During each of the six breakout sessions throughout the weekend, a large number of conversations will take place. This site will help you organize your plan for the weekend and provide the relevant information for each conversation. After signing in, search through the conversations below and mark the sessions you are interested in to populate your personal schedule on the right (or below if on your mobile phone).
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!
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? In this session, we’ll 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.
We’ve 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.
How do we assess students in mathematics beyond "the right answer?"
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?
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.
EduCon 2019