{"success":true,"data":[{"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":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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":8,"ScheduleLocationID":3},"total":6,"limit":false,"offset":false}