{"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}],"conditions":{"Status":"Accepted","ConferenceID":8,"ScheduleSlotID":110},"total":12,"limit":false,"offset":false}