent of this conversation is to explore how these three dimensions for learning support the development of capacity-rich, participatory, and distinctly human communities of learning.","Link":["https:\/\/davidjakesdesigns.com","https:\/\/bric-arch.com\/"],"Audience":["All School Levels"],"Practice":"Our conversation with our colleagues will focus on the following questions:\r\n\r\nDiscussion: \r\nHow do we define community - what are the characteristics of a learning community?\r\nAre our schools' communities of learners?  How do we know?\r\nWhat is life-long, life-wide, life-deep learning?\r\n\r\nCollaborative groups:  What are the shifts required to realize life-long, life-wide, life-deep learning in the context of community building?  Every group has one of the three elements.  They share ideas.\r\n\r\nDiscussion:  What is the expected Impact on the student experience and development of learner communities.  What is required to realize such a model?","Presenter":["David Jakes","Karina Ruiz"],"PresenterAffiliation":["David Jakes Designs LLC","BRIC Architecture"],"PresenterEmail":["david@davidjakesdesigns.com","karina.ruiz@bric-arch.com"],"ScheduleSlotID":112,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"Saturday time if possible, thanks.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":863,"Class":"Conversation","Created":1540822294,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Empowering Empathy in Education","Handle":"empowering_empathy_in_education","ShortDescription":"How are teaching and learning transformed by practicing empathy?  Join us for a conversation that leverages both field expertise and our collective wisdom.  Through Socratic inquiry and Empathy Mapping, participants will construct understanding of empathy and collaborate on ways to bring impactful practices back to their contexts.","Description":"How are teaching and learning transformed by prioritizing empathy?  What actions empower this practice?  Why does empathy in education matter?  Now, more than ever, our schools need to be an anchor for empathy, understanding, social justice and human dignity.  In this conversation, we will construct an actionable path to creating space for this important work in our classrooms.\r\n\r\nIn the first part of this conversation, we will individually mine multiple, short, curated experts texts on this topic and engage in a Socratic Seminar to construct deeper understanding through these questions.  This process of inquiry will provide a safe space to ask questions and hone awareness of the research, resources, and ideas of experts in the field.\r\n\r\nThen in small groups, we will use Empathy Mapping to apply this knowledge and reasoning to our authentic contexts.  Practicing empathy in this concrete way will help participants see clearly the opportunities for empathy in their day-to-day practice, and what specific actions will catalyze empathy for themselves and their students.\r\n\r\nLastly, we will conclude with a dynamic debrief that fosters connections to facilitate ongoing professional conversations on this topic.   We will create a community of empathy practitioners to empower opportunities for future collaboration, mutual support, and collective accountability.","Link":["http:\/\/linkedin.com\/in\/dani-shylit-23aa1063","http:\/\/www.stringtheoryschools.org"],"Audience":["All School Levels"],"Practice":"Socratic Seminar\r\nEmpathy Mapping","Presenter":["Dani Shylit"],"PresenterAffiliation":["Director of Innovation","String Theory Schools"],"PresenterEmail":["dshylit@stringtheoryschools.org"],"ScheduleSlotID":112,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"In addition to my role as a progressive leader in education, I am also the grandchild of Holocaust survivors and child of a mother born in a DPW camp in Bergen-Belsen, which informs my commitment to practices that catalyze empathy and social justice.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":870,"Class":"Conversation","Created":1540929407,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Forge The Route","Handle":"forge_the_route","ShortDescription":"Today's learners must be valued for their ability to think, far more than for their ability to remember.  Sustainable learning is driven by active exploration, not simply passive exposure to new material.  Students need to be encouraged to forge the route, not simply follow the rote! This conversation will focus on ensuring students' tasks are purposeful, personal and practical.","Description":"Today's learners must be valued for their ability to think, far more than for their ability to remember.  Sustainable learning is driven by active exploration, not simply passive exposure to new material.  Students need to be encouraged to forge the route, not simply follow the rote! This conversation will focus on ensuring students' tasks are purposeful, personal and practical.\r\n\r\nParticipants will be introduced to the New 3 Rs of Teaching and Learning - Richness, Relevance, and Return On Investment.  Throughout our discussion, strategies and approaches will be shared to help ensure all of their students' tasks are purposeful, personal, and practical.","Link":["https:\/\/www.jamiebricker.com"],"Audience":["Elementary School"],"Practice":"I will utilize an electronic Post-It platform to collect participants' questions and comments in real time, which will trigger further discussion on, and clarification of, specific points and key concepts.   I also routinely embed a variety of \"points to ponder\" within my presentation, which also lead to ongoing interaction with the participants.","Presenter":["Jamie Bricker"],"PresenterAffiliation":[],"PresenterEmail":["info@jamiebricker.com"],"ScheduleSlotID":112,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"I am a recently retired elementary school principal living in Oshawa, Ontario, Canada.\r\nMaking learning meaningful for students was a passion of mine throughout both my teaching and administrative careers.  Please visit my website to see my current efforts to better engage student learners.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":894,"Class":"Conversation","Created":1541094095,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Grades, Schmades: Less Grading More Learning","Handle":"grades-schmades--less_grading_more_learning","ShortDescription":"Grades get in the way of learning. There, we said it. Come to this conversation to figure out your philosophy of grading, see examples of non-traditional grading in action, and figure out ways to better align your grading practices with your philosophy.","Description":"Participants will begin by determining and debating what the purpose of grading should be. This will be based on a survey from Thomas Guskey. Then we will show examples of how grades frequently get in the way of the goals we have for our students. We will show several examples of alternative approaches to traditional grading practices including standards-based and not grading at all. Lastly, participants will be given the opportunity to examine their own practice and determine how well it aligns with their beliefs about the purpose of grading.","Link":[],"Audience":["High School","Middle School"],"Practice":"Small and whole group discussion centered around the philosophy of grading and collaborative time to reflect and improve grading practices.","Presenter":["Katie Rego","Weston Pondolfino","Brian Hodges"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["krego@attleboroschools.com","bhodges@attleboroschools.com","wpondolfino@attleboroschools.com"],"ScheduleSlotID":112,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":831,"Class":"Conversation","Created":1538432376,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How are we and can we help teachers and students flourish?  Moving beyond academics","Handle":"how_are_we_and_can_we_help_teachers_and_students_flourish-moving_beyond_academics","ShortDescription":"Let\u2019s have a conversation about how schools can foster the development of the whole child and the whole adult. How are schools already supporting the well-being of the whole person? What could they do more of? What would schools look like if people actually flourished in them?","Description":"I\u2019d like to engage the group in an appreciative inquiry into how schools are helping people thrive. What are schools doing to foster the cognitive AND physical, social, emotional, environmental, spiritual, physical and financial well-being of the community? What promising practices are already happening in the U.S.? What would people like support\/resources in trying? What are the challenges people are facing as they move to a more humanistic\/holistic approach to education that is being tried in different countries? What are the learnings? How have schools defined the \u2018whole child\u2019 and the \u2018whole teacher\u2019? How have schools gone beyond thinking about equity to creating conditions where people flourish?","Link":["http:\/\/www.moorewellbeing.com"],"Audience":["All School Levels"],"Practice":"I\u2019ll introduce the well-being wheel as a tool to focus our conversation, then lead people through the phases of appreciative inquiry:  Discover (interviews that help people appreciate the best of what is already happening around well-being), Dream (imagining what could be), Design (determining what should be in participants\u2019 contexts), and Destiny (creating a plan for what will be).","Presenter":["Jennifer Moore"],"PresenterAffiliation":["DePaul University"],"PresenterEmail":["drjennmoore@gmail.com"],"ScheduleSlotID":112,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":895,"Class":"Conversation","Created":1541097136,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Level Up: Improving school-based rites of passage to boost student agency and purpose","Handle":"level_up--improving_school-based_rites_of_passage_to_boost_student_agency_and_purpose","ShortDescription":"Join this conversation about the power of secular rituals to strengthen school and classroom community, and deepen students\u2019 self-awareness and purpose. We\u2019ll take an anthropologist\u2019s approach to identifying the important transitions and rituals we\u2019re currently implementing within our schools, and workshop some creative cost-effective approaches to deepening their positive impact.","Description":"Every school and classroom has regular rituals or celebrations designed to mark important transitions, honor accomplishments, and bring communities closer together -- from the first day of school to morning meetings, special assemblies, and graduation itself.  As secular yet ritualized experiences, these activities can be intentionally designed to help your classroom or school community strengthen self-knowledge as well as relationships to peers and teachers.  They can also be used to build student agency and social emotional skills, and hone their sense of purpose. And bonus! They can be designed around content.\r\n\r\nI will kick off this session by clarifying the definition of \u201crites of passage\u201d and describe the research-based benefits of a three-part structure (separation, threshold, integration). Then I will share 1-2 short stories of the impact of this tripartite rite of passage in a school and classroom setting.  \r\n\r\nWith context set, participants will work in small groups to take an anthropologist\u2019s look at the rituals and celebrations within their own schools. Using human-centered design materials and ground rules, participants will brainstorm ideas for each others\u2019 rituals. Creative materials such as markers, post-its, pipe cleaners, and clay will be provided to help capture ideas visually and tactically.  \r\n\r\nAfter they\u2019ve shared in their small group, participants may choose to share back to the room, cross-pollinating ideas and inspiring further development.  They will leave with a better understanding of how to architect a meaningful transitional celebration, with specific tactical ideas for creating more meaningful and impactful experiences students and the greater school community.","Link":["http:\/\/www.bettyray.net"],"Audience":["All School Levels"],"Practice":"Rites of passage means a lot of things to a lot of people. So after I set some context including an emphasis on the secular (10 minutes), participants will work in small groups using human-centered design prompts and physical design materials to support each other\u2019s process of reflecting on their current rituals or rites of passage.\u00a0I will provide nicely designed printed worksheets with all prompts that they can use to capture their thoughts. At the end, each group will be invited to share out so we can all hear how others are marking their transitions.","Presenter":["Betty Ray"],"PresenterAffiliation":["Former Director of Innovation at Edutopia. Co-Founder","Boss Battle Consulting"],"PresenterEmail":["bettyray@gmail.com"],"ScheduleSlotID":112,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":"I wasn't sure if the second section (250 word) was supposed to be in third or first person.  I opted to go with 1st person, but am happy to reword it for publication if necessary. \r\n\r\nThanks for your consideration! \r\n\r\n--betty","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":866,"Class":"Conversation","Created":1540906678,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Not by the Book: Re-imagining Today\u2019s Middle School Science Program","Handle":"not_by_the_book--re-imagining_today-s_middle_school_science_program","ShortDescription":"How can we engage ALL students in a way that leads to genuine learning, discovery, and conceptual understanding?  Discuss with us the role of teachers and administrators in all-school programmatic design that scaffolds scientific competencies, creates a safe learning environment, and promotes a love of learning.","Description":"The Alternative School for Math & Science is a student-centered, independent middle school in Corning, NY. Since its founding in 2003, inquiry-based, hands-on science, which is central to the FOSS curriculum, has been the basis of our program. Learn how, over the last five years, while honoring our early commitment to inquiry-based approaches, teachers and administrators have worked together to shape the evolution of the program into a more comprehensive, clearly articulated, future-focused experience for our students. See how the incorporation of open-ended exploratory projects, in-depth engineering challenges, and extended participation in high-level national science contests has promoted engagement and fostered student learning. Discover how, by scaffolding scientific competencies and understandings from grade six through eight, students emerge as the questioning, confident, problem-solving scientists we want them to be. This is not a \u2018bad to good\u2019 narrative; this is a \u2018good to better\u2019 story. Join us to add your ideas and share your experiences so that we can all move to \u2018best\u2019.","Link":["http:\/\/www.tasms.com"],"Audience":["High School","Middle School"],"Practice":"We will share our program design process, including the collaborative engagement between administrators and teachers. We will provide project plans and exemplars from student work. We will demonstrate how we utilize technology and digital science notebooks. We will encourage others to share what is happening in their schools, and we hope that all of this will provide a springboard for productive conversations about how to improve student engagement in and passion for science.","Presenter":["Jenna Chervenic","Kim Nightingale","Pat Killian"],"PresenterAffiliation":["Alternative School for Math and Science"],"PresenterEmail":["chervenicja@tasms.com"],"ScheduleSlotID":112,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":910,"Class":"Conversation","Created":1541601253,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Open Educational Resources: A moral imperative","Handle":"open_educational_resources--a_moral_imperative-2","ShortDescription":"In the past year, teachers have risen to the stage to fight for equitable resources for students, livable wages, and respect within their profession. These problems persisted because the status quo was enabled. It's time to flip the status quo and turn towards a disruptive, uncomfortable model of equitable resources for every student and teacher no matter their zip code.","Description":"In the past year, teachers have risen to the stage to fight for equitable resources for students, livable wages, and respect within their profession. These problems persisted because the status quo was enabled. It's time to flip the status quo and turn towards a disruptive, uncomfortable model of equitable resources for every student and teacher no matter their zip code. This session will look deeper at Open Educational Resources and how their impact in schools can lead to a change in the equity and relevance of educational materials, reinvest in the teaching profession, and present an inclusive, equitable playing field for all learners in America.","Link":["http:\/\/andrewmarcinek.com"],"Audience":["All School Levels"],"Practice":"1. We will look at the problem sets that exist in education around teacher pay and equitable, relevant resources \r\n\r\n2. The conversation will be led by participants first in small groups and then as a larger contingent. \r\n A.  How does your school or district ensure that educational materials are equitable, relevant, and inclusive? \r\nB. How are educators encouraged to lead these conversations in your respective school or district? \r\nC. How is student agency supported in providing relevant, equitable, and inclusive educational materials?","Presenter":["Andrew Marcinek"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["andymarcinek@gmail.com"],"ScheduleSlotID":112,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"Saturday session preferred for travel. Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":913,"Class":"Conversation","Created":1541999301,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Rigorous Whimsy: Critical Creativity in the Classroom","Handle":"rigorous_whimsy--critical_creativity_in_the_classroom","ShortDescription":"We\u2019ve the opportunity to turn our classrooms and impact areas into studios where students can transform whimsical ideas into purposeful action and meaningful products. How might we choreograph a short story, remix a political party, sketchnote an equation, costume a scientific phenomenon, or hashtag a nutrition plan?  Let's discuss these ideas and more.","Description":"We\u2019ve the opportunity to turn our classrooms and impact areas into studios where students can transform whimsical ideas into purposeful action and meaningful products. And we don't need to wait until the end of a unit or the ranking period to allow students to use creativity to demonstrate their understanding.  Formative assessments can be rich and powerful learning experiences,  while  remaining focused and succinct.  Consider how might we choreograph a short story, remix a political party, sketchnote an equation, costume a scientific phenomenon, or hashtag a nutrition plan in the service of deeper learning?  Let's discuss these ideas and more.","Link":["https:\/\/www.danryder207.com"],"Audience":["All School Levels"],"Practice":"We will use Twitter and Instagram to push metaphorical representations of our ideas into the edusphere via #educon and #rigorouswhimsy hashtags, while also rapid fire prototyping the ideas established and adding documentation of those those prototypes to a FlipGrid grid.  This will allow everyone to access these ideas after the conversation -- while also bringing other voices into the conversation from outside EduCuon during the session and after.","Presenter":["Dan Ryder"],"PresenterAffiliation":["Mt. Blue High School\/ Maine RSU 9"],"PresenterEmail":["danryder207@gmail.com"],"ScheduleSlotID":112,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":"While this certainly extends from my book co-authored with Amy Burvall, Intention: Critical Creativity in the Classroom, the intent here is not to examine the book at all.  The intent instead is to create a conversation that turns into actionable ideas that EduCon attendees and their extended networks may put into immediate practice in the classroom.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":875,"Class":"Conversation","Created":1540989390,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Seeing The Big Picture Using the Little Device in Your Pocket","Handle":"seeing_the_big_picture_using_the_little_device_in_your_pocket","ShortDescription":"You and your students probably take thousands of photos every year. But, besides adding a filter and posting them to social media, what do you with them? Join us to explore ideas for enhancing your professional practice and student learning using photography. Bring your smartphone to fully participate in the learning.","Description":"This session will be mostly discussion mixed with hands-on exploration. We will start with a short presentation\/demonstration of suggestions for making better images using any camera, smartphones included.\r\n\r\nParticipants will then go for a short photowalk around SLA (and\/or out into the street, if weather permits) to practice these ideas by making some images around the theme of people and moods.\r\n\r\nFollowing the walk participants will have an opportunity to share their best shots using a smartphone gallery walk, demonstrating a good technique for use with students.\r\n\r\nNext, we\u2019ll generate and share ideas for using photography for instruction, projects, and other aspects of professional practice. Throughout the session, we\u2019ll also discuss and collect some practical suggestions for editing, organizing, managing, and sharing a collection of images.\r\n\r\nThe notes from the session, along with any photographs participants wish to share, will be made available to everyone through a shared Google Doc.","Link":["https:\/\/www.assortedstuff.com"],"Audience":["All School Levels"],"Practice":"Opening (5 minutes) - Introductions. Why are you interested in this topic? What is your experience with photography? Are you a \u201cphotographer\u201d? (trick question)\r\n\r\nPresentation\/Discussion (20 minutes) - what makes a \u201cgood\u201d photograph? how can you take better images? How can you use images in your work? How can you have students do the same? It\u2019s all about telling stories, so how can photographs help you do that?\r\n\r\nPhotowalk (30 minutes) - go out into the halls of SLA, duck into sessions, maybe wander outside the building, and take some images using the ideas we discussed. The theme for this walk is people and moods. Try taking some impromptu shots but also try staging some to get the story you want.\r\n\r\nGallery Walk (10 minutes) - bring up what you consider your best shot on your phone. Walk around the room showing it and looking at those of others. Don\u2019t judge which is \u201cbest\u201d; only look at whether the image affects you in some way.\r\n\r\nDiscussion (20 minutes) - return to the topic of using photographs for instruction and learning. What are some tools for sharing and displaying images? How can you make photos available for all to use?\r\n\r\nClosing (5 minutes) - thoughts and ideas for continued learning on this topic. How will you share what you\u2019ve learned\/discovered with students and colleagues?\r\n\r\nAt the end of the session, the facilitator will post links the shared Google Doc and to a webpage containing all the material discussed, plus suggestions for further study.\r\n\r\nAll original material used in this session (including my photographs) will be released under a Creative Commons Attribution Share-Alike license.","Presenter":["Tim Stahmer"],"PresenterAffiliation":["Freelance Educator"],"PresenterEmail":["tstahmer@gmail.com"],"ScheduleSlotID":112,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":909,"Class":"Conversation","Created":1541385508,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Bridge! Building Community in the South Bronx","Handle":"the_bridge-building_community_in_the_south_bronx","ShortDescription":"How do self-expression and vulnerability create connection in a new community? At South Bronx Community, we designed an intensive summer bridge experience, akin to summer camp, focused on building community and introducing social\/emotional skills, self expression and vulnerability. Hear how we build students\u2019 sense of belonging from the beginning.","Description":"There is a growing body of research that indicates long term academic success is linked to students\u2019 sense of belonging. This idea is particularly critical for our most vulnerable students.  SBC brings together students and staff from neighborhoods with a high incidence of trauma, which makes the need for developing community critical to our success. In order for students and staff to engage their full selves in learning, we designed a summer bridge program to foster a sense of belonging. This Summer Bridge Challenge begins the school year where students engaged in reflection and introspection to introduce their true selves to the school community.\r\n\r\nThe Self Portrait Collage:\r\nOur incoming students were tasked with creating community by sharing key elements of their identity, values and purpose with their new community. Students designed a self portrait collage containing images representing their accomplishments, obstacles, happiest moments, struggles and hopes. They shared these personal stories with each other learning that courage through vulnerability creates connections. The 4 day immersive experience includes team building on a ropes course and culminates in a graduation ceremony with loved ones.\r\n\r\nSchool leaders and staff from SBC will discuss the problem they were trying to solve - How might we accelerate students\u2019 sense of belonging as they enter high school to reduce conflict, increase engagement and build community? They will present data, research and programs that inspired the design of the project, share the project plan and student work and show evidence of the project\u2019s efficacy.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","All School Levels"],"Practice":"Session facilitators will include staff and school leaders from SBC. The facilitators will present the data, research and programs that inspired the project, the process the staff used to design the project, and evidence of it\u2019s effectiveness. The facilitators will then sit on a panel and take questions from the session attendees about the project. Session attendees will participate in a gallery walk to view student projects, video and pictures. All attendees will receive access to the teacher designed project materials.","Presenter":["Natalie Ferrell","Chris DeLaCruz","Delvon Glover","Sarah Bowen","Anthony Best","Jeannette Bautista"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["john.clemente@southbronxcommunity.org","natalie.ferrell@southbronxcommunity.org","christopher.delacruz@southbronxcommunity.org"],"ScheduleSlotID":112,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":915,"Class":"Conversation","Created":1542051440,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Between the World and Us","Handle":"between_the_world_and_us","ShortDescription":"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.","Description":"Pending.","Link":[],"Audience":["High School"],"Practice":"Probably some mix of teacher intro, student talk, student readings, and student led-conversation.","Presenter":["Michael Clapper"],"PresenterAffiliation":["SLA"],"PresenterEmail":["mclapper@scienceleadership.org"],"ScheduleSlotID":113,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":898,"Class":"Conversation","Created":1541105177,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating a Learner-Centered School Through Personalized Learning","Handle":"creating_a_learner-centered_school_through_personalized_learning","ShortDescription":"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!","Description":"Learn to build a learning community based on the most common denominator\u2014how people learn. Using both real life examples and engaging participants in first hand experiences, the presenter will help participants identify, 1) their personal learning processes; 2) declare what each brings to a learning community; and 3) listen for what each needs from that community in order to be a successful student. \r\n\r\nGain insights from formulating a learning community on the basis of this type of communication and determine how this will help them build on this foundation. \r\n\r\nCome away with resources you can use immediately upon returning to your institution. \r\n\r\nGet equipped to connect as members of a learning community in an authentic manner. \r\n\r\nLeave the session with two work products: \r\n\u2022\ta full page personal learning profile describing how each uses their individual Learning Processes; and \r\n\u2022\ta template for exploring how their Learning Processes can contribute to developing a learning community for study, support, and personal development.","Link":[],"Audience":["All School Levels"],"Practice":"Participants will:\r\n1.\tdevelop a Personal Learning Profile;\r\n2.\tdiscuss how to use the outcome of each to foster a dialogue between the instructor\/tutor and student as well as enhance communication during team-based tasks; and\r\n3.\tlearn how to process and decode an instructor\u2019s assignment and then generate personalized learning strategies that carefully direct them in completing the assignment.","Presenter":["Joel Johnston"],"PresenterAffiliation":["Compass Academy Charter School"],"PresenterEmail":["jjohnston@compassacs.org"],"ScheduleSlotID":113,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":868,"Class":"Conversation","Created":1540922730,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Empress of Everything --> Empress of THIS","Handle":"play-acknowlegement_and_and_weekly_meeting_in_a_primary_classroom","ShortDescription":"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.","Description":"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.","Link":["https:\/\/messagesfromamasterteacher.com\/"],"Audience":["Elementary School","All School Levels"],"Practice":"The group task would be to apply EduCon inspirations (gleaned from the film and\/or other 'flashes of light' during EduCon)  to specific challenges faced by participants in their own settings, by talking about what was inspiring to them and how they might aim to change their own practice in light of that inspiration, with goal setting that is amenable to progress monitoring.  \r\n\r\nOn-line collaboration will take place in a Google Classroom https:\/\/preview.tinyurl.com\/empressofthis\r\n\r\nThree monthly follow-up online gatherings will be offered for interested participants to share their progress and refine their goals.","Presenter":["Wendy Galson withy a to be determined trainer from Responsive Classroom or a teacher who uses Responsive Classroom"],"PresenterAffiliation":["Wendy:  private practice of psychology; Sarah Lorraine"],"PresenterEmail":["wendy.galson@gmail.com"],"ScheduleSlotID":113,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"I have put in an inquiry to EduConcierge about the wiki practice of EduCon.  I will educate myself on on-line collaboration tools do that I am clear well before EduCon about which tool I am using.  I am working on pinning down a collaborator who is a primary school teacher or a Responsive Classroom trainer to join me for this conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":849,"Class":"Conversation","Created":1540392646,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Healthy & Happy Teachers Change The World: Meditation Practices for Yourself, the Classroom, and the World","Handle":"healthy-happy_teachers_change_the_world--meditation_practices_for_yourself-the_classroom-and_the_world","ShortDescription":"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.","Description":"Through experiences, short trainings, resources, and community building we will support educators to bring meditation (mindfulness to community building to applied ethics and more!) into their own lives so they may be happy, healthy, and free.\r\n\r\nMeditation is the pure energy of being aware and awake in the present moment. Through practice, we all become more aware of ourselves. From this understanding and awareness, we can see others more clearly and have compassion for ourselves and others.\r\n\r\nWe believe that these practices are not just for those who currently have access, and this conversation is designed to share these practices with colleagues and students in their school communities. With mindfulness teachers and students can learn how to take care of difficult emotions and create conditions for a happy school and a happy world.\r\n\r\nKhenpo Karma Tenkyong is a resident teacher at Karma Triyana Dharmachakra (KTD), a Tibetan Buddhist monastery in Woodstock, NY, since 2014. Khenpo Tenkyong actively supports and educates teachers both personally and in their teaching practice.  A native of Nepal, Khenpo Tenkyong became a monk at a young age and later undertook an eleven-year course of Buddhist studies at Karma Shri Nalanda Institute at Rumtek Monastery, earning a Shastri (B.A.), Acharya (M.A.) and Master\u2019s Degree in Buddha\u2019s Teaching in the Sutra Tradition. He was awarded the title of Khenpo by the 17th Karmapa, who also gave him the name Tenkyong. He worked for more than eleven years at the Karmapa\u2019s Office of Administration in Dharamsala, India.\r\n\r\nGrace O'Keeffe is a public NYC high school educator, certified yoga teacher, and Breathe for Change Yoga Training Meditation Trainer. Grace has been studying meditation for over 25 years.","Link":["https:\/\/www.kagyu.org","https:\/\/www.hudsonhs.com","https:\/\/breatheforchange.com"],"Audience":["All School Levels"],"Practice":"Our conversation will be flexible, accessible, and holistic. Participants will engage in meditation practices, reflect on their mindfulness practices, and develop their own toolset for their practice and life.","Presenter":["Khenpo Karma Tenkyong","Grace O'Keeffe"],"PresenterAffiliation":["KTD","NYCDOE","Breathe for Change"],"PresenterEmail":["gokeeffe@hudsonhs.com"],"ScheduleSlotID":113,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Khenpo Tenkyong is a monk (for internal purposes).","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":911,"Class":"Conversation","Created":1541981611,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"It's not about the answer","Handle":"it-s_not_about_the_answer","ShortDescription":"How do we assess students in mathematics beyond \"the right answer?\"","Description":"Mathematics is not about getting the right answer but often that's all we assess. How do we ensure that student's final grade reflects not just their content knowledge but also their mathematical practices? Work with other teachers to read over the standards for mathematical practice and create our own rubrics.","Link":[],"Audience":["All School Levels"],"Practice":"We will spend time looking at different standards for mathematical practice and rubrics for assessment. We will create rubrics on the standards","Presenter":["Elizabeth Houwen"],"PresenterAffiliation":["Science Leadership Academy @ Beeber"],"PresenterEmail":["ehouwen@slabeeber.org"],"ScheduleSlotID":113,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":874,"Class":"Conversation","Created":1540942450,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Make Clubs Cool Again: How do we engage students in after school activities?","Handle":"make_clubs_cool_again--how_do_we_engage_students_in_after_school_activities","ShortDescription":"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?","Description":"The Backstory: At Parkway Center City, we just launched a new initiative--we took away Friday study hall and instead mandated that students join a club. These clubs are student and teacher driven--some are lead by students and facilitated by a teacher, some are the brainchild of a specific teacher. Anything from debate club to video game club. We wanted to give students the chance to connect beyond the classroom. \r\n\r\nThis is just one idea and we know it's not enough. We really want to hear what anyone and everyone else has to say! What are y'all doing to improve school community around students with diverse passions?  How can we foster unity and excitement about our schools? Are there barriers we are ignoring? What can we do to adapt to the needs of our students?  \r\n\r\nJoin a team of teachers and students from Parkway Center City to talk about what we can do to build the kind of school communities that foster growth, creativity, and unity!","Link":["https:\/\/imintohistory.weebly.com"],"Audience":["High School","Middle School"],"Practice":"The goal we have is to make space for an open dialog. We want to bring students to engage their voice but also hear from teachers from other schools. Ultimately, we would like to create a Coggle (https:\/\/coggle.it\/) that can be viewed and added to by the whole group so when we return to our own schools, we have an extensive list of ideas to bring to help improve everyone's school community.","Presenter":["Rosie Morrison","Faheem Akbar (student)","Jamira Fitchett (student)","Jaylah Long (student)"],"PresenterAffiliation":["Parkway Center City Middle College"],"PresenterEmail":["srosemorrison@gmail.com"],"ScheduleSlotID":113,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":852,"Class":"Conversation","Created":1540428820,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making Space for Leadership (Your Own and Others')","Handle":"making_space_for_leadership-your_own_and_others","ShortDescription":"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.","Description":"Leaders aren't born; they're made. Leading takes practice, but anyone can lead from anywhere at any time. These are my core principles and I'd like to engage in conversation about how we all can become better leaders and support each other in developing our leadership capabilities and opportunities. What strengths do you already have and what do you need to develop and how will you do that? If you have an official leadership role, how can you help others grow as leaders? When can you turn your leadership over to another so that they can practice leading? What other opportunities exist within your organization for leadership practice? Come join a conversation to share your experiences and ideas and we can all learn and lead together.","Link":["http:\/\/www.laurablankenship.net"],"Audience":["All School Levels"],"Practice":"Participants will explore what they think leadership means and what skills they think effective leaders have. We will then discuss how to develop those skills within existing roles. Participants will share ideas about how a school might develop more opportunities for leadership practice. We'll use a range of techniques to generate and share ideas.","Presenter":["Laura Blankenship"],"PresenterAffiliation":["The Baldwin School"],"PresenterEmail":["lblankenship@baldwinschool.org"],"ScheduleSlotID":113,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":861,"Class":"Conversation","Created":1540773617,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Next Generation Presentation Skills:  Rapid Prototyping and other techniques to help our students become competent.","Handle":"next_generation_presentation_skills--rapid_prototyping_and_other_techniques_to_help_our_students_become_competent.","ShortDescription":"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!","Description":"Next Generation Skills such as Presentation Skills and collaboration skills are what is needed in the job market and college today.  As a teacher in Philadelphia in a project-based, competency high school that is non-selective, I have discovered through tried and true experience some essential techniques that will enable teachers of any age, any subject and any students to set students up for success. I will launch the conversation and open it up to other practitioners for their ideas and experiences around this topic.  This conversation is for teachers who have worked on this set of skills and want to share their ideas and learn more and those who wish to do so for the first time. We will share and discuss our examples and what we can learn from each other. This will generate ideas that can be utilized immediately in our classrooms for the next time or the first time.","Link":[],"Audience":["All School Levels"],"Practice":"The focus of our discussion will be how to design instruction that will build our students' competence in presenting in teams before an audience.  This conversation is for teachers of any grade level and in any subject. A special part of the workshop could be from authentic feedback from Building 21 students who have been through the presentation process tried by this teacher and what they felt about it.   We will use a circle format  and listening and sharing protocol that supports listening and sharing  so all voices are heard. So that teachers from further away may participate, we will use a google hangout to exchange information and network alongside the person-person conversation.","Presenter":["Kathleen Walsh"],"PresenterAffiliation":["Building 21 Philadelphia"],"PresenterEmail":["kwalsh@building21.org"],"ScheduleSlotID":113,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"I have never presented at @educonphilly but have attended.  I am open to your feedback and will do further drafts to improve my branding of my idea for a conversation as per your feedback. \r\n\r\nbest,  \r\n\r\nKathy Walsh","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":877,"Class":"Conversation","Created":1541001955,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Promoting student civic action through a critical exploration of incarceration practices in the U.S.","Handle":"promoting_student_civic_action_through_a_critical_exploration_of_incarceration_practices_in_the_u.s.","ShortDescription":"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.","Description":"In recent years, policymakers, educators, and journalists alike have decried the decline of civics education in our country. If the goal of civics education is to help young people become active and engaged citizens in a democratic society, then we are particularly failing our students of color. These students struggle to see themselves as changemakers because so many of the examples of student activism that are held up in the media are of actions led by young people who do not look like them or come from similar communities.\r\n\r\nIn this conversation, we will share how, in a high school setting, we use a project centering around the issue of mass incarceration as a tool to help students translate civic learning and discussions of injustice into civic action that addresses a social issue. The objectives of the project are to: (1) examine the effects of the rapid growth of incarceration in the United States; (2) identify and research root causes of mass incarceration; (3) develop an action plan for addressing the issue of mass incarceration. The project culminates in a public, city-wide Mass Incarceration Symposium in which students engage community members in a dialogue about injustice in the prison system. By providing students with a platform to engage with community members and share their work with key stakeholders, we are presenting them with an authentic audience for their work so that they can see how their work can impact the community around them.","Link":[],"Audience":["High School","Middle School"],"Practice":"This session will be formatted as as conversation among presenters and participants about the importance of civics education in schools and how we as educators can support and encourage student civic action. In order to put the voices of our students at the center of our work, our students will share their experiences with civic action through the mass incarceration project. Participants will leave the conversation with actionable steps for incorporating civics education into their classroom, regardless of discipline or subject being taught.","Presenter":["Rebecca Coven and Marina Isakowitz"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["rebecca.coven@workshopschool.org"],"ScheduleSlotID":113,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":846,"Class":"Conversation","Created":1540313792,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Revisiting The Third Teacher:  An Interactive Design Conversation about Space, Pedagogy, and Culture","Handle":"revisiting_the_third_teacher--an_interactive_design_conversation_about_space-pedagogy-and_culture","ShortDescription":"This conversation invites educators and allies to explore the architectural concept of \u201cThe Third Teacher\u201d \u2013 via Italy\u2019s 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.","Description":"This conversation invites educators and allies to explore the architectural concept of \u201cThe Third Teacher\u201d \u2013 via Italy\u2019s 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. \r\n\r\nAs more educators and school teams proactively look to develop engaging and innovative physical spaces which support equally engaging and innovative learning communities, we are reminded to avoid the temptation to treat such design projects as \u2018shopping trips\u2019 rather than as holistic, mission-driven expeditions. \r\n\r\nReggio Emilia\u2019s founder (and psychologist) Loris Malaguzzi believed that all students had three teachers in her \/ his life -- the first teacher: adults; the second teacher: one\u2019s peers; and the third teacher: the physical environment \u2013 which provided the context for all learning. \r\n\r\nThe concept of \u2018the third teacher\u2019 inspired the ground-breaking school architecture book The Third Teacher (and similarly named education-focused global design studio, where both Christian and David served). Instead of offering a prescriptive set of formal architectural rules, the spirit of the book and studio invited educators and community members to embrace their roles as designers of learning cultures that set the conditions for the emergence of authentic spaces.\r\n\r\nThis conversation will invite all attendees to explore how a human-centered design process can help align spatial, pedagogical and cultural elements to anchor their future learning communities. Participants will share their unique spatial challenges, engage in interactive workshop experiences, and have access to pragmatic resources to test in their own schools.","Link":["https:\/\/www.wonderproject.org\/","https:\/\/davidjakesdesigns.com\/"],"Audience":["All School Levels"],"Practice":"A wide range of interactive design workshop activities, including:\r\n\r\n- all-group participant case study story-telling session\r\n- quiet solo reflections\r\n- conversational partner 'empathy interviews'\r\n- small group ideation and prototyping sessions\r\n- small group presentations\r\n- all-group 'pattern identification' session\r\n- facilitator workshop guidance and final recommendations\r\n- all-group Google Doc resource sharing during and after the session","Presenter":["Christian Long","David Jakes"],"PresenterAffiliation":["Christian: Founder of The WONDer Project. David: Founder of David Jakes Designs"],"PresenterEmail":["christian@wonderproject.org","david@davidjakesdesigns.com"],"ScheduleSlotID":113,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"If possible, we'd prefer a Saturday afternoon time slot. Ideally, we'd love to have space that allows multiple teams to work easily work with one another. That being said, we'll happily adapt to whatever makes sense from your side of the planning process.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":855,"Class":"Conversation","Created":1540578504,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Whiteness: The elephant in our classroom","Handle":"whiteness--the_elephant_in_our_classroom","ShortDescription":"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.","Description":"What are some common practices currently in place that make school environments exclusive, racist, oppressive, and biased? How do you create an environment where we move past the superficial work of diversity to the uncomfortable and more difficult work of inclusion and dismantling whiteness? Why is addressing and disrupting whiteness important in all school even those that are majority white in population? What are ways we can better do the work in our schools to create not only welcoming\r\nenvironments for both educators and students of color, but ultimately provide sufficient agency, care, and support that allows these individuals ample opportunity to succeed and thrive? Join this session where we will discuss and share tangible steps and ideas that should occur in all school spaces to dismantle the pervasiveness of whiteness which harms all students and teachers.","Link":["http:\/\/www.educolor.org","http:\/\/www.shanavwhite.com","http:\/\/www.thejlv.com"],"Audience":["All School Levels"],"Practice":"Our first goal will be to set the conversation norms that we will engage in challenging conversations, but our room is a space to learn grow and challenge status quo thinking and practices. We will engage those outside the room with a live tweet chat and field additional questions or share comments with those present. We also (with permission) will record parts of the session to share on the EduColor podcast.","Presenter":["Jose Vilson","Val Brown"],"PresenterAffiliation":["Educolor"],"PresenterEmail":["shanavidalwhite@gmail.com","jose.l.vilson@gmail.com","valpbrown@gmail.com"],"ScheduleSlotID":113,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"Thanks for the opportunity to submit!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":893,"Class":"Conversation","Created":1541089140,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Who Tells Your Story?","Handle":"joyful_and_meaningful_education--its_power_and_limits","ShortDescription":"In They Can\u2019t 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?","Description":"Jill Davidson\u2019s work in the world of progressive education runs deep, through creating ways for educators within the Coalition of Essential Schools to tell their stories (and eventually leading that network) to her current position as Program Director at the Center for Artistry and Scholarship, where she works with Linda Nathan and an emerging network of educators to create schools where students and the adults who work with them think, create, make, do and play every day. The aims of this conversation are to: 1) think about whether and how it's important for educators and students to document and share their teaching and learning stories; 2) share resources to find insightful, inspirational, and useful stories about teaching and learning that allow us to expand our practices and impact; and 3) imagine new ways to tell and share our stories.","Link":["https:\/\/www.artistryandscholarship.org","https:\/\/www.linkedin.com\/in\/jillsdavidson\/","https:\/\/twitter.com\/jillsdavidson"],"Audience":["All School Levels"],"Practice":"Written reflections, small group conversation, group document creation, sharing via social media.","Presenter":["Jill Davidson"],"PresenterAffiliation":["Center for Artistry and Scholarship"],"PresenterEmail":["jdavidson@artistryandscholarship.org"],"ScheduleSlotID":113,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"I am delighted to facilitate this conversation, or help with\/lead another one as needed! And please know that if you have a wealth of choices, I will not be upset at all if you can't fit this in. Looking forward to EduCon either way! Thanks for the opportunity and for all you're doing to make this happen.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":891,"Class":"Conversation","Created":1541082695,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Academic Conversations: What, Why, and How","Handle":"academic_conversations--what-why-and_how","ShortDescription":"Students engaging in conversations around content promotes deeper learning and student ownership of learning. What does it mean to have academic conversations in the classroom? Why is it worth the effort and energy? How can you overcome the challenges and make it happen?. Come help generate answers to these questions.","Description":"The goal of the session is to develop ideas and strategies around academic conversations. Student-led and student-driven conversations around content can happen beginning in the primary grades and moving all the way up into higher education. \r\nTo get started we\u2019ll have chart paper for people to begin brainstorming why academic conversations should be happening in classrooms at all ages. This can start whenever folks arrive and continue through the first few minutes of the session.\r\nUsing those whys we will engage in conversations in small groups to develop a picture of what academic conversations can look like, including the role of the teacher. Groups will share their ideas and we\u2019ll create one set of thoughts for the entire group.\r\nThe how of academic conversations is the greatest challenge. To kick off that discussion we\u2019ll begin with post-it notes for participants to share challenges or concerns they see around academic conversations. We\u2019ll group the ideas, looking for similarities. Participants can then choose which challenges or concerns they are most interested in exploring and create new groups. The last part of the session will be spent sharing these ideas and adding to or revising them by others.","Link":[],"Audience":["All School Levels"],"Practice":"We\u2019ll begin the session with a modified Chalk Talk as people arrive. We won\u2019t require silence but will encourage focus on the opening question. We will build off the Chalk Talk in small group discussions and then as a whole group. A Whip-Around will get us focused for the final Open Space discussions around the challenges and concerns identified.","Presenter":["Jennifer Orr","Megan Kratz","Taylor Heil"],"PresenterAffiliation":["Lynbrook Elementary School"],"PresenterEmail":["jenorr@gmail.com","MCKratz@fcps.edu","tdheil@fcps.edu"],"ScheduleSlotID":114,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":854,"Class":"Conversation","Created":1540556552,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Black Men Read","Handle":"black_men_read","ShortDescription":"\"Black Men Read\" models the love of reading using conversations sparked from the book Forty Million Dollar Slave. The conversation will explore the intersection of sport, race, and economics. The session will crowdsource ways to engage Black male students and other affinity groups in book clubs at schools and out of school spaces.","Description":"Black Men Read is a pilot project collaboration with  U School Educators, students and the Free Library of Philadelphia to attract teens and diverse a range of readers to ensure intergenerational discourse and lively conversations.\r\n\r\nThe \u201cBlack Men Read\u201d conversation will explore the following essential questions:\r\n\r\nWhat are the connections between slavery and the sports-industrial complex?   \r\nWhat Promised Land has sports and entertainment offered Black athletes and entertainers?  \r\n\r\nWhat American values can be seen through the prism of sports culture?\r\n\r\nIn what ways are athletes like Lebron James, Colin Kaepernick, Malcolm Jenkins pushing back against racial oppression.\r\n\r\nThe model Black men reading and the conversations sparked from the book Forty Million Dollar Slave should motivate participants to develop similar reading groups in their schools and local communities. \r\n\r\nAt the end of the session, participants will learn how to foster and support Black Men Reading or other affinity groups. And learn how to select interesting book club reading text and engage with lively book discussions.","Link":["https:\/\/www.smore.com\/qa7e2-black-men-read"],"Audience":["High School"],"Practice":"The session will include small group and whole group discussions:  U School Students and community members will be Invited to share with participants and discuss? \r\nWhat early lessons can we learn from the book 40 Millon Dollar Slave? \r\n\r\nWhat parts of the book surprised us? What parts caused the most tensions? \r\n\r\nHow can we take lessons from the book to help us understand the importance of sports, race, and economics?\r\n\r\nAre there other books or related topics we should explore?","Presenter":["Samuel A Reed III","Mike Pflueger","Munier Abdul-Rahman (Student)"],"PresenterAffiliation":["U School"],"PresenterEmail":["sreed@uschool.org","mpflueger@uschool.org","6922599@philasd.org"],"ScheduleSlotID":114,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":908,"Class":"Conversation","Created":1541248541,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Building Community Through the Advisory Model","Handle":"building_community_through_the_advisory_model","ShortDescription":"A panel of students and staff members will present the highlights of our middle school Advisory Model and answer your questions about the benefits and logistics of practical implementation of an Advisory Model in your school.","Description":"At LaBrum Middle School, we are three years into the implementation of an Advisory Model.  Broadly defined, advisory programs are configurations in which an adult advisor meets regularly during the school day with a group of students to provide academic and social-emotional mentorship and support, to create personalization within the school, and to facilitate a small peer community of learners (Cushman, 1990; Galassi et al., 2004; Galassi et al., 1997; Juvonen et al., 2004; National Association of Secondary School Principals, 2006; Stevenson, 1998). We have personalized this concept and tailored it to fit our school community in an effort to live our mission of creating a \"culture of care\" in our school.  Our model is constantly evolving and improving and we want to share our growth, struggles, and successes with other professionals interested in implementing an Advisory Model in their middle school to help foster community, connectedness, and student success. We will have a panel of students and staff members on hand to explain our model and field your questions.","Link":["https:\/\/hancock.philasd.org\/labrum-campus\/"],"Audience":["Middle School"],"Practice":"Please join us for this informal discussion of what Advisory Model looks like through a practical lens. Listen to students and staff highlight the successes of our model and dig in with your own questions about the nuts and bolts of how Advisory Model could look in your school. Join our Google Classroom to stay connected once EduCon is over. We'll share resources through this platform and answer your questions as you role out an Advisory Model in your Middle School.","Presenter":["Stacy Schwab","William Griffin","Nicole Bourque","Kevin Kelly","Raymond Brettle","Denise Logan","Bethany Parker","Kelly McGrogan","student representatives"],"PresenterAffiliation":["John Hancock Demonstration School LaBrum Campus"],"PresenterEmail":["sschwab@philasd.org"],"ScheduleSlotID":114,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":924,"Class":"Conversation","Created":1548446680,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building School 2.0","Handle":"building_school_2.0","ShortDescription":"* What does the modern school mean?\r\n* What are the vital pedagogies? \r\n* How do we create schools that powerful and healthy for all?","Description":"In their book, Building School 2.0: Creating the Schools We Need, Lehmann and Chase outline 95 theses arguing for the best paths forward to modern, humanist schools that effuse and ethic of care. In this conversation, we will examine key theses from the text and discuss what it might mean for participants to return to their places of learning to begin to build these modern schools and shift the course of existing skills. Come join us in a conversation focused on moving from our best theories to authentic practice.","Link":["http:\/\/practicaltheory.org","http:\/\/www.autodizactic.com"],"Audience":["All School Levels"],"Practice":"* Examine core theses of the book and use them for small group discussions.","Presenter":["Chris Lehmann","Zac Chase"],"PresenterAffiliation":[],"PresenterEmail":["clehmann@scienceleadership.org","zac.chase@gmail.com"],"ScheduleSlotID":114,"ScheduleLocationID":13,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":859,"Class":"Conversation","Created":1540761497,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Changing School Discipline","Handle":"changing_school_discipline","ShortDescription":"School discipline has been constantly changing for all levels of schools. It is important to discuss the impact that has on teachers, students and administration. It is also important to not only discuss discipline in terms of shaping behavior day to day, but also its role in teaching long term skills students needs in order to navigate the world.","Description":"We will discuss how we can create discipline systems, that teach students skills to help them navigate the world while still supporting teachers in the classroom. Educators will discuss how these practices can look, in a school, in a classroom, in one on one conversations or even in a larger context. The presenter and educators will share their experiences with discipline systems they have experienced and systems\/ procedures they have tried to implement.","Link":[],"Audience":["All School Levels"],"Practice":"Educators will collaborate sharing ideas, experiences, and ideals crossing over grades and positions within a school. Through the varying activities, educators should be able to leave with a plan to either implement or present and idea to their school to further improve school discipline.","Presenter":["Micah Winterstein"],"PresenterAffiliation":["Building 21 High School"],"PresenterEmail":["mwinterstein@building21.org"],"ScheduleSlotID":114,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":834,"Class":"Conversation","Created":1539456143,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Implicit Bias and Exclusion: The Muslim American Experience in School","Handle":"implicit_bias_and_exclusion--the_muslim_american_experience_in_school","ShortDescription":"There are many misconceptions about Islam that lead to negative experiences for Muslim students and teachers alike. In the current political climate, being informed about our own biases, both explicit and implicit, and combating our misconceptions is part of the responsibility of being an educator. Students of color constantly suffer at the hands of ignorant educators and Muslim students have been bullied by their peers and their teachers. In this workshop, we will address the basics of Islam that are necessary for one to understand that it is not a monolith. We will also address types of implicit and explicit discrimination and racism against Muslims using specific examples and ways to address these situations. Lastly, we would like to describe and discuss how we can create safe and inclusive spaces in schools for Muslim students and educators alike.","Description":"This conversational focus is around Muslim American student experiences in public schools and the unique ways they go through the k-12 public school system. The main idea is that while Muslim students have unique experience, implicit bias and exclusion towards any minority student is common practice. The basis of our presentation is that inclusion, cultural responsiveness, and educated teachers are a vital part of a student's experience in American school systems.","Link":["http:\/\/www.teachingwhilemuslim.org"],"Audience":["All School Levels"],"Practice":"The entire \"workshop\" is a conversation. The first part of the presentation are a series of true and false statements that participants respond to. The second part of the \"workshop\" is an opportunity for participants to discuss how Islamophobia has shown up in curriculum and collectively present ways to address and eliminate the Islamophobia.","Presenter":["Nagla Bedir"],"PresenterAffiliation":["#Educolor"],"PresenterEmail":["contact@teachingwhilemuslim.org"],"ScheduleSlotID":114,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":873,"Class":"Conversation","Created":1540935410,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Keepin' it Real with Real World Learning","Handle":"keepin-it_real_with_real_world_learning","ShortDescription":"Real World Learning can take many forms, from internships to field trips, and a lot in between. How do you infuse the 'Real' into these experiences? They key is to keep things student-centered! This workshop examines the practices of the Real World Learning program at el Centro de Estudiantes High School in the heart of Kensington, and invites participants to dream up their own #rwlgoals.","Description":"As educational leaders in the 21st century, it is our charge to cultivate authentic and engaging Real World Learning (RWL) opportunities with youth. In this workshop, we will explore the effort through the lens of Student Experience, responsive Program Management, and Assessment.\r\n\r\nDrawing on the student-centered practices of el Centro's RWL program, we will delve into such topics as internship preparation and readiness, student engagement, real-world project work, program scaffolding, competencies and assessment, tech tools, staff training, and developing partnerships.\r\n\r\nWe will also identify common issues faced by proponents of Real World Learning, and collaboratively develop solutions that can be implemented across school environments.","Link":[],"Audience":["High School"],"Practice":"Collaborative sharing and problem solving.","Presenter":["Nina Bilynsky-Ristics"],"PresenterAffiliation":["El Centro de Estudiantes High School","Big Picture Philadelphia","Big Picture Learning"],"PresenterEmail":["nbilynsky@elcentrobpp.org"],"ScheduleSlotID":114,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"My aim is to invite students to co-facilitate the conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":847,"Class":"Conversation","Created":1540340662,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Kids on Earth - The World Has Changed","Handle":"kids_on_earth_-_the_world_has_changed","ShortDescription":"Ideally, a keynote connecting global citizenship, widespread technology use, and digital storytelling as learning. PLUS a recording session\u2014through the whole conference\u2014interviewing two dozen local students to add to a library that already includes Bulgaria, Sierra Leone, England, Slovenia, and the world.","Description":"1. Technology enables communication.\r\n2. Communication drives awareness.\r\n3. Awareness leads to beliefs, knowledge, understanding, and wisdom.\r\n4. In our era, technology also enables connection to people, places and ideas\u2014in ways that were never possible before.\r\n5. We are raising the first generation of connected, relatively healthy and wealthy, mostly literate people\u2014and we are providing technology so they can see, hear and interact with one another\u2014in real time.\r\n6. This changes everything... how they learn, what they learn, why they learn, who they learn from, who they teach and how, the role of school and teachers.\r\n7. Or does it? I am traveling the world, talking to kids, asking them about their lives, their interests, their concerns, their plans. It\u2019s called Kids on Earth... (explain...)\r\n8. Questions","Link":["http:\/\/www.kidsonearth.org"],"Audience":["Middle School","All School Levels"],"Practice":"Let\u2019s define global citizenship together (even the United Nations isn\u2019t completely sure). Let\u2019s live brainstorm that together\u2014then pay attention to students already recorded and to students we will record during EduCon because they are actively defining the concept everyday. All results shared on www.kidsonearth.org \u2014 some could be live streamed, too.","Presenter":["Howard Blumenthal"],"PresenterAffiliation":["Kids on Earth","University of Pennsylvania"],"PresenterEmail":["hblumenthal@me.com"],"ScheduleSlotID":114,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"Be sure to watch the growing library of Kids on Earth videos\u2014via the website or https:\/\/vimeo.com\/user31644857","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":912,"Class":"Conversation","Created":1541996153,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"MakerSpaces as HumanSpaces","Handle":"makerspaces_as_humanspaces","ShortDescription":"How might we transform what we have come to know as MakerSpaces into spaces that meet the social, emotional, physical and vocational needs of student, faculty and community as well?   We'll discuss the various looks of makerspaces in our schools and action steps for amplifying their purpose.","Description":"As our schools become places that increasingly serve more and more needs in our communities and our roles as educators become increasingly dynamic, it becomes that much more important for us to find ways to leverage our resources to meet more than a single purpose each.  And when we look at MakerSpaces, the solution may rest right in their names.  How might we transform what we have come to know as MakerSpaces into spaces that meet the social, emotional, physical and vocational needs of student, faculty and community as well?  We'll discuss the various looks of makerspaces in our schools and action steps for amplifying their purpose.  And when we leave, we will have game plans for each of us to evolve the makerspaces in our spheres of influence to stronger agencies for meaningful solutions.","Link":["http:\/\/www.danryder207.com"],"Audience":["All School Levels"],"Practice":"During this session we will build out an organic digital sketchnote based on Ela Ben-Ur's Innovator's Compass framework;  as participants' ideas populate the compass, connections will be made, ideas solidified, and as digital artifact it can be easily shared & used by participants well after our session ends.","Presenter":["Dan Ryder"],"PresenterAffiliation":["Mt Blue High School\/Maine RSU 9"],"PresenterEmail":["danryder207@gmail.com"],"ScheduleSlotID":114,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"I'm very keen on having the opportunity to discuss this topic at EduCon in advance of having a similar conversation at SXSWEDU in March.  I would love to use the EduCon conversation as something of a springboard for the SX crowd to work from and find a way to bring the two communities of educators and progressive thinkers together.     I'm also the Education Director of the Success & Innovation Center at Mt. Blue Campus, a combination MakerSpace and social work office.  We are only in our 2nd year and far from having figured out -- I would love to learn from others and see how our model might help them and how their experiences might help us continue to thrive.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":881,"Class":"Conversation","Created":1541012196,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Online Robust Vulnerability: Developing Digital Empathy & Humanity Without Disconnecting","Handle":"online_robust_vulnerability--developing_digital_empathy-humanity_without_disconnecting","ShortDescription":"How might we help equip our students to navigate an increasingly polarized social media landscape and engage in conversations rooted in empathy and our shared humanity?","Description":"Students are increasingly embedded in online communities through games and social media. We have seen that unmoderated communities can lead to mob mentality, cruelty, unhealthy body image, racist attacks, threats of assault, hatred, antisemitism, homophobia, transphobia and misogyny. Rather than coming from a place of fear or simply urging that students unplug, we want to foster in students the skills to navigate these digital spaces from a place of empathy, humanity, and robust vulnerability.","Link":["https:\/\/www.sacredsf.org\/"],"Audience":["All School Levels"],"Practice":"We will engage in conversations and collect ideas, suggestions and responses through sticky notes and collaborative idea-generating processes.","Presenter":["Bill Jennings","Krista Inchausti"],"PresenterAffiliation":["Convent & Stuart Hall - Schools of the Sacred Heat","San Francisco"],"PresenterEmail":["bill.jennings@sacredsf.org","krista.inchausti@sacredsf.org"],"ScheduleSlotID":114,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":914,"Class":"Conversation","Created":1542039317,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Reflecting on Reflection","Handle":"reflecting_on_reflection-2","ShortDescription":"This session, led by SLA teachers, focuses on how we process and develop our work and growth as educators. The work we do in schools is both professional and personal -- how do we look back on that work to create meaningful pathways forward?","Description":"This session, led by SLA teachers, focuses on how we process and develop our work and growth as educators. The work we do in schools is both professional and personal -- how do we look back on that work to create meaningful pathways forward?\r\n\r\nIn this session, we will spend time reflecting on our own practices as educators, frame questions for powerful reflection, share successful practices that we use at SLA, and consider habits and practices that weave reflection into the rhythms of classrooms, schools, and organizations.\r\n\r\nJoin us on [OneClick.chat](https:\/\/oneclick.chat\/events\/854)","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Introspective time, small-group collaboration, and whole-group discussion","Presenter":["Anna Walker-Roberts and Amal Giknis"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["amal.giknis@gmail.com"],"ScheduleSlotID":114,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":902,"Class":"Conversation","Created":1541116997,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating Change and Scaling Innovation","Handle":"creating_change_and_scaling_innovation","ShortDescription":"Flipping faculty meetings, introducing new communication and productivity tools for collaboration, and creating teams where the leadership is distributed, not hierarchical, are all ways of moving towards innovative teaching and learning practices. What have you done at your school that's been successful in creating change or scaling innovation?","Description":"To make change part of the culture of our schools, we have to change the way adults work at school. Are we making the best use of faculty meeting time? Are we clear and efficient in our communications? How can we best use the time we have together in the schoolhouse to learn in ways that are engaging and dare we say it, fun?  In our team-based approach to innovation, we have reimagined existing roles and carved out time, space, and resources to turn teachers\u2019 ideas into action. We have focused on innovative pedagogies and created opportunities for teachers to engage in personalized professional development.\r\n\r\nFlipping faculty meetings, introducing new communication and productivity tools for collaboration, and creating teams where the leadership is distributed, not hierarchical, are all ways of moving the needle towards innovative teaching and learning practices. We will host a conversation for educators to share methods that have been successful, and have a chance to workshop new ideas for supporting and sustaining innovation in our schools.","Link":["https:\/\/www.agnesirwin.org\/academics\/innovation"],"Audience":["All School Levels"],"Practice":"We will use Visible Thinking Routines from Harvard\u2019s Project Zero to collaboratively come up with new ways of supporting and sustaining innovation in school. \r\n\r\nWe will use these routines as a tool to facilitate thinking and dialogue during the sessions - enabling participants to discover new ideas, reflect on their experiences, and find connections with others.","Presenter":["Julie Diana","Margaret Powers","Kimberly Walker"],"PresenterAffiliation":["The Agnes Irwin School"],"PresenterEmail":["jdiana@agnesirwin.org","mpowers@agnesirwin.org","kwalker@agnesirwin.org"],"ScheduleSlotID":115,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":917,"Class":"Conversation","Created":1542125889,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Design Thinking In the Classroom","Handle":"design_thinking_in_the_classroom","ShortDescription":"How might we use design thinking in the classroom? Join us for a session that will explore various ways that students and teachers might use the habits and mindsets of design thinking in order to improve student learning.","Description":"Interested in an introduction to Design Thinking in education? Or perhaps you have experience with Design Thinking, and want to explore different ways of incorporating it into your practice? This session is for you!\r\n\r\nWe'll provide an overview of Design Thinking, followed by an active, participatory challenge on the topic of using Design Thinking in the classroom. Everyone will then share their work and discuss the various ways the habits and mindsets of Design Thinking can be used in the educational realm. Join us!","Link":[],"Audience":["All School Levels"],"Practice":"We will facilitate hands-on, participatory, and collaborative design challenges. Groups will then share their work, which will lead to a conversation about the various uses of design thinking in education.","Presenter":["Tim Best","Liam Gallagher","Michael Molina"],"PresenterAffiliation":["SLA","Upland Country Day School","Gilman School"],"PresenterEmail":["tbest@scienceleadership.org"],"ScheduleSlotID":115,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":921,"Class":"Conversation","Created":1543682490,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Got Bars?: Celebrating Student Voice through Spoken Word Poetry","Handle":"got_bars--celebrating_student_voice_through_spoken_word_poetry","ShortDescription":"In this session, mentors from the Philly Slam League will help teachers use spoken word poetry to show their students the power of their voices.","Description":"In this session, we will not only discuss multiple tried-and-true ways to build a spoken word poetry team, but also ways that these methods can contribute to an English or History Curriculum.  Along with poets from the Philly Slam League, we will discuss prompts and activities - and every attending teacher will leave with a free copy of PSL's curriculum, which covers any teacher's first 10 poetry clubs!","Link":["http:\/\/www.phillyslamleague.org\/"],"Audience":["High School","Middle School"],"Practice":"Small and Large Group Discussion. Modeling.","Presenter":["Matthew Kay","Cait Kay"],"PresenterAffiliation":["Philly Slam League"],"PresenterEmail":["mkay@phillyslamleague.org"],"ScheduleSlotID":115,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":889,"Class":"Conversation","Created":1541076186,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"MAKE Social Studies Relevant:  How to Connect Maker Ed Projects to Real-World Problems","Handle":"make_social_studies_relevant--how_to_connect_maker_ed_projects_to_real-world_problems","ShortDescription":"Teachers inspire the next generation to take action in our changing world.  How can we help students understand current issues?  Are we empowering students to be changemakers and social justice advocates?  Use Maker Ed to design a green energy solution to solve real-world challenges facing Puerto Rico after Hurricane Maria.","Description":"Our goal is for participants to understand the power of Maker Education in helping students to see their role in working towards social and environmental justice. One way to help our students be agents of change in creating a more just world is to give them opportunities for designing and making and allow them to see the impact they can have over objects and systems in their world. We will walk through participants through the design thinking process in order to begin prototyping a green energy solution. \r\n\r\nExposing students to the human centered process Design Thinking requires them to ask, \u201cHow can I create things that would make something easier for someone else?\u201d This process requires students to interview people about their needs and develops empathy in our students. It asks them to define a problem, ideate possible solutions, create a prototype and then test it. In testing their ideas, students observe it\u2019s impact, ask for feedback and make revisions. \r\n\r\nParticipants will gain familiarity with the Design Thinking so they can apply it to Maker Education they embark on with their students.","Link":["http:\/\/fcslightlab.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"Participants will have the opportunity to discover and discuss the superpowers they bring to collaboration. As a group they will explore what combination of superpowers lends itself to the most productive working group. Once groups are formed participants will have a chance for hands-on application of Maker Education to real-world problems and have an opportunity to do a  Gallery Walk of other groups\u2019 work. \r\n\r\nIcebreaker (10 minutes): Participants will get in small groups to assess their own \u201csuperpower\u201d using What\u2019s Your Superpower? cards.  The objective is to identify individual strengths and natural talents that can help to increase teamwork when applied inside a diverse group.  There will be a brief presentation of research supporting the benefit of increased diversity in problem-solving outcomes.\r\n\r\nIntroduction to Friends\u2019 Central Maker Ed Program, Description of Green Energy Project and introduction of Presenters (10 minutes)\r\n\r\nOutline for Group Work Time to Engage in Maker Ed Project Based on Puerto Rico\u2019s Ongoing Power Outages after Hurricane Maria (10 minutes).  Design Thinking Process will be condensed due to time constraints, but the process will be thorough enough that participants will leave with an understanding of how to structure this kind of project for students over several class periods.\r\n\r\nStep 1: Research\/\u201dDeep Dive\u201d\r\n\r\nStep 2: Focus: Develop Empathy & Define the Need\r\n\r\nStep 3: Generate Ideas\r\n\r\nStep 4: Prototype\r\n\r\nStep 5: Collaborate\r\n\r\nSplit into Groups. Participants will be asked to split into groups according to their identified superpower.  The goal will be to form groups of 4-6 educators who all identified different talents to improve the diversity of idea and solutions.\r\n\r\nGroup Work Time \r\n\r\nSteps 1-2:  (15 minutes)  Research\/Deep Dive\r\nUsing resources provided by presenters and ability to use online methods, teams will gain an understanding of: Hurricane Maria, its effect on Puerto Rico\u2019s electrical power system, basic scientific knowledge of hurricanes, generators, and green energy.  \r\n\r\nA need statement will be generated before brainstorming begins in the next step.  \r\nExample Need Statements: \r\nSchools in Puerto Rico need an alternate source of energy in order to open on a daily basis for students.  \r\nPuerto Rican workers need restoration of energy sources in order to go back to prior employment.\r\n\r\nStep 3: (5 minutes)  Generate Ideas through Brainstorming\r\n\r\nStep 4: (20 minutes)  Prototyping\r\nGroups will use everyday materials plus green energy supplies to build a rough prototype of one of their ideas.\r\n\r\nStep 5: (5 minutes)  Collaborate\r\nGroups will leave their work displayed for feedback.  Participants are encouraged to walk around, engage with other projects, and leave constructive feedback, questions, and comments for the group to consider before they would continue building. Participants will leave with an understanding of how to continue the cyclical Design Thinking process with students.\r\n\r\nWrap-Up Conversation: (15 minutes)\r\n\tQueries: \r\nHow is this work connected to your school\u2019s mission & vision and\/or your responsibility as a teacher?\r\nHow could you adapt this model for different age groups?\r\nWhat other real-world issues would fit nicely into this kind of Maker Ed\/Design Thinking project?\r\nHow could you connect students to community and global resources to \u201cdeepen the dive\u201d?\r\nHow can you assess your students\u2019 learning?  Ongoing?  Final?","Presenter":["Brie Daley & Kelly Bird"],"PresenterAffiliation":["Friends' Central School"],"PresenterEmail":["bdaley@friendscentral.org"],"ScheduleSlotID":115,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":837,"Class":"Conversation","Created":1539972725,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making Moves that Matter","Handle":"making_moves_that_matter","ShortDescription":"Aligning our principles with our practice takes more than persistence. Finding the moves that matter emerges when we think systemically, support a culture of thinking, and hone responsive teaching practices. Bring a challenge you wish you could solve.  We'll work together to consider how major levers and second-order thinking can open up unseen pathways forward.","Description":"Aligning our principles with our practice takes more than persistence. Finding the moves that matter emerges when we think systemically, support a culture of thinking, and hone responsive teaching practices. We'll use the forces of culture formation outlined by Ron Ritchart in \"Creating Cultures of Thinking\" to think in terms of big moves we can make in classrooms. Then we'll layer in decision journaling. This simple, yet powerful practice builds proficiency in problem-solving and will deepen your trust in your instincts as well as your personal and professional judgment. \r\n\r\nDon't get stuck. Bring a challenge you wish you could solve. Work hard to name it clearly and concisely. We'll work together to consider how major levers and second-order thinking can open up unseen pathways forward.","Link":["http:\/\/www.revolutionschool.org"],"Audience":["High School"],"Practice":"We'll use a probing protocol to deepen thinking. Participants will leave with a decision journal, including a first entry completed during the session.","Presenter":["Noelle Kellich"],"PresenterAffiliation":["Revolution School\/ Uraban Affairs Coalition"],"PresenterEmail":["noelle@revolutionschool.org"],"ScheduleSlotID":115,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":858,"Class":"Conversation","Created":1540738289,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Promoting Equity in Assessment","Handle":"promoting_equity_in_assessment","ShortDescription":"When implicit biases are not guarded against, how we assess can unintentionally promote racial inequity.  Through transparent assessment systems and culturally relevant pedagogy, we can better prepare our students to be independent learners.  In this session, participants will be guided through a series of interactions around assessment and bias.","Description":"When implicit biases are not guarded against, how we assess can unintentionally promote racial inequity. One of the areas most wrought with implicit bias is the inclusion of habits of work and academic behaviors in our assessment systems. When how and what we assess is not transparent or culturally relevant to students, our implicit biases can cause us to grade unfairly.   Furthermore, the reliance on habits of work and academic behaviors in assessment systems can potentially foster compliance and dependence instead of independence and critical thinking.   This is particularly true for students of color that have been historically oppressed.  We suggest that teachers only assess content comprehension and skill acquisition and invite students into the assessment process.  We will explore how culturally relevant classrooms place the student in the center of the lesson in order to break the replication of society\u2019s racist power dynamic. In this session, participants will be guided through a series of interactions about assessment and bias. We will ask participants to reflect on their own beliefs and assumptions around assessment, to discuss both the value of specific academic behaviors as well as the ramifications of removing academic behaviors from grading.  Finally, we want participants to question how implicit bias affects their own classrooms and their systems of assessment.","Link":[],"Audience":["High School"],"Practice":"Participants will contribute to a variety of conversations around implicit bias, equity in assessment, and culturally relevant pedagogy.  \r\n\r\nWe will begin the session with a \u201csilent conversation,\u201d wherein participants collectively write on a large piece of bulletin board paper to capture their thoughts and interact with one another around three questions: \u201cWhat do we assess?\u201d  \u201cHow do we assess?\u201d  \u201cWhy do we assess?\u201d The conversational aspect of this activity occurs in the participants\u2019 reactions to what is being written. They will be encouraged to interact with one another silently by commenting on what is written, to add follow up questions, and to identify common understandings and agreement.\r\n\r\nAfter the silent conversation commences, participants will circle up and discuss similarities and themes they notice in the responses.  At this point, teachers will be introduced or reminded of the idea of implicit bias through a very short video or piece of excerpted text.  After, participants will be asked to reflect on how their own implicit biases around race, gender, and ethnicity might affect the way that they assess and grade their students.  \r\n\r\nOnce the idea of implicit bias is introduced, participants will take part in a small group table activity designed to push their thinking around what types of assessments are equitable and what types of assessments could be problematic in reinforcing existing power structures.  Next, teachers will be asked to participate in a \u201cTake a Side\u201d activity.  We will provide statements about traditional methods of assessment and ask participants to \u201ctake a side.\u201d  Each participant either has to agree or disagree with the statement and defend their choice.  This activity encourages participants to listen to a diverse collection of perspectives and engage in multiple narratives.\r\n\r\nLastly, participants will circle back up and discuss the following questions: How does implicit bias affect the way in which we assess?  Can we prevent implicit bias from affecting our assessment?","Presenter":["Marc Ottaviani","Tricia Stanley"],"PresenterAffiliation":["Williamsburg High School for Arts and Technology"],"PresenterEmail":["mr.ottaviani@whsat.org","ms.stanley@whsat.org"],"ScheduleSlotID":115,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":845,"Class":"Conversation","Created":1540292459,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Open Classroom","Handle":"the_open_classroom","ShortDescription":"What does it mean to lead an open classroom? What dimensions and practices of open leadership best complement open-source content like OER? Drawing on the principles, practices, and skills of Mozilla\u2019s Open Leadership Framework (https:\/\/mzl.la\/olf), participants will consider how to make their classrooms democratic and equitable spaces for all learners.","Description":"Open leaders design and build projects that empower others to collaborate within inclusive communities. What does that look like in the K12 classroom? How can teachers apply the principles, practices, and skills of open leadership to their work in ways that make their classrooms more democratic and equitable for all?\r\n\r\nParticipants in this conversation will use a variety of participatory activities and conversational prompts to consider how Mozilla\u2019s Open Leadership Framework (https:\/\/mzl.la\/olf) can help open their classrooms and empower their students. They\u2019ll leave with practical ways to:\r\n\r\nSelf-assess and advance their own open leadership practices.\r\nProvide students with opportunities to practice working open and open leadership with their peers.\r\nBroaden and deepen their connections to the global network of educators working open in the Internet health movement.\r\n\r\nIn particular, participants will unpack open-culture practices to better understand:\r\n\r\nCommunity interactions & value exchanges: How can we clarify what teachers and students expect to give and get from their classrooms?\r\nMountains of Engagement: What do patterns of engagement look like in an open classroom and how can we do more of what works best?\r\nOpenness: How can we provide students with tools that help them feel safe and included in an open classroom?\r\n\r\nParticipants will also leave with direct invitations to participate in Mozilla\u2019s open leadership (https:\/\/mzl.la\/open-leadership) and Internet health (https:\/\/mzl.la\/ihr) programming as learners and experts who can help Mozilla better contextualize its work for teachers and students through ongoing professional development and networking opportunities.","Link":["https:\/\/mzl.la\/open-leaders"],"Audience":["All School Levels"],"Practice":"The session will use storytelling, collaborative art, check-in rituals and gratitude rituals, safety tools, breakout groups, and shared notes to promote conversation.","Presenter":["Chad Sansing"],"PresenterAffiliation":["Mozilla Foundation"],"PresenterEmail":["chad@mozillafoundation.org"],"ScheduleSlotID":115,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":882,"Class":"Conversation","Created":1541015339,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Role of Technology in Current and Emerging K-12 School Leadership Positions","Handle":"the_role_of_technology_in_current_and_emerging_k-12_school_leadership_positions","ShortDescription":"Are a school leader\u2019s technology knowledge and significant school improvement directly proportional? School leaders from urban, suburban, charter and public networks discuss the connection among technology, innovation, instructional leadership, student growth and school leaders familiarity with technology as the technology director and school leadership roles evolve as technology integration increases.","Description":"Part 1 (15 minutes): History - The discussion leaders will offer a brief history of the role of the technology director and address how formerly, the technology director was an \u201cIT\u201d leader who worked behind the scenes. The discussion leaders will share how with advances in technology and increases in technology integration, the role of the technology director is changing.\r\n\r\nPart 2 (15 minutes): Stories - The discussion leaders will share their stories and explain how five years ago neither had significant experience with technology integration in a K-12 setting, but gained experience at an Apple Distinguished 1:1 iPad school. They are now using that experience in their new roles - as Chief of Staff of a charter school network and Director of Technology Innovation and STEM in a public school district. They will share how their knowledge of and experience with technology, innovation, instructional leadership, and student growth supports school improvement. Participants will share with a partner how they or a colleague is using their technology knowledge to propel school improvement.\r\n\r\nPart 3: (40 minutes): Conversation - Participants will form groups. Each group will be given an outdated school leader job description. Groups will be asked to update the description to meet the present and future needs of schools, based on the what was previously shared in this session.\r\n\r\nPart 4: (20 minutes): Share out - Groups will share the revised job description and will have an opportunity to reflect on take-aways and what can be taken back to everyone\u2019s school communities.","Link":["https:\/\/twitter.com\/cicohen"],"Audience":["All School Levels"],"Practice":"Participants will have an opportunity to talk one on one in the beginning of the session (part 2). \r\nParticipants will have an opportunity to work through a challenge with a group (part 3).\r\nParticipants will have an opportunity to reflect as a group (part 4).","Presenter":["Dr. Casey Cohen","Dr. Margery Covello"],"PresenterAffiliation":["Rose Tree Media School District","American Paradigm Schools","Apple Distinguished Educator"],"PresenterEmail":["caseyilyssacohen@gmail.com","margeryacovello@gmail.com"],"ScheduleSlotID":115,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"Thank you for your consideration.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":920,"Class":"Conversation","Created":1543531559,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Translanguaging- Using All of Your Community\u2019s Linguistic Resources","Handle":"translanguaging-_using_all_of_your_community-s_linguistic_resources","ShortDescription":"Ser biling\u00fce vale por dos, pero un bilingual person is not two monolinguals in one body. What languages do you and your students bring to the classroom? How can you empower your students (and yourself) to connect and grow in a multilingual world? All language backgrounds welcome - monolingual, bilingual, and beyond!","Description":"We\u2019ll start with a tiny bit of research about bilingual brains (complete with an annotated bibliography to peruse at your leisure, ya nerd), practice some strategies you can apply when you go back to your classroom on Monday, and brainstorm with peers about how to approach your specific environment.","Link":["http:\/\/www.justhumaning.com"],"Audience":["All School Levels"],"Practice":"I can start us off with some rich areas of exploration, then we'll turn it over to the room to investigate real problems of practice. Expect affirmation, communication, and strategies from your peers. \r\n\r\nI am most fluent in English and Spanish as are my students, so most of my examples will be drawn from this experience. I specifically welcome those with other linguistic backgrounds to come and share with us.","Presenter":["Erin Franzinger Barrett"],"PresenterAffiliation":["Chicago Public Schools"],"PresenterEmail":["efranzinger@gmail.com"],"ScheduleSlotID":115,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"Activities will include light movement, conversation in a variety of languages, and writing for personal reflection. Please let me know if you anticipate needing accommodations to be able to participate and I will work with you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":885,"Class":"Conversation","Created":1541029526,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"When do we stop the syllabus and start talking?","Handle":"when_do_we_stop_the_syllabus_and_start_talking","ShortDescription":"What happens when a world event occurs and we don't know how to deal in our classrooms? Many educators don't want to be wrong and end up being silent on the social justice issues that matter to both them and their students, let's talk about the way we can put the syllabus down and engage in timely conversations.","Description":"The conversational focus will be to build a toolbox of protocols and ideas to help educators who might be apprehensive to talk about  events (Parkland, Charlottesville, BLM) that touch on diversity, equity & inclusion matters. Many colleagues  have good intentions, but are afraid to say the wrong thing and as a result create a negative impact in their classroom, dorm, etc. The presentation\/conversation will focus on how to get past the feelings of doubt and engage with students in meaningful ways.","Link":[],"Audience":["All School Levels"],"Practice":"I would like to engage in mindful protocols rounds, which would include participants creating a on \u201cWhat\u2019s Going On?\u201d playlist. I hope to get colleagues to work on what they believe will work in their own classroom and campus environment.","Presenter":["Johara Tucker"],"PresenterAffiliation":[],"PresenterEmail":["johara.tucker@worcesteracademy.org"],"ScheduleSlotID":115,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8}],"conditions":{"Status":"Accepted","ConferenceID":8},"total":70,"limit":false,"offset":false}