{"success":true,"data":[{"ID":1022,"Class":"Conversation","Created":1572661644,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Dreaming and Working Toward Love-Filled Liberation in Schools","Handle":"dreaming_and_working_toward_love-filled_liberation_in_schools","ShortDescription":"What does it mean to dream and work toward love-filled liberation in our schools and communities? How do we involve our students, colleagues, and families in the processes of disrupting inequitable systems and co-creating learning spaces that are revolutionary and liberatory?","Description":"What does it mean to dream and work toward love-filled liberation in our schools and communities? How do we involve our students, colleagues, and families in the processes of disrupting inequitable systems and co-creating learning spaces that are revolutionary and liberatory? \r\n\r\nBased on the work of scholars Barbara Love, bell hooks, and Bettina Love, this conversation will build on educators\u2019 ideas of love, liberation, and inclusion within their work. Our time together will also involve the analysis of internal and external barriers preventing progress and institutional change within schools - personal experiences, school and\/or district policies, capacity, curriculum, colleague relationships, etc. In this space, we will introduce frameworks and resources that can be used by educators seeking to navigate tensions and build coalitions within their school. In sum, we would like to facilitate a conversation that allows educators to truly dream of liberation, to unpack barriers to that liberation within their schools and communities, and to begin to develop ambitious action plans to achieve their goals of equity, inclusion, and liberation in schools.","Link":[],"Audience":["All School Levels"],"Practice":"This conversation will utilize many conversational techniques that center intentional relationship-building and reflection. For example, we will begin with a community builder, transition into individual reflection with sharing occurring in constructivist listening dyads. The conversation will involve a lot of participant engagement via chalk talk and contributions to a resource that may be shared widely with educators seeking to navigate similar tensions and challenges in their own schools. This session will be full of love, fun, dialogue, and action planning.","Presenter":["shea martin","Lizzie Fortin"],"PresenterAffiliation":[],"PresenterEmail":["writeshea@gmail.com","lizzie.fortin@gmail.com"],"ScheduleSlotID":131,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":995,"Class":"Conversation","Created":1572552810,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How to Guard Against Biased Grading","Handle":"how_to_guard_against_biased_grading","ShortDescription":"Unless we actively guard against implicit bias in our grading practices, assessment outcomes become inauthentic as they can promote racial inequity. It is only through transparent assessment systems and culturally relevant pedagogy, that we can better prepare our students to be independent learners and assess them fairly. In this session, participants will be guided through a series of interactions around assessment and bias.","Description":"A student\u2019s grade can not be considered authentic if it allows for the existence of bias. 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":"We 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 you grade in your class\/school?\u201d  \u201cHow are grades determined?\u201d  \u201cWhy is this what\u2019s graded? What practices are in place to avoid biased grading?\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 completing a quiz from Project Implicit.  After taking the quiz, participants will engage in a conversation about that experience and its implications for their grading practices. \r\n\r\nNext, 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 read the following article about practices around standards based grading:http:\/\/crescendoedgroup.org\/wp-content\/uploads\/2014\/03\/Equitable-grading-Leadership-Mag_NovDec.pdf and discuss text excerpts.  \r\n\r\nIn closing, facilitators will share how they have worked to make their classrooms authentic spaces for learning through the use of standards based grading and a commitment to removing bias from their practice.  Participants will then circle back up and discuss the following questions: How does implicit bias affects the way in which we assess?  Can we prevent implicit bias from affecting our assessment?  What systems or structures can be put in place to check these biases?","Presenter":["Marc Ottaviani and Tricia Stanley"],"PresenterAffiliation":[],"PresenterEmail":["mr.ottaviani@whsat.org","ms.stanley@whsat.org"],"ScheduleSlotID":131,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":991,"Class":"Conversation","Created":1572542061,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Inquiry-driven Instruction for a Rapidly Changing Planet","Handle":"inquiry-driven_instruction_for_a_rapidly_changing_planet","ShortDescription":"Help your students explore human impacts on the planet including population growth, rising global temperature, threats to biodiversity, and compromised ecosystems through experiential and inquiry-based activities. In this conversation, we\u2019ll discuss interdisciplinary strategies for applying learning in several disciplines to authentic problems.","Description":"Science literacy and data literacy are critical in helping us make everyday decisions that affect our environment and our global society. Today\u2019s young people inhabit the Anthropocene Era and will face unprecedented challenges to trying to create a sustainable future. In this conversation, the facilitator will engage participants in discussion and introduce ideas for interdisciplinary activities that help students explore human impacts on the planet including population growth, rising global temperature, threats to biodiversity, and compromised ecosystems. He will present activity ideas that aim to build skills in science, math and social sciences, while applying learning to authentic problems, and will invite conversation on how these types of inquiry-based activities would work for different student populations.  The facilitator will also lead conversation on how to put issues of sustainability into a social context and foster civic engagement among middle and high school students around creating sustainable societies.","Link":[],"Audience":["High School","Middle School"],"Practice":"The entire session will be interactive. The presenter will employ several conversation protocols including some data-driven dialogue in small groups (centered on climate change data and issues), Four Corners discussion on several human ecology issues, and small group concept mapping and discussion.","Presenter":["Lorraine Howard"],"PresenterAffiliation":["Adjunct Associate Professor at Wilkes University; Population Education Trainer"],"PresenterEmail":["macalalaga@arcadia.edu"],"ScheduleSlotID":131,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":"rwoldeab@populationconnection.org","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1028,"Class":"Conversation","Created":1572670169,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Learning IRL","Handle":"learning_irl","ShortDescription":"With few authentic experiences and limited technology, school is increasingly detached from the real world (technology is everywhere - except schools and airplanes). At SBC, our Deeper Learning challenges position students to deliver for authentic audiences. Come see how we design original Boogie Down productions.","Description":"When will I ever need this in real life? Teachers have heard this question, but often times the answer involves some time in the future. With few authentic experiences and limited technology, school is increasingly detached from the real world (technology is everywhere - except schools and airplanes). This disconnect leads to disengagement and inability to create high quality products. While this may seem like an individual student issue, it is, in fact, a problem that can erode the culture of an entire building. \r\n\r\nAt SBC, our Deeper Learning challenges position students to deliver for authentic audiences. We learned that when we turned final products into public displays of learning, work production and quality increased. We will share how to make this shift and help you explore ways to incorporate these practices in your school community. \r\n \r\nWe use a collaborative brainstorming process to build out our challenges. Our process draws on Design Thinking methodology, Understanding by Design, and Monica Martinez' 7 elements of Deeper Learning to construct projects that are connected to the world we are preparing our students to inhabit. \r\n\r\nCollaborative design enables bold ideas in creating projects, interdisciplinary connections and lessens teacher isolation. Participants will explore examples of authentic challenges and the resulting student work at SBC. Participants will also engage in the collaborative design process to practice building out their own challenges.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","All School Levels"],"Practice":"Session facilitators will include staff and leadership from SBC. The facilitators will present deeper learning challenges and student products. The facilitators will model the process the staff used to design the learning experience. Then participants will engage in the same collaborative brainstorming process and design their own challenges to experience first hand how we do it. The facilitators will then sit on a panel and take questions from the session attendees. All attendees will receive access to the teacher designed curriculum as well as the student products.","Presenter":["Cathleen Collazo","Bangali Doumbia","Gaylene Alexis","Olave Sebastien","Jeanette Bautista","Bernard Bazemore","John Clemente"],"PresenterAffiliation":["South Bronx Community"],"PresenterEmail":["john.clemente@southbronxcommunity.org"],"ScheduleSlotID":131,"ScheduleLocationID":2,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":969,"Class":"Conversation","Created":1568319673,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Learning through parallel Contextual and Curricular based Environments","Handle":"learning_through_parallel_contextual_and_curricular_based_environments","ShortDescription":"In this conversation, participants, with us, will compare and contrast the roles of curricular and contextual learning to hopefully gain a better understanding of how to leverage both types of learning to integrate content with experience.  We will introduce folks to our (Wildwood's) developing educational model that, unlike other approaches that we are aware of, situates experiences in a broader context and encourages transfer between experiential learning and content knowledge.","Description":"Through interactive discussion and sharing of materials (virtually and hard copy), we hope to create space for participants: \r\n \r\n- To explore an expanded form of contextual learning and connect to their own school contexts where applicable\r\n- To compare and contrast the challenges of curricular and contextual learning\r\n- To be introduced to a new, developing educational model that utilizes the strengths of each to optimize learning\r\n\r\n\r\nSome actionable take-aways that participants in this conversation may be able to begin to imagine implementing in their work might be:\r\n \r\n- Connecting contextual learning (internships, service, etc.) with currlcular learning\r\n- Working with students as the real drivers of learning\r\n- Developing a parallel strand of learning in a school that does what it does well","Link":["https:\/\/www.wildwood.org\/cf_news\/view.cfm?newsID=5648 (for Liza & Matt)","https:\/\/www.wildwood.org\/page.cfm?p=1735 (for Joe Wise)"],"Audience":["High School"],"Practice":"We will use lots of discussion coupled with interactive activities, document (PPT) sharing, lots of questions, and focused CONVERSATION!","Presenter":["Dr. Liza Bearman","Matt Lucas & Joe Wise"],"PresenterAffiliation":["Wildwood School"],"PresenterEmail":["lbearman@wildwood.org"],"ScheduleSlotID":131,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":"Talk to Chris Lehman!  : )","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1045,"Class":"Conversation","Created":1576703739,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"School Redesign is Hard (and other obvious 'well, duh' revelations)","Handle":"school_redesign_is_hard-and_other_obvious-well-duh-revelations","ShortDescription":"School redesign requires a serious amount of tenacity, vision and persistence. The factors that add to success and factors that contribute to struggles are numerous. Join Diana in a conversation about what works, how and why it works - what doesn't work, how and why it doesn't. Specific suggestions and examples will be highlighted in this conversation.","Description":"School redesign requires a serious amount of tenacity, vision and persistence. The factors that add to success and factors that contribute to struggles are numerous. Join Diana in a conversation about what works, how and why it works - what doesn't work, how and why it doesn't. Specific suggestions and examples will be highlighted in this conversation.","Link":["http:\/\/inquiryschools.org"],"Audience":["All School Levels"],"Practice":"Future Protocol; Multiple Perspectives Protocol","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Inquiry Schools"],"PresenterEmail":["diana@inquiryschools.org"],"ScheduleSlotID":131,"ScheduleLocationID":5,"SubmitterID":79,"AdditionalComments":"Sorry so ridiculously late!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":986,"Class":"Conversation","Created":1572448319,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teachers Craft - How is PBL Curriculum Developed?","Handle":"teachers_craft_-_how_is_pbl_curriculum_developed","ShortDescription":"How are teachers guiding students through project-based teaching methods?","Description":"What steps are the teachers taking while creating curriculum for PBL? How are they coming up with original lessons? What have they learned along the way about their craft? What would they tell a beginning teacher about craftsmanship? How do they use the available technology to support the lessons they are creating?","Link":["https:\/\/docs.google.com\/document\/d\/11fO89MjUwT8jG4Z6bopGIAGF7g8YXNdkDAbPavvpejI\/edit?usp=sharing"],"Audience":["All School Levels"],"Practice":"The attending group will discuss, with teachers and me, about their practice and ask non-teachers about how they perceive this practice (the act of creating curriculum) and see where this leads the conversation.  I will guide the conversation along and give attention to the teachers doing PBL math and\/or languages. Two SLA (Center-City & Beeber Campus) Teachers will attend to add detail to this discussion. A live Google Doc will be shared to capture resources.","Presenter":["Marcie Hull"],"PresenterAffiliation":["SLA-MS Art Teacher"],"PresenterEmail":["mhull@scienceleadership.org"],"ScheduleSlotID":131,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":"hi!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1037,"Class":"Conversation","Created":1573071728,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teaching for a Living Democracy","Handle":"teaching_for_a_living_democracy","ShortDescription":"Join a SLA teacher and SLA students as we explore ways to change the experience of school for students. We will discuss opportunities for students to use inquiry and project-based learning to produce complex work, reconfiguring understandings of themselves, their capabilities, and their roles in the world. Ideas in this session relate to the book Teaching for a Living Democracy, forthcoming from Teachers College Press.","Description":"Not yet developed.","Link":["https:\/\/mrjblock.com"],"Audience":["All School Levels"],"Practice":"Workshop","Presenter":["Joshua Block","SLA Students"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jblock@scienceleadership.org"],"ScheduleSlotID":131,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1010,"Class":"Conversation","Created":1572637910,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teaching Soft Skills Through STEAM K-12","Handle":"teaching_soft_skills_through_steam_k-12","ShortDescription":"Join a grade school and a high school teacher as they facilitate conversation on how to use best practices to teach soft skills through STEM content and activities. Attendees will walk away with examples, ideas, and an implementation plan for their classroom!","Description":"Welcome- As attendees arrive, they will be asked to cluster by grade level. Presenters will introduce themselves and the topic. A Google Doc will be shared to attendees to provide feedback and share ideas throughout the session. \r\nPart 1- Breakdown of soft skills (Attendees will discuss in small groups the soft skills that they think are important and those that they teach formally or informally in their classes. Groups will then share out verbally and in the Doc. Presenters will provide feedback regarding which soft skills they highlight and will be tracing through the presentation. Each attendee will identify a soft skill to focus on for the day.)\r\nPart 2- Discussion of STEAM (Presenters will share how they have integrated soft skills into STEAM. They will provide specific lesson examples, while sharing challenges and successes. Attendees will discuss and share in the Doc a lesson that they would like to incorporate soft skills into their courses. Presenters will also share the statistics that support the need to incorporate soft skills in industries based in STEAM.)\r\nPart 3- Implementation Plan (Presenters and attendees will discuss how to incorporate the soft skill that they chose to focus on into their specific lesson. There will be opportunities to verbally and digitally provide feedback. Attendees will finalize their implementation plan and share with their groups.)","Link":["http:\/\/talesofatechyteacher.com"],"Audience":["All School Levels"],"Practice":"We will be using Google Docs to share information and ideas as we go. We will also be sharing in small groups. Presenters will facilitate conversation. We will also be hosting poll questions on Instagram and Twitter.","Presenter":["Kammas Kersch","Kara Denning"],"PresenterAffiliation":["St. Elizabeth School"],"PresenterEmail":["kdenning@viking.pvt.k12.de.us","kkersch@viking.pvt.k12.de.us"],"ScheduleSlotID":131,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1005,"Class":"Conversation","Created":1572624896,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Welcoming Authenticity: A student perspective","Handle":"welcoming_authenticity--a_student_perspective","ShortDescription":"A conversation with students representing the Women of the Workshop School, female-identifying students from The Workshop School (Philadelphia, PA) talking about how they bring their race, class, gender, and other parts of their identities into the classroom.","Description":"Students want to feel loved, welcomed, and part of a community. Teachers and other school staff play a huge role in making students feel like their authentic selves in the classroom. Part of a student's authentic self is the racial, socioeconomic, gender, and other aspects of their identity as they play out in the classroom. When students are at their best or at their worst, all teachers see is their behavior, often seeing past what the student really needs. In this discussion, students reflect on the importance of having a space to be vulnerable and safe in, and ask participants to identify strategies they can use to encourage students to express their authentic selves.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants will be engaged in student-run activities, games, and conversations.","Presenter":["Swetha Narasimhan","Hannah Gann"],"PresenterAffiliation":[],"PresenterEmail":["swetha.narasimhan@workshopschool.org","hannah.gann@workshopschool.org"],"ScheduleSlotID":131,"ScheduleLocationID":18,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":985,"Class":"Conversation","Created":1572439271,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Cultivating Resiliency in the Science Classroom","Handle":"cultivating_resiliency_in_the_science_classroom","ShortDescription":"Mindset matters in the science classroom. How can we acknowledge the importance of social-emotional teaching and mental health when it comes to strengthening classroom culture and growing resilient students?","Description":"Resilient students excel in school. Yet, so many factors in today's world encourage perfectionism, discourage vulnerability, and work against resiliency in our teenagers. In this discussion, we will explore how we can make room for social-emotional teaching in the busy science classroom to support mental health and grow resilient students.","Link":["https:\/\/www.tsaientificmethod.com\/"],"Audience":["All School Levels"],"Practice":"We will begin with a demo lesson led by the workshop leader. We will then share and discuss strategies for supporting mental health and social-emotional learning in science classrooms.","Presenter":["Kathleen Tsai"],"PresenterAffiliation":["Science Leadership Academy at Beeber"],"PresenterEmail":["ktsai@slabeeber.org"],"ScheduleSlotID":133,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":982,"Class":"Conversation","Created":1572391411,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowering Teachers through Authentic, Choice-Based PD","Handle":"empowering_teachers_through_authentic-choice-based_pd","ShortDescription":"Let\u2019s talk about making PD more human-centered to give participants ideas for plans that are personalized, choice-based, and equitable for everyone. By introducing attendees to Oakridge\u2019s pathways-based approach, we\u2019ll facilitate conversation about designing learning opportunities that mirror what\u2019s demanded of students: to make choices, take risks, reiterate, and own the learning.","Description":"At The Oakridge School, we formed a team of teachers from various disciplines and backgrounds to design a yearlong, school-wide approach to professional development that is cost-efficient, human-centered, and based on choice. Just as students need agency and voice when it comes to making their learning authentic, teachers benefit from professional learning experiences that motivate and engage the learner on similar terms. Authentic PD doesn\u2019t demand compliance; it\u2019s inspired by choice, a sense of purpose, and a clear commitment to equity within a community. At Oakridge, teachers designed a program where every instructor, K through 12, chooses and commits to a learning pathway, ranging from issues like emergent practices in pedagogy to topics like personal growth and wellness. Within each pathway, there are four \u201cgameful\u201d levels or badges (\u201cNovice\u201d to \u201cApprentice\u201d to \u201cPractitioner\u201d to \u201cInfluencer\u201d) with the idea of supporting a teacher\u2019s journey from ignorance to empowerment. It\u2019s not a one-and-done learning experience; it\u2019s a layered approach that scaffolds each participant to becoming sharers of knowledge that is not only thought-provoking but actionable. We\u2019re less interested in sharing every detail of our story and more motivated to facilitate a conversation with teachers about how we engage every colleague in an effort to continue our learning as educators for the benefit of better serving every student by being well-informed teachers that are agile and culturally-responsive with all our daily pedagogical practices.","Link":[],"Audience":["All School Levels"],"Practice":"After briefly sharing some general sketch and some resources related to what we've done at The Oakridge School. We want to provoke conversation and reflection using some selected \"thought routines\" as developed by Project Zero Harvard (\"thought routines\" like \"see-think-wonder\" or \"compass points\" or \"yellow light\/red light\" as outlined in the book, Making Thinking Visible). We'll employ some kind of back channel (like padlet) to record take aways from these breakout conversations.","Presenter":["Jared Colley; Michelle Vaughn; Kymberly Ayodeji"],"PresenterAffiliation":["The Oakridge School"],"PresenterEmail":["jcolley@theoakridgeschool.org"],"ScheduleSlotID":133,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":970,"Class":"Conversation","Created":1568663673,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"It\u2019s Ok to Not Be Ok: Educator Wellness","Handle":"it-s_ok_to_not_be_ok--educator_wellness","ShortDescription":"It\u2019s ok to not be ok. Yet, we rarely say these things in professional settings, especially in education. This session aims to provide the space to engage in an honest conversation about educator wellness. Participants will discuss self-care strategies, discover helpful resources, and create a plan to incorporate self-care practices.","Description":"If we all truthfully answered the question \u201chow are you?\u201d would we be willing to say we\u2019re not ok? Whether the question is posed in personal or professional conversations, the answer is most likely no. In today\u2019s world, there are plenty of stressors that would cause anyone to not be ok. As educators, there sometimes feels like even more. This session aims to provide the space to engage in an honest conversation about educator wellness.\r\n\r\nThe goals of this conversation are to (1) discuss self-care strategies that can easily be incorporated into regular routines, both in and out of the classroom, (2) discover and explore helpful resources, and (3) create a plan to incorporate self-care practices. In order to jump into a heavy topic like mental health and wellness, participants will start with a Chalk Talk protocol where various prompts are posted throughout the space to invoke reflection and a chance to write before opening up to conversation. Everyone is welcome to attend and participate, with the understanding that this conversation could potentially involve various triggers for some folks.","Link":[],"Audience":["All School Levels"],"Practice":"The session will start with a Chalk Talk protocol where various prompts are posted throughout the space to invoke reflection and a chance for participants to write. Then we will introduce the topic, its importance, and the framing of the remainder of the session before moving into a combination of small and whole group prompts. To bring the session to a close, participants will choose from several templates and sketch out a plan of incorporating various self-care strategies into their routines and possibly finding an accountability partner to check in with throughout the remainder of the year.","Presenter":["Kristina Ishmael","Ann Leaness"],"PresenterAffiliation":["New America","SLA"],"PresenterEmail":["ishmael@newamerica.org","aleaness@scienceleadership.org"],"ScheduleSlotID":133,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1027,"Class":"Conversation","Created":1572666282,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Rejecting Neutrality: Envisioning Authentic Humanities Spaces","Handle":"rejecting_neutrality--envisioning_authentic_humanities_spaces","ShortDescription":"In this conversation, participants will problematize the possibility of being objective in the humanities classroom, consider what their spaces would look like if they removed the illusion of being unbiased, and develop a vision for a truly authentic space for students to question the world around them effectively.","Description":"Following the 2016 election and a growing awareness of the systemic nature of oppression in the United States, neutrality has become increasingly archaic as a concept for teachers who side with the oppressed. Yet, due to decades of messaging and policies that mandated a neutrality in the classroom, many features of high school English and Social Studies spaces still have vestiges of those beliefs and policies \u2013 policies that were never truly neutral to begin with. \r\n\r\nIn this session, participants will reckon with how a history of neutrality has prevented authenticity in classrooms and develop paths forward. To begin with, participants will name how they have interacted with the idea of neutrality in education from their time as students and as adults. Subsequently, participants will consider all of the different aspects of a class \u2013 from curriculum to classroom procedures and beyond \u2013 that educators must recognize as tools to either reinforce a status quo or create authenticity. Lastly, participants will work together to produce a vision for an authentic high school humanities classroom as well as plans to change policies and procedures in schools to create these authentic spaces.\r\n\r\nAll participants will leave the session with practical steps to create greater authenticity in their spaces as well as increased confidence in our collective ability to side with and support the oppressed in schools.","Link":["https:\/\/www.latebellpod.com"],"Audience":["High School"],"Practice":"The goal of this session will be to use conversations in the session to not only generate new ideas within the classroom walls but to also utilize the thoughts from the session to start a conversation on various social media platforms as well. A hoped-for outcome would be for the wider high school humanities community to take a step further towards greater authenticity and greater support for the oppressed.","Presenter":["John Phillips"],"PresenterAffiliation":[],"PresenterEmail":["byjohnphillips@gmail.com"],"ScheduleSlotID":133,"ScheduleLocationID":18,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":968,"Class":"Conversation","Created":1568211845,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Should There be a Redemption Road?","Handle":"should_there_be_a_redemption_road","ShortDescription":"In an era of public mistakes that are amplified by shaming culture, many ideas and voices are being left on the sideline without hope to return to the conversation. How can we, in our spheres of influence, help to craft a path that brings individuals back from mistakes, errors, and lapses in judgment into the greater conversation for the great good.","Description":"As we watch public figures (writers, authors, politicians, school leaders) be ushered to the sidelines for mistakes of various amplitude, one has to wonder if there is a path to redemption and the return to public conversation. Can someone fired, removed, or voted out return to public discourse in a way that can be healthy for all. Is there room for redemption in an era that has shown us how to shine bright light on mistakes. Has the court of public opinion created a new form of judgment with no avenue for apologize, repent, and return humbled to be productive again. Are there some things beyond redemption? Is time truly enough of a healing force? This session looks to explore these ideas and questions as well a look to outline a pathway and playbook for those that have been sidelined.","Link":["http:\/\/drrobertdillon.com"],"Audience":["All School Levels"],"Practice":"There will be three active parts to the conversation. \r\n1. The sharing of stories by the facilitators around having experienced making mistakes and their consequences.\r\n2. A protocol-based conversation that promotes listening and empathy-based responses.\r\n3. A solution creation time that charts potentials paths to redemption.","Presenter":["Robert Dillon"],"PresenterAffiliation":["School District of University City"],"PresenterEmail":["rdillon25@gmail.com"],"ScheduleSlotID":133,"ScheduleLocationID":5,"SubmitterID":79,"AdditionalComments":"I'm looking to add a couple of co-moderators for this session as well.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1018,"Class":"Conversation","Created":1572651112,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Starting From Scratch: Authentic Assessments and Grading Practices","Handle":"starting_from_scratch--authentic_assessments_and_grading_practices","ShortDescription":"Want your students to do authentic work? Want them to focus on learning rather than grades? Join us in a workshop that will help you re-imagine your assessments and grading practices at both the individual and school level.  We\u2019re going to start from scratch: if we were designing these systems for the first time, what would we do?","Description":"How we assess and what we assess drives so much of what happens in a school.  Developing and implementing high quality performance assessments can ensure we provide meaningful experiences for students, and we can assess them in a way that will help students focus on learning instead of constantly worrying about they need to do to get a 90.  Lastly, we will examine what can be done in schools at a systems level to help provide incentives and procedures to amplify and support authentic learning.\r\n\r\nTo do this participants will engage in first principles thinking to imagine what kind of work they would have students doing if they could design a school from scratch.  Then, they will design systems so that their school facilitates, supports, and develops staff capacity around doing this kind of work.   Lastly, they will determine action steps to determine how to transform their school from its current state into the school they want it to be.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants will engage in first principles thinking to work together and re-imagine a school that is built around authentic assessments, grading practices that put the focus on learning instead of achievement, and has systems to support this kind of instruction and learning.  This small group collaboration will allow participants to construct a vision of the kinds of assessment and grading they would want as well as construct a road map for how to get their school from where it currently is, to where they want it to be.","Presenter":["Brian Hodges","Kristen Thomsen","Thomas Burns","and Holly Bisset"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["bhodges@attleboroschools.com","kthomsen@attleboroschools.com","treed@attleboroschools.com","krego@attleboroschools.com","wpondolfino@attleboroschools.com"],"ScheduleSlotID":133,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":997,"Class":"Conversation","Created":1572609266,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Student-Led Conferences: Assessing Student Growth and Learning through Authentic Conversation","Handle":"student-led_conferences--assessing_student_growth_and_learning_through_authentic_conversation","ShortDescription":"Join us for a conversation about student-led conferences with students and staff members from LaBrum Middle School in Northeast Philadelphia. Explore the possibilities student-led conferences offer for students to advocate for their own learning in a way that empowers them and gives them authentic ownership of their progress.","Description":"At LaBrum Middle School, we are in the second year of our transition from traditional, teacher led parent-teacher report card conferences to student-led conferences. We will answer your questions about the logistical steps we have taken to make this switch and share materials that we feel reflect best practices, but most importantly, the students on our panel will provide us with first-hand accounts of how participating in student-led conferences has given them authentic opportunities for reflection, engagement, and agency. Student-led conferences are one more layer of our journey toward living out our mission of creating a school in which we aspire to create productive global minded citizens by providing an inclusive, safe, student centered learning environment where learners are empowered and held accountable for demonstrating meaningful learning and understanding through inquiry driven, project based learning opportunities in a culture of care. Please join us as we examine how student-led conferences are helping to drive our mission forward. We encourage participants to bring their own successes with student-led conferences to share with the group.","Link":[],"Audience":["All School Levels"],"Practice":"A fishbowl protocol will provide the platform for guiding this conversation.","Presenter":["Stacy Schwab and Kevin Kelly"],"PresenterAffiliation":["John Hancock Demonstration School: Labrum Campus; Temple University School of Education"],"PresenterEmail":["kmkelly@philasd.org"],"ScheduleSlotID":133,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":"Our presenters are both committed elsewhere on Sunday 1\/26. We are hoping it is possible to present on Saturday 1\/25.\r\n\r\nWe are interested in bringing a couple students from our school to help facilitate the conversation and give the perspectives of relevant stakeholders. We used a similar approach last year to great success, but had to pay $50 for each child to attend. We are hoping that, since the students are School District of Philadelphia students who do not attend other sessions during the weekend, that the $50 fee may be waved for them.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":967,"Class":"Conversation","Created":1568063423,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Supporting LGBTQ Students as their Authentic Selves","Handle":"supporting_lgbtq_students_as_their_authentic_selves","ShortDescription":"This action-oriented conversation aims to provide educators who wish to better engage with and support their LGBTQ students with the tools, knowledge, and resources to do so. Participants will have the chance to explore and challenge best practices for navigating queerness and allyship in the classroom.","Description":"LGBTQ students face myriad challenges in the classroom that result in poor social, academic, and mental health outcomes. They often don\u2019t feel safe in schools, they don\u2019t see themselves reflected in the classroom or the curriculum, and most attend schools with discriminatory practices and policies. Teachers can play a big role in disrupting\u2014or maintaining\u2014these outcomes, from how they engage with students, to the language they use, to the types of content they curate. This session will explore various tools, knowledge, and resources to help educators better support and engage with LGBTQ students so they can be their authentic selves. \r\n\r\nThe goals of this conversation are to identify (1) the biggest challenges that educators face in supporting and engaging with queer students, and (2) the resources available to address these challenges. The conversation will offer participants an opportunity to reflect on their own teaching, identities, and comfort around talking about gender and sexual identities. It will provide space for honest questions and myth debunking. Finally, it will present teacher-and student-facing resources and materials for both continuing this work, and for use in the classroom. This conversation is designed for those both new to this topic and those who\u2019ve previously engaged with it.","Link":["https:\/\/www.newamerica.org\/our-people\/sabia-prescott\/"],"Audience":["All School Levels"],"Practice":"This session will be arranged like a workshop; only the brief introduction and framing will be presentation-style. The remainder of the session will pose questions and challenges, asking participants to reflect on their own experiences and participate in small- and whole-group conversations. Over the course of the conversations, I will ask participants to keep track of resources, books, and other materials that come up in conversation in a google doc that I\u2019ll share at the start. This, combined with the resources that I will share at the end, will result in a list that everyone will be able to take with them and use.","Presenter":["Sabia Prescott"],"PresenterAffiliation":["New America"],"PresenterEmail":["prescott@newamerica.org"],"ScheduleSlotID":133,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1044,"Class":"Conversation","Created":1575404391,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Sustaining a Mission","Handle":"sustaining_a_mission","ShortDescription":"Any look at the history of education will show a frustrating landscape of good ideas and fast starts that slowly degraded over time. How do good ideas in education survive in a world where regression to the mean is real?","Description":"This session will be about making sure good ideas stick and school innovation can lead to lasting change. Some of the questions we will tackle is: \r\n\r\n* What is the difference between \"start-up\" energy and \"sustaining\" energy and how do you shift from one to the other? \r\n* How do you keep focused on your big ideas over time?\r\n* How do you help new members of your community have the same level of ownership as original cohort of innovators?\r\n* What does it look like to deepen an idea, rather than pivot to new ideas?","Link":["http:\/\/www.practicaltheory.org"],"Audience":["All School Levels"],"Practice":"Case study, small group talk, modeling, etc...","Presenter":["Chris Lehmann"],"PresenterAffiliation":["SLA Schools"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":133,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1030,"Class":"Conversation","Created":1572841443,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teaching Climate Change through Action","Handle":"teaching_climate_change_through_action","ShortDescription":"Educators are becoming increasingly aware of their central role in addressing the impact of climate change. How can this call-to-action be married with expectations in the Next Generation Science Standards? Join two engineering teachers and their students to look at their active project that aims to address this real world problem through action.","Description":"The challenge of this generation of students will be battling climate change. The role that educators play in preparing our students for this task is becoming ever more urgent. This preparation is ideally suited to align with the Next Generation Science Standards for Engineering Design. This session will review the methodology used to develop an innovative approach to educating our students through action on this problem. Our students aren't being taught the science of the problem Solely to prepare them to work on the problem as adults. Instead, they are learning about climate change to enable them to address the problem right now in their communities. \r\n\r\nJoin two engineering educators and their students to learn how this project was developed and how student perspectives on this problem have evolved over the course of the year, leading to an innovative interactive teaching tool leveraging four years and 1,000  hours of high school engineering education.","Link":["https:\/\/www.linkedin.com\/in\/john-kamal-0b447b2","https:\/\/www.linkedin.com\/in\/patrick-colgan-1732277"],"Audience":["High School","Middle School"],"Practice":"TBD","Presenter":["John Kamal","Patrick Colgan"],"PresenterAffiliation":["SLA","Drexel"],"PresenterEmail":["jkamal@scienceleadership.org","pcolganst20@scienceleadership.org"],"ScheduleSlotID":133,"ScheduleLocationID":2,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1033,"Class":"Conversation","Created":1572904857,"CreatorID":4757,"RevisionID":null,"Status":"Accepted","Title":"Against Reinvention: Adjusting the Wheel: An inquiry into re-teaching, shared reflection, and manageable improvement","Handle":"against_reinvention--adjusting_the_wheel--an_inquiry_into_re-teaching-shared_reflection-and_manageable_improvement","ShortDescription":"What are best practices for improving the things you\u2019ll teach again?\r\nWhat\u2019s the role of student feedback for re-teaching? \r\nWhat happens when we shift our time to intentionally improving our curriculum and practice as opposed to building new, again.\r\nWhat happens when students engage meaningfully in the design of curriculum and practice? \r\nHow can shared reflection of past and upcoming curriculum foster student ownership of their learning? How does if foster collaboration?","Description":"In this session, teachers across all three SLA campuses will lead a discussion focusing on what it means to revise and improve curriculum and practice. Too often, teachers are expected to fully reinvent what and how they\u2019re teaching. We want to think about what it means to use the time it would take to create something new and allocate it to create something better. Specifically, how can we elicit and feedback from students to help us make more meaningful and intentional learning happen?\r\n\tWe are particularly interested in practical redesign for a variety of contexts: traditional, progressive, and everywhere in between and beyond. We want to leave with plans, specific to our individual contexts, to bringing students into the work of reshaping the curriculum. As SLA teachers, we come to this work from a middle school and high school lens. We come from different disciplines: Math, History, and Humanities. We\u2019re eager to think about how these contexts and the diverse contexts in the room inform the decisions we make to revamp.\r\nCome ready to share and work. We\u2019re excited to dig in to this together.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This will be an interactive discussion with time set for individual reflection, partner\/group discussion, sharing of ideas, and time to work on a tangible artifact to use in the classroom.","Presenter":["Hilary Hamilton","Elizabeth Houwen","Dan Symonds"],"PresenterAffiliation":["SLA Middle","SLA Beeber","SLA Center City"],"PresenterEmail":["clehmann@scienceleadership.org","ehouwen@slabeeber.org","dsymonds@scienceleadership.org"],"ScheduleSlotID":134,"ScheduleLocationID":10,"SubmitterID":4757,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":983,"Class":"Conversation","Created":1572393203,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Authentic Engagement Using Gameful Learning in HS English","Handle":"authentic_engagement_using_gameful_learning_in_hs_english","ShortDescription":"As HS instructors, our challenge is not distracted students, nor is it getting them motivated; our challenge is cultivating authentic engagement in curriculum. Students are focused and motivated - the evidence being their gaming practices, meaning the principles of good game design have lots to teach us as educators.","Description":"In this session, Jared Colley and Nick Dressler, both high school instructors, will share methods and practices they\u2019ve employed to make English class more gameful and more authentic when it comes to inspiring and assessing authentic learning. Come learn how using XP scoring, class battles, game narratives, personalized choice, and mastery-based grading have helped make subjects like Shakespeare, Charles Dickens, dystopian fiction, contemporary poetry (like Clint Smith) and the basics of writing composition more engaging because the curricular design is more human-focused as opposed to function-focused. Using a human designed framework that makes a distinction between stressful motivators (fear of loss, unpredictability, etc.) and empowering motivators (a sense of purpose, choice & agency, social influence), we\u2019ll provide examples (that are easily adaptable) of how to make class content more leaner-driven as opposed to curriculum-driven, of how to make grading more affirmation-based as opposed to punitive, and how to make student assessment more equitable by making it as much about process and progress as it is about the product. This is not a show-and-tell session though. The idea is to simulate such strategies by making the session gameful as well. Attendees will be assigned different character classes (such as \u201cthe wallflower\u201d; \u201cthe skeptic\u201d; \u201cthe explorer\u201d; \u201cthe inquisitor\u201d; and perhaps our favorite, \u201cthe synthesizer\u201d), thereby giving each person a role to play in our focused conversation that dives deep into the waters good curriculum\/game design.","Link":[],"Audience":["High School","Middle School"],"Practice":"As stated above, all participants will be assigned or (given the opportunity to choose) a \"character class\" (in other words, a role to play in the interactive conversation we hope to inspire). We also plan to use a back channel where participants can up-vote or down-vote what topics they want us to cover in the limited time we have. Some of the options participants can vote up or down would be designing collaborative learning opportunities, creating more student choice, mastery-based grading, embedding content gamification vs. structural gamification, using XP grading systems, etc.","Presenter":["Jared Colley; Nick Dresseler"],"PresenterAffiliation":["The Oakridge School; De Smet Catholic High School"],"PresenterEmail":["jcolley@theoakridgeschool.org"],"ScheduleSlotID":134,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1004,"Class":"Conversation","Created":1572624534,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building an Authentic Love of Reading","Handle":"building_an_authentic_love_of_reading","ShortDescription":"In our classroom, reading becomes an expression of our authentic self.  What books we choose to read can help us work through challenges or highlight interests.  What books we choose to share with others can become a sincere and meaningful form of communication and community building between sometimes awkward pre-adolescents.  We emphasize self-direction and self-actualization in our book choices and our reading styles.","Description":"At The Sage School, we use Reader\u2019s Workshop as a launching pad to build community and drive conversation.   Books help to develop social-emotional skills, encourage self-worth and breed an infectious love of reading throughout the school.  Teacher directed lessons take a back seat to classroom read alouds, \u201cbook sales\u201d and kid-driven activities about books they love.\r\n\r\nTo harness the power of reading at Sage, we have developed a wide variety of exciting and kid friendly book adventures.  With Reading Buddies, we partner up old and young students to share a school-wide read and discussion every Friday.  We used March Madness as a backdrop for a battle of the books extravaganza.  Students chose a book to champion and used Seesaw, Flipgrid and IMovie to create online book reports to share with a wide audience.  During this month long competition, students practiced talking about books and encouraged others to step outside their reading comfort zone.   \r\n\r\nIn class, students are responsible for maintenance and improvement of our burgeoning class library.  They organize and request titles, creative attractive displays and continually changing the inventory.   Most importantly, students share exciting finds early and often through our Book Sales program.  Students pitch new books to the group at least once per week and create waiting lists through which eager readers can work through titles.","Link":[],"Audience":["Elementary School"],"Practice":"After a short presentation, which will include a sample Book Sale of \u201cStart with Joy; Designing Literacy Learning for Student Happiness\u201d by Katie Egan Cunningham, we will dive into building a Book Recommendation Repository that can be accessed by different schools.  Hopefully, we can continue to build this as the year continues, encouraging our students to use it for future recommendations. Wouldn't it be great if we could connect different readers around the country?  Please bring a list of Book Titles you love for all ages!","Presenter":["Kaitlyn Cronin"],"PresenterAffiliation":["The Sage School"],"PresenterEmail":["kcronin@sageschool.org"],"ScheduleSlotID":134,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1031,"Class":"Conversation","Created":1572877481,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Culturally Responsive Teaching: Strategies for the K-12 Classroom","Handle":"culturally_responsive_teaching--strategies_for_the_k-12_classroom","ShortDescription":"This workshop will provide the space for educators to reflect on their own identities and how those identities show up in the classroom, impacting teaching and learning. Participants will gain valuable tools and strategies for curriculum development, classroom management, and family engagement with a culturally responsive lens. This conversation will be engaging, interactive, hands-on and fun!","Description":"Topics include culturally responsive pedagogy, understanding youth culture; culturally responsive practices in math and science; becoming a \u201cwarm demander\u201d teacher; integrating multicultural perspectives in curriculum, teacher training, coaching and peer support; and understanding \u201cwindows and mirrors\u201d as a curricular frame. We will begin by examining our own identities and the cultural lens we bring into the classroom, the spoken and unspoken cultural norms of school, and how to create cultures of freedom and liberation.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This workshop will include activities, pair-shares, small group, and big group conversation. We believe that the wisdom is in the group and our role as facilitators is to create a generative space for conversation, learning and growth.","Presenter":["Jessy Molina and Toni Woodlon"],"PresenterAffiliation":["Friends School of Baltimore"],"PresenterEmail":["jmolina@friendsbalt.org"],"ScheduleSlotID":134,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1020,"Class":"Conversation","Created":1572656330,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Developing Best Practices for Budget-Conscious, Non-Proprietary Physical Computing & Robotics Courses","Handle":"developing_best_practices_for_budget-conscious-non-proprietary_physical_computing-robotics_courses","ShortDescription":"This hands-on conversation centers on our 18-year development of low-cost, non-proprietary Physical Computing & Robotics courses.  Ideal for new and experienced tech educators, successes and failures will be discussed.  You\u2019ll have access to all our curricular materials \u2013 including textbooks developed for the course \u2013 and have time to code Arduino-compatible robotics platforms.","Description":"\u201cSTEAM\u201d is a well-known buzz word in education today. Most schools have no problem satisfying the Science, Art, and Math portions of the acronym, but often struggle to include Technology and Engineering into the equation. Perhaps the biggest hurdle is finding a coherent curriculum that integrates them all while maintaining the thoroughness deserving of each discipline.  This conversation describes the 18-year development of the Physical Computing & Robotics (PC&R) curriculum at a grades 9-12 school in Bucks County, PA.  We will explain why the popular FIRST, LEGO, and VEX platforms did not fit within our long-range goals, and how a PC&R program can be started at a cost of roughly $200 per robotic platform and maintained with potentially no annual cost.  We will share our successes and failures and hope that others will do the same.\r\n\r\nParticipants will have time to write code to control non-proprietary, Arduino-compatible microcontrollers and robots.  These devices paved the way for the development of textbooks and a curriculum that integrates art, science, mathematics, and engineering under the technology envelope.  Participants will be given access to all the textbooks and curricular materials developed for our PC&R course, as well as a list of tools, laboratory equipment, and supplies that keeps costs low while providing every student with their own scalable, autonomous robotics platform.  For those who are just starting a robotics program and for those who would like to augment their existing program, we hope to foster discussions regarding which devices are considered indispensable, which are desirable, and which are luxuries.","Link":["https:\/\/www.youtube.com\/user\/odomc","https:\/\/twitter.com\/PCRduino","https:\/\/www.pcrduino.com\/"],"Audience":["High School","Middle School"],"Practice":"After a conversation about the evolution of our Physical Computing & Robotics classes, participants will have time to write code to control microcontrollers and robots made available by the presenters.  Here, participants will learn how easy it is to read sensors, grab user data from the keyboard, control a tri-color LED, make a robot move, and program it to think.  During this hands-on session, we hope to sprout discussions regarding in-house hackathons, internal and external competitions, collaborations between students and across disciplines, STEAM curriculum, etc.  We believe that with thoughtful implementation, Physical Computing & Robotics can be fun and attractive to students without being flashy and gimmicky, and it can provide a pathway to the AP Computer Science Principles exam and future endeavors in college and in the workplace.","Presenter":["Chris D. Odom","Brian Patton","Howard M. Glasser"],"PresenterAffiliation":["George School"],"PresenterEmail":["codom@georgeschool.org","bpatton@georgeschool.org","hglasser@georgeschool.org"],"ScheduleSlotID":134,"ScheduleLocationID":2,"SubmitterID":79,"AdditionalComments":"The presenters have a combined 75 years of using, creating and teaching curricular content and materials in the STEAM fields at a variety of levels from elementary school to research university.  Chris\u2019 background originates in experimental physics and rocket science.  Brian started his career in biomedical research, holds 11 patents and is the founder of an educational robotics company.  Howard\u2019s background is in educational psychology and technology and currently serves as an Academic Technology Integrationist.  They all work at George School, a Quaker boarding\/day school in Newtown, PA.\r\n\r\nWe will be bringing curricular materials as well as ten robots and ten laptop computers (with software pre-loaded) for participants to code a microcontroller and experiment with physical computing during the hand-on portions of our conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1016,"Class":"Conversation","Created":1572647156,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Emancipating Design and Thinking: School as Home of Opportunity","Handle":"emancipating_design_and_thinking--school_as_home_of_opportunity","ShortDescription":"Children dream big. Adults dream small, narrowing bandwidths of opportunity in front of children. Learning should widen bandwidth. Let\u2019s talk children\u2019s\u2019 hands-to-mind learning, adolescents\u2019 social learning, and the affirmation learning of teens transitioning to adulthood. Rad the room with imagination, inspiration, and insight. Push thinking. Let\u2019s emancipate thinking and design.","Description":"The biggest equity challenge we see to creating and sustaining school as a home of opportunity for all learners are roadblocks we humans build. \r\nWhat does a home of opportunity look like? Sound like? Feel like? In what ways are the values of opportunity represented in Space? Pedagogy? Culture? Time? Tools? What inspires community members to become architects of opportunity? What roles do young people and adults play in building and inhabiting such a home? How might people come together to design-up a home of opportunity? What school traditions should be scrapped? What\u2019s worth keeping? How does the community foster courageous and contagious creativity? How do you get radical invention of homes of opportunity  going in your own school community or district? Join us and we\u2019ll dream together and share how an OPTI worldview \u201copen to possibilities and transforming through imagination\u201d can help us weave together a narrative for homes of opportunity.  \r\nDina, Ira, and Pam will create a safe space for participants to play, design, and think together to explore the potential of school as home of opportunity- to  address all the gaps, create the desired states, and remove the barriers to doing what's needed to create rich, interesting, curiosity-amplified, healthy learning experiences for every single child.","Link":["https:\/\/medium.com\/@pammoran","https:\/\/medium.com\/@irasocol","https:\/\/www.linkedin.com\/in\/dina-sorensen-assoc-aia-leed-ap-a379785"],"Audience":["All School Levels"],"Practice":"We aim to wildly use hands to mind build strategies, design, and open conversation to move participants into a popup community of thinkers and designers of what some deem impossible- school as home of opportunity.","Presenter":["Ira Socol","Dina Sorensen","Pam Moran"],"PresenterAffiliation":["socolmoran partners","Virginia School Consortium for Learning"],"PresenterEmail":["pammoran@socolmoran.com","irasocol@socolmoran.com","dmiris04@gmail.com"],"ScheduleSlotID":134,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":"need sound for video and projector -","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1021,"Class":"Conversation","Created":1572660484,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Engaging and Empowering ALL Students as Math Learners","Handle":"engaging_and_empowering_all_students_as_math_learners","ShortDescription":"No subject creates more anxiety for more students than mathematics. But why do so many kids of all ages have such an aversion to math, and what can we do about it? Let\u2019s collaborate to identify common causes of students' strained relationship with math, and brainstorm solutions.","Description":"This conversation will focus on identifying barriers to student engagement and empowerment in math, and brainstorming ways to remove those barriers. A main idea or premise for this conversation is that students\u2019 aversion to math is a response to common curriculum and instructional practices rather than a lack of ability to learn and enjoy math. Once that premise is established, the conversation will be driven by participants\u2019 experiences, perceptions, and biases, with the facilitator summarizing and synthesizing their ideas.","Link":["http:\/\/blogs.edweek.org\/teachers\/coach_gs_teaching_tips\/","https:\/\/www.linkedin.com\/in\/davidginsburg1\/"],"Audience":["All School Levels"],"Practice":"A variety of approaches and activities will be used to generate provocative and productive conversation including: an opening prompt aimed at brainstorming barriers to student engagement and empowerment in math; an open-ended scenario featuring a common challenge for math teachers; quotes from leading math educators; and a problem-solving challenge that serves to replicate for participants some of the challenges students experience as math learners.","Presenter":["David Ginsburg"],"PresenterAffiliation":["Chicago Public Schools: Award-winning math teacher and coach (13 yrs); National instructional consultant and coach (11 years)"],"PresenterEmail":["dginsburg801@gmail.com"],"ScheduleSlotID":134,"ScheduleLocationID":18,"SubmitterID":79,"AdditionalComments":"I've led this conversation at NCTM and several other conferences, and have always gotten a great response!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":975,"Class":"Conversation","Created":1571055035,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"If it is authentic I learn and teach better - Passion and authenticity based motivation for students and teachers","Handle":"if_it_is_authentic_i_learn_and_teach_better_-_passion_and_authenticity_based_motivation_for_students_and_teachers","ShortDescription":"Passion based STEAM projects revolving around global and timely problems proved as a huge motivation factor, which brought authenticity into learning, and drove students\u2019 curiosity in directions we never anticipated. Similarly, focusing on teachers\u2019 passion and strength, resulted in a unique interdisciplinary science course taught by 3 different science teachers.","Description":"For the past five years, Sage students are engaged in an interdisciplinary year-long project that focuses on a global timely problem and spans all disciplines  \u2014 humanities, math, science, engineering and computer science, the arts and foreign languages. After a brief introductory and inspirational period (including field trips and meetings with innovators), students move onto focusing on passion based authentic problems relevant to that year\u2019s theme. They partner with professionals in that field, and then design a solution, experiment, create, build and develop their prototypes.  \r\nSamples of umbrella topics were: Redesigning the food experience - partnerships with WikiFoods, Ecovative, Freight Farms. Designing a 21st century innovative refugee camp - partnerships with IKEA Better Shelter Foundation, UNHCR, Refugees Dream Center, and Urban Equity, which included partnerships with SideWalk labs, Harvard Davis Center, Senseable City Lab MIT. \r\nStudents\u2019 projects are celebrated outside of Sage, at a facility relevant to that year\u2019s umbrella theme, with a large exhibition of students prototypes and experiments,  accompanied by an elevator pitches. The event is open to the public and culminates with the audience voting for 5 teams to be \u201cfunded\u201d for their innovative ideas. \r\nWoking on global timely problems, side by side to professionals brings authenticity into the projects, a sense of excitement to both teachers and students, and plays a role in students motivation and innovation. Although unique to Sage, this project can be replicated to other schools and may spark (like it did at Sage) a shift into more interdisciplinary passion based learning in all grades.","Link":["https:\/\/sageschool.org\/"],"Audience":["All School Levels"],"Practice":"After a short presentation, and a conversation, we will dive into planning and designing a model STEAM passion based project. The design will happen on Padlet allowing a full collaboration among the participants. The goal is to allow the participant to experience how authenticity as well as passion based projects can be developed in almost every subject taught.","Presenter":["Nitzan Resnick"],"PresenterAffiliation":["The Sage School - Academic Dean"],"PresenterEmail":["nresnick@sageschool.org"],"ScheduleSlotID":134,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1041,"Class":"Conversation","Created":1573512217,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Stories Behind the Stories: A Student Created Textbook","Handle":"stories_behind_the_stories--a_student_created_textbook","ShortDescription":"In this workshop, students and graduates from Jubilee School will present stories and illustrations from the textbook they have written, called \"Journey to the Core of the Twentieth Century\". They will discuss the learning process behind their work, and for the alumni, what it means to them years later. Workshop participants will discuss paths to discover under-told stories from their local and global communities, and will work together to find ways to make the stories known through writing and the arts.","Description":"Jubilee students in grades 5 and 6 have been researching, writing and illustrating pieces for a student-created textbook that they are publishing. In order to learn truths about their history, our students learn to dig below the surface and find under-told stories of African American courage, resistance and collective accomplishments. This builds a strong sense of the richness of their culture and their legacy, as well as their vital place in history.","Link":["http:\/\/jubileeschool.net"],"Audience":["All School Levels"],"Practice":"The whole presentational will be conversational. Lashe Miles, a graduate who was vitally involved in the formation of the textbook, will ask present and former Jubilee students questions about about the research, interviews, writing and illustrating they engaged in, and what impact the process it has had on them. Workshop attendees will be encouraged to ask questions throughout the presentation. After the presentation, discussion groups will be formed to come up with ideas for their students to engage in research about under-told stories from their own communities, or about the stories behind the stories in American and\/or world history. Participants will be encouraged to keep in touch with each other as their projects are tried out in their classrooms.","Presenter":["Karen Falcon","Jamila Carter"],"PresenterAffiliation":["Jubilee School"],"PresenterEmail":["kfalcon@jubileeschool.net"],"ScheduleSlotID":134,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":"A workshop similar to this was led by Jubilee alumni last summer, and was very well received. One teacher participant said it was especially meaningful to hear about the project directly from the students who were involved in it.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1019,"Class":"Conversation","Created":1572652637,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Are You A Learning Maximizer?","Handle":"are_you_a_learning_maximizer","ShortDescription":"NOW IN ROOM 1169\r\nExplore ways to help your students maximized their learning for Science Leadership Academy Middle School\u2019s (SLAMS) very own Learning Maximizer, Erika Saunders!","Description":"NOW IN ROOM 1169\r\nStudents have never been a \u201cone size fits all\u201d and that has never been more apparent than in 21st Century education. No longer can we teach to the middle and hope to carry all. Connecting with our students, finding ways to ignite their interest, seeing their strengths, and rethinking how we deliver and assess learning are some of the ways to maximize our students\u2019 learning. Differentiation is not a dirty word ... and it shouldn\u2019t leave teachers exhausted either.","Link":[],"Audience":["All School Levels"],"Practice":"Conversational Protocols\r\nCreating some form of digital \u201ctool kit\u201d that participants can access beyond the conference","Presenter":["Erika Saunders"],"PresenterAffiliation":["SLAMS","Founding Teacher; NBCT"],"PresenterEmail":["esaunders@philasd.org"],"ScheduleSlotID":137,"ScheduleLocationID":null,"SubmitterID":79,"AdditionalComments":"Hey!  This is just an overview. I realized that today is the deadline so I wanted to get something in!!  Thanks!  Erika","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":977,"Class":"Conversation","Created":1572274482,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building School Community: Implementing Restorative Practices","Handle":"building_school_community--implementing_restorative_practices","ShortDescription":"Building an authentic community in your classroom or school is challenging, especially when members of that community have differing backgrounds, beliefs, and social-emotional skills. Further, traditional disciplinary methods often do not teach students about how their behavior impacts the learning and social-emotional health of the community. Let\u2019s discuss how Restorative Practices address these pertinent issues.","Description":"Building authentic community is more important now than ever. Humans build community when they understand each other and understand how their own behavior impacts each other. However, sometimes students are insulated from building authentic community for any number of reasons. Whether it\u2019s understanding empathy, building capacity, or finding voice, our students need to advocate for themselves in healthy, reciprocal, and transcendent ways. It\u2019s our job to help them. In using Restorative Practices, we can build community and address harm in a way that respects all students, meets them where they are, and helps them move forward in their own growth. \r\nIn this session, we\u2019ll discuss Restorative Practices, share the ways that we\u2019ve used them with our students--from elementary through high school--and provide you the opportunity to experiment with these practices and to reflect on ways that you can use them in your own professional setting.","Link":["http:\/\/leveluplead.com\/"],"Audience":["All School Levels"],"Practice":"We will introduce the tenets of restorative practices and explain why we\u2019ve chosen to use this in our respective settings (elementary school in replacement for \u201ctraditional\u201d discipline and in a high school English classroom). We will also share a brief example or two of how we\u2019ve used these practices with students. In order to give attendees the opportunity to experience restorative practices, we will facilitate scenarios and\/or a restorative circle, leaving time at the end for reflection and brainstorming for how attendees may choose to use elements of restorative practices in their own settings.","Presenter":["Brian Kulak","Anna Muessig"],"PresenterAffiliation":["Collingswood Public Schools"],"PresenterEmail":["leveluplead@gmail.com","anna.s.muessig@gmail.com"],"ScheduleSlotID":137,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":981,"Class":"Conversation","Created":1572389068,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How Might We Design a Makerspace?","Handle":"how_might_we_design_a_makerspace","ShortDescription":"Attendees will prototype a maker space after a short presentation and discussion by presenter. We\u2019ll look at how to best design a maker space from scratch - a good fit for established makers and newbies alike.","Description":"After a short presentation reflecting on my experience designing the IDEA Center - a newly built maker space at Upland Country Day School (an independent school in Chester) - attendees will be tasked with prototyping a fictional maker space given certain real world constraints. They\u2019ll be asked to discuss philosophy, big ticket tech items, work space and big picture curricular goals as a group. The groups will then build a prototype of their maker space and share with the rest of the attendees. Small group conversations along with larger group feedback during the share portion will be featured.","Link":["Http:\/\/Www.twitter.com\/Upland_IDEA","http:\/\/www.uplandcds.org"],"Audience":["Middle School","Elementary School"],"Practice":"The prototyping process in small groups will facilitate conversation along with the big group sharing\/feedback portion. The attendees will mostly be building and discussing after a short reflective presentation.","Presenter":["Liam Gallagher"],"PresenterAffiliation":["Upland Country Day School"],"PresenterEmail":["Lgallagher@uplandcds.org"],"ScheduleSlotID":137,"ScheduleLocationID":22,"SubmitterID":79,"AdditionalComments":"Previous presenter on Design Thinking (2019) and Chromebooks In the Classroom (~2010)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1011,"Class":"Conversation","Created":1572642519,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How might we make school life more reflective of real life?","Handle":"how_might_we_make_school_life_more_reflective_of_real_life","ShortDescription":"Deep and authentic learning requires teachers to know their students\u2019 interests and passions and customize learning experiences through real-world, relevant work. Join our conversation to engage in thinking routines, conversation prompts, and protocols to experience and plan for more authentic teaching and learning at your school.","Description":"While we have innovated the role of a teacher from the \u201csage on the stage\u201d to a facilitator of learning, research in neuroscience and reports from the World Economic Forum point us to an even more exciting role for teachers today- teachers as activators and networkers. During this conversation, we will start with questions such as \u201cHow might we engage with experts in our communities to give students real-world feedback on projects based on real-world learning?\u201d and  \u201cHow might we incorporate expeditionary learning into projects to make learning more robust and contextual?\u201d We believe that the most valuable coaching we can provide as facilitators is to support teachers in setting the conditions for learners to choose their pathways of learning. In order to model student-centered learning, we as presenters will prepare a series of questions and prompts that can be taken a multitude of ways by the learner. Modeling and using tools such as 4-Corners, Empathy Interviews, and User Map from Mount Vernon\u2019s newest Design Thinking Field Guide, we will discover together what learners are curious and passionate about at all ages- from 0 to 99.\r\n\r\nWe will then work through how to do the same with our students, layering in our experiences with 21st-century habits of mind and preparing for competency-based learning. Finally, we will review case studies of real examples from early childhood\/elementary, middle school, and high school to prime the pump for individualized next steps for each member of the group.","Link":["https:\/\/mountvernonschool.org\/"],"Audience":["All School Levels"],"Practice":"Prior to the conversation, we will create a dedicated Instagram group to archive our ideas and inspire future collaborations. \r\n\r\nWe will practice using a variety of design thinking and visible thinking routines like Four Corners, User maps, and Adventure Grid. We will experiment with conversation protocols like Havard Graduate School of Education\u2019s \u201ccarousel brainstorming,\u201d the engageNY discussion protocol \u201cBack to Back, Front to Front,\u201d and the National School Reform Faculty \u201cConnections\u201d protocol to discover our own curiosities and passions. \r\n\r\nWe believe in catering to all types of thinkers and contributors, so we will offer opportunities nestled in the latest neuroscience research around thinking independently before speaking, pairing into smaller groups, and closing with whole-group share outs. We will employ \u201cthree before me\u201d conversational practice as well, showcasing when to verbally contribute to a conversation and when to lean back as a listener to allow others a turn to speak. \r\n\r\nOur collaborative group will end our session with reflective practice using Padlet, discussing how the thinking tools we experienced together might inform project work for the current students in a class. Knowing that EduCon is in January gives us time to employ these strategies now, not waiting until the next school year!","Presenter":["Nicole Martin","Shelley Searcy","and Alex Blumencranz"],"PresenterAffiliation":["Mount Vernon Presbyterian School"],"PresenterEmail":["nmartin@mountvernonschool.org","ssearcy@mountvernonschool.org","ablumencranz@mountvernonschool.org"],"ScheduleSlotID":137,"ScheduleLocationID":21,"SubmitterID":79,"AdditionalComments":"Authenticity is a topic we have wrestled with for several years at Mount Vernon, and we are thrilled to be considered to continue the conversation with others from around the country at EduCon.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1013,"Class":"Conversation","Created":1572642975,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"LAB 2.0: ITERATE FOR IMPACT","Handle":"lab_2.0--iterate_for_impact","ShortDescription":"Frustrated with the standard high school curriculum and siloed disciplines? Wondering how to connect your students more authentically to their city, challenge them to really engage with its history and people, unleash their voices and ignite their problem-solving and leadership skills? Want to get kids out of their bubbles and expose them to opportunities and others beyond their zip code or school zone?","Description":"Frustrated with the standard high school curriculum and siloed disciplines? Wondering how to connect your students more authentically to their city, challenge them to really engage with its history and people, unleash their voices and ignite their problem-solving and leadership skills? Want to get kids out of their bubbles and expose them to opportunities and others beyond their zip code or school zone? Lab Atlanta launched in 2017 as a \"semester abroad\" for local public and private school 10th graders in the city of Atlanta. Incubated at The Lovett School, the Lab is now an independent nonprofit and partnered with local universities, Atlanta Public Schools, and the growth\/strategy design firm ThreeFiveTwo. We've hit the pause button (not operating the school for 2 years) to spend time gaining more empathy with our stakeholders and to iterate a sustainable model that isn't so dependent on foundations and other charitable support. \r\n\r\nCome to this session with a designer's mindset, a bias towards action, and willingness to collaborate. We'll get you up to speed quickly on what we did, in \"1.0\"  and then spend the majority of the time as a whole group (or multiple small groups depending on the audience size) generating more feedback and tackling some of the design questions along the way. You'll leave energized, inspired, and most likely with some ideas to take back home.","Link":["http:\/\/www.labatlanta.org"],"Audience":["High School"],"Practice":"We will start with a little improv to warm us all up, then do some context setting (Lab 1.0 debrief). The majority (1 hour) of our time will be either whole group or multiple small group exploration of key design elements and challenges--you'll get to challenge, inform, and exercise some of your own design skills.","Presenter":["Laura Deisley"],"PresenterAffiliation":["Lab Atlanta"],"PresenterEmail":["laura.deisley@labatlanta.org"],"ScheduleSlotID":137,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":"https:\/\/vimeo.com\/364317032\/566742870a","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1040,"Class":"Conversation","Created":1573171552,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Not Light, But Fire: Developing Your Talking Game","Handle":"not_light-but_fire--developing_your_talking_game","ShortDescription":"How do our interpersonal communication skills impact classroom race discussions? How might we teachers become the best communicators that we can be, so that we don't get in our own way in classroom discussions about the toughest subjects?","Description":"In this session, teachers will discuss and develop the communication skills necessary for leading meaningful classroom race conversations. We'll discuss tips from Chapter 2 of Matt Kay's Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom, workshopping through classroom race discussion scenarios that require our best facilitation, communication, and yes - conflict management skills.","Link":["https:\/\/www.stenhouse.com\/content\/not-light-fire"],"Audience":["All School Levels"],"Practice":"Group Discussion. Case Studies. Role Play.","Presenter":["Matthew Kay"],"PresenterAffiliation":["SLA","Stenhouse Publishers"],"PresenterEmail":["mrkay@notlight.com"],"ScheduleSlotID":137,"ScheduleLocationID":5,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":999,"Class":"Conversation","Created":1572622248,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Student Visibility","Handle":"student_visibility","ShortDescription":"How can teachers and schools reflect on their practices on recognizing and seeing students for what they are doing and who they are? Join a conversation that provides opportunities to share these practices and recognize how to make this visibility more frequent, authentic, and sustainable.","Description":"Students feel more engaged when they are seen and appreciated for the contributions they make to their school. In our conversation we would like to grapple with the following questions:\r\n\r\n1.)How do we see students as a district, school, and in the classroom? \r\n2.)What are the systems that are already in place? \r\n3.)What are the overlaps and gaps between these features?\r\n4.) Is there more to see in students than just data?\r\n\r\nDiscussion around these four questions will lead to an understanding of how student visibility can be sustainable for teachers and lead to increased student engagement, academic achievement, and social and emotional wellness.","Link":[],"Audience":["All School Levels"],"Practice":"Present the essential questions\r\nHave participants share best practices\r\nSmall group discussions and make posters around sustainability and student outcomes.","Presenter":["Nancy Ironside","Sarah Bower-Grieco"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["nironside@philasd.org","smbowergrieco@philasd.org"],"ScheduleSlotID":137,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":987,"Class":"Conversation","Created":1572488307,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Supporting Our Evolving Student Population","Handle":"managing_our_evolving_student_population","ShortDescription":"Gain awareness and understanding of our LGBTQ+ Community that will enable you to better support our students. Geared towards expanding our minds and increasing our knowledge through experiences and advice. Walk away with various resources to continue your pursuit for knowledgeable strategies on; Culture and Community, Preferred Pronouns and Trauma.","Description":"Gain awareness and understanding of our LGBTQ+ Community that will enable you to better support our students. Geared towards expanding our minds and increasing our knowledge through experiences and advice. Walk away with various resources to continue your pursuit for knowledgeable strategies on; Culture and Community, Preferred Pronouns and Trauma.","Link":[],"Audience":["High School","Middle School"],"Practice":"Presentation and Conversation","Presenter":["Melissa Moran"],"PresenterAffiliation":["SLA @ Beeber"],"PresenterEmail":["mmoran@slabeeber.org"],"ScheduleSlotID":137,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1047,"Class":"Conversation","Created":1579383689,"CreatorID":4757,"RevisionID":null,"Status":"Accepted","Title":"Wait, You Use PBL in MATH, too!??!","Handle":"wait-you_use_pbl_in_math-too","ShortDescription":"How do we use project-based learning to teach kids math? In this conversation, we'll share how we do it \u2013 and we want to hear how you do it (or want to do it), too!","Description":"This Conversation is intended as a group workshopping and sharing session for math projects. Bring your own successful projects, your nascent project ideas, or just your worries and blocks to implementing your own project-based math class! Together, we will share project ideas and tips, give each other feedback on our project ideas, and offer up ideas for inspiration (or for blatant copying).","Link":[],"Audience":["High School"],"Practice":"This session will be formatted as a roundtable sharing-and-workshopping conversation. Guests will be invited to bring their own math projects or project ideas, and the majority of the time will be spent on sharing ideas and offering suggestions and feedback. Once the conversation norms are set and the introductory information has been shared, we (the presenters) plan to fade into the crowd as fellow practitioners as opposed to lecturing authorities.","Presenter":["Brian McGarry","Victor Hernandez","Jonathan Estey"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jestey@scienceleadership.org"],"ScheduleSlotID":137,"ScheduleLocationID":7,"SubmitterID":4757,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1012,"Class":"Conversation","Created":1572642614,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"When Things Get Real: Exploring the Social and Emotional Demands of Student-Centered Learning","Handle":"when_things_get_real--exploring_the_social_and_emotional_demands_of_student-centered_learning","ShortDescription":"A key element of authentic teaching and learning is supporting students in making connections between academic content, their personal lives, and the world. When that happens, things can get real. What are the social and emotional demands of student-centered learning, and what can educators do to support students in meeting those demands?","Description":"A key element of authentic teaching and learning is supporting students in making connections between academic content, their personal lives, and the world. When that happens, things can get real. What are the social and emotional demands of student-centered learning, and what can educators do to support students in meeting those demands? How can teachers intentionally build community, relationships, and self- and social-awareness and management, in ways that feel genuine and that support the broader learning and developmental goals of their students? Join our session to explore these questions, share ideas and resources, and generate new insights on how we can support all students to meaningfully engage in authentic learning opportunities.","Link":["http:\/\/www.workshopschool.org","http:\/\/www.gse.upenn.edu\/PBL"],"Audience":["All School Levels"],"Practice":"We plan to utilize several different participation protocols to engage our participants in meaningful discussion and inquiry. First, we will use a \u201cproblem framing\u201d protocol, where participants will work in small groups to articulate a framing (and perhaps multiple framings) of the challenge of social emotional learning in student-centered classrooms. Next, participants will engage in a \u201cwhy, how, what\u201d protocol, where they will draw on their own experiences and observations to make connections between specific teaching strategies and the impact they have on promoting social and emotional learning. Finally, participants will collaborate on a shared google document where they will document ideas, resources, protocols, etc. This document will serve as a shared resource for our participants and their schools.","Presenter":["Zachary Herrmann","Taylor Hausburg","Matthew Riggan"],"PresenterAffiliation":["University of Pennsylvania","The Workshop School"],"PresenterEmail":["zsh123@upenn.edu"],"ScheduleSlotID":137,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":974,"Class":"Conversation","Created":1570470112,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Ally and Accomplice Work: What does that look like?","Handle":"ally_and_accomplice_work--what_does_that_look_like","ShortDescription":"What is an ally? What is an accomplice? Come to this session where we discuss social justice and equity work from the lens of how to intercede and actively work daily to eradicate injustice and inequity in our schools.","Description":"Can I be marginalized but also an accomplice? Why is there a need for more accomplices in our schools and classrooms advocating for marginalized individuals? How can accomplice work improve pervasive inequity and injustices in our schools? How can this work as an active advocate and accomplice\/ally also make our school spaces safer and more inclusive for all?","Link":[],"Audience":["All School Levels"],"Practice":"Open ended discussion questions.","Presenter":["Kristina Ishmael","Sabia Prescott"],"PresenterAffiliation":[],"PresenterEmail":["kristinamishmael@gmail.com"],"ScheduleSlotID":139,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":993,"Class":"Conversation","Created":1572548968,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Beyond the Bubbles: Critical Thinking & ESL Through Comics Creation","Handle":"beyond_the_bubbles--critical_thinking-esl_through_comics_creation","ShortDescription":"The presenters have created a media-rich resource manual for this purpose, serving as an essential toolkit for TESOL educators and field practitioners to assist students in creating their own comic books for learning and promoting English language learning through visual literacy.","Description":"The presenters have created a media-rich resource manual for this purpose, serving as an essential toolkit for TESOL educators and field practitioners to assist students in creating their own comic books for learning and promoting English language learning through visual literacy.","Link":["https:\/\/americanenglish.state.gov\/resources\/teachers-corner-comic-books-learning; https:\/\/americanenglish.state.gov\/; https:\/\/americanenglish.state.gov\/resources\/american-english-webinars#child-2521;"],"Audience":["All School Levels"],"Practice":"During this conversational practice, participants will explore four ways students might product comics through a variety of different materials and media to demonstrate deeper learning and understanding.  Participants will leave with experience creating comics of their own, as well as having discussed the power of comics creation as tools for deeper understanding and equity in all learning environments -- with particular value for ESL spaces.","Presenter":["Jacqueline Gardy","Dan Ryder"],"PresenterAffiliation":["Jacquie: Content Development Editor","Innovations Team","U.S. Department of State","Bureau of Educational and Cultural Affairs","Office of English Language Programs; Dan: Director of the Success & Innovation Center","Mt. Blue High School","Farmington","Maine"],"PresenterEmail":["gardyja@america.gov","danryder207@gmail.com"],"ScheduleSlotID":139,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1000,"Class":"Conversation","Created":1572623154,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Cohesive Culture: Comprehensive Restorative Practices","Handle":"cohesive_culture--comprehensive_restorative_practices","ShortDescription":"Recognize restorative as an approach to full organization culture building; Understand the importance of relationships and authentic feedback; Create restorative programs that support the growth and leadership; Learn strategies for building culture, giving and providing feedback, restorative group facilitation\/circles and restorative as a response to conflict.","Description":"How do we change the reputation of Restorative Practices in school from discipline model to a way of life? Restorative practices is a social science studying how relationships influence the culture of a community\/organization. This workshop is a comprehensive look at restorative we like to call \u2018Cohesive Culture\u2019. We believe leadership is \u201ctaking responsibility to make things go right for your life, your family, your [organization], and your community.\u201d A restorative culture is a catalyst of leadership for all members of the community. It encourages everyone to embrace every moment as a learning moment: learning from mistakes, exchanging authentic feedback, looking for opportunities to grow, and taking accountability for the impact on the community.","Link":["http:\/\/thelearningexchangephilly.org\/"],"Audience":["All School Levels"],"Practice":"This workshop will happen in a circle format in the spirit of restorative  practices. Restorative circles ask levels of questions to allow participants to share best practices as well as come to their own understandings through the lens of their unique experiences.","Presenter":["Zuri Stone","Robin Walker"],"PresenterAffiliation":["The Learning Exchange\/YouthBuild Philadelphia Charter School"],"PresenterEmail":["rwalker@youthbuildphilly.org"],"ScheduleSlotID":139,"ScheduleLocationID":21,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1042,"Class":"Conversation","Created":1573851355,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Exploring a Broader Context for Developing Authentic Learning Experiences","Handle":"exploring_a_broader_context_for_developing_authentic_learning_experiences","ShortDescription":"Schools have always searched for relevance and the authentic connections that make learning meaningful.  In this conversation, we\u2019ll discuss a set of critical questions that can lead to a broader understanding of the challenges associated with developing authentic landscapes for learning.  Our goal for the session will be to catalyze thinking by challenging the assumptions and reality of school while uncovering potential solutions that lead to a future-focused school experience grounded by authenticity.","Description":"Many factors contribute to the development of the teaching and learning experience in schools.  Traditional expectations of what school is and how the school serves students are grounded by traditional and expected actions by educators:  defining curriculum, developing instruction, and defining assessment, among other things.  The development of authentic learning opportunities in schools requires thinking beyond what school is and how to develop a broader and more comprehensive palette for learning that redefines the roles and expectations for all participants.  We\u2019ll discuss all of this and develop a snapshot of what could be.","Link":["http:\/\/davidjakesdesigns.com"],"Audience":["All School Levels"],"Practice":"The conversation will be composed of a series of provocations for discussion.  These focus on the impacts of predictability, the culture of education, shifting notions of literacy, where learning occurs, the role of the school community, and what it means to be well-educated in 2020 and beyond.","Presenter":["David Jakes"],"PresenterAffiliation":["David Jakes Designs LLC"],"PresenterEmail":["david@davidjakesdesigns.com"],"ScheduleSlotID":139,"ScheduleLocationID":5,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":994,"Class":"Conversation","Created":1572552366,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"For Teachers, By Teachers: Making Professional Learning Authentic through Teacher-Led Professional Learning Communities","Handle":"for_teachers-by_teachers--making_professional_learning_authentic_through_teacher-led_professional_learning_communities","ShortDescription":"When teachers lead professional learning communities (PLCs), their learning experience is more authentic,  relevant, and impactful. This session will share resources from work in five School District of Philadelphia schools that empower teachers to run PLCs, and then facilitate a discussion for participants to explore teacher leadership in their contexts.","Description":"How do we make professional learning more authentic, relevant, and impactful for educators? Many educators associate professional development (PD) with one-off, lecture-style presentations that feel completely disconnected from their classroom experiences. This discussion will explore a different model of professional learning that is ongoing, closely connected to teaching and learning, and wholly teacher-driven. Drawing on the successful implementation of teacher-led professional learning communities in five School District of Philadelphia (SDP) elementary schools in partnership with Teach Plus, we will share resources and lessons learned from an inquiry-based, data-driven model for teacher team learning.\r\n\r\nThe facilitator will begin with a short video of a teacher leader facilitating a PLC. We will then give participants structured space to dissect the video on topics ranging from the energy in the room to the content being explored, and compare the video to what's playing out in participants\u2019 own context. The facilitator will also share two overall frameworks for developing teacher leaders' ability to run PLCs. We will explore in small groups an inquiry cycle, a leadership development continuum, and a framework for shared leadership. Participants will have time to self-assess and share where their school currently stands in relation to implementing these best practices. Finally, partners will explore sample agendas and protocols, and then share takeaways with each other. Along with a Q&A at the end, discussion will center primarily around the best practices and resources shared in the session, and how the content could be applied to the local school contexts.","Link":["http:\/\/www.teachplus.org\/"],"Audience":["Elementary School","All School Levels"],"Practice":"- Dyads\r\n- Conversation protocol\r\n- Small group resource exploration","Presenter":["Andrew Knips"],"PresenterAffiliation":["Teach Plus"],"PresenterEmail":["aknips@teachplus.org"],"ScheduleSlotID":139,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1001,"Class":"Conversation","Created":1572624133,"CreatorID":4757,"RevisionID":null,"Status":"Accepted","Title":"Living in the Digital World","Handle":"living_in_the_digital_world","ShortDescription":"NOW IN ROOM 1169\r\nOur students are living in a world that many of us did not grow up in. Learn from SLA Beeber students about their experiences growing up in a digital world and using social media while also discussing the bright and dark sides of social media.","Description":"NOW IN ROOM 1169\r\nPresenters (including students) will help define the digital world and what it's like to live there. Students will discuss how they use social media and discuss various inquiry questions around using social media, online identity and the pros and cons of social media. Participants will be invited to share their own experiences and pose questions to the students. Presenters will provide example lessons done in class and class discussions to model what these discussions look like in a classroom. Participants will walk away with a deeper understanding of how young people navigate their online lives and they will walk away with specific strategies for having conversations around cyberbullying, responsible & respectful uses of social media, the impact that social media has on individuals and society, and the way social media can be leveraged for good.","Link":["http:\/\/marybethhertz.me"],"Audience":["High School"],"Practice":"Presenters will take 15-20 minutes to introduce themselves and explain the Intro to Tech course that students take at SLA Beeber. Students will discuss various inquiry questions posed by the adult presenter around how they use social media and their perspective on living their life online. Participants will break into small groups to discuss their own use of social media or their own perspectives on social media while students circulate and sit in with groups to join the discussion and answer questions. The group will then come back together and participate in a whole group discussion around specific inquiry questions. Each of these forms of discussion and the questions and content model for participants how to have these conversations in their classrooms.","Presenter":["Mary Beth Hertz"],"PresenterAffiliation":["SLA Beeber"],"PresenterEmail":["mhertz@slabeeber.org"],"ScheduleSlotID":139,"ScheduleLocationID":null,"SubmitterID":4757,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1017,"Class":"Conversation","Created":1572647837,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Moments Drive Ideas That Fuel Our Vision for the Future","Handle":"moments_drive_ideas_that_fuel_our_vision_for_the_future","ShortDescription":"We experience Moments that shape us from our birth until we soar. It is how we live and reflect on these Moments that will shape us, our connections and our Ideas. The mastery of this process will give learners the confidence to create the future.","Description":"We experience Moments that shape us from our birth until we soar. It is how we live and reflect on these Moments that will shape us, our connections and our Ideas. Once we have learned to reflect on our memories and Moments we develop Ideas about ourselves, our community and our world. How we reflect, accept and build our Ideas helps us to conceive our Vision. Our Vision allows us to see where we should be, evolve and lead forward. Our Moments and Ideas shape our concepts and will enable us to paint a picture that can inspire and be shared. The mastery of this process will give learners the confidence to create the future.","Link":[],"Audience":["All School Levels"],"Practice":"We will engage in a three part process:\r\n1. We will break out into pairs and discover a moment in each others lives that they reflect on frequently in their practice. \r\n2. We will unpack a series of \"moments\" that have shaped our group to where they are today.\r\n3. We will discover ideas on the reflection process that has evolved around this moment over time.\r\n4. We will unpack how we might introduce this to certain age groups and reframe our interactions to support Moment Development.","Presenter":["Leo Brehm"],"PresenterAffiliation":["MassCUE","CatchOn","Learn Launch"],"PresenterEmail":["leobrehm@gmail.com"],"ScheduleSlotID":139,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1008,"Class":"Conversation","Created":1572630077,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Real Privacy for Real Education: Common Sense Media Shows You How","Handle":"real_privacy_for_real_education--common_sense_media_shows_you_how","ShortDescription":"When students enter the classroom, they expect that their privacy will be protected. Students trust their teachers, but the ubiquitous influx of technology changes the privacy concerns. Leveraging Common Sense\u2019s years of privacy experience, We\u2019ll have a conversation about  personalizing your choices about privacy for edtech.","Description":"Let\u2019s have a conversation about privacy in the classroom! Students expect that their privacy will be protected when they enter the school, the classroom, and onto virtual educational spaces. Educational Technology (edtech), now used for both pedagogy and administration, often collects personal and private information. We need to make privacy choices in the classroom when we use edtech to instruct and inspire. We have to consider our privacy options in the schools\u2019 administrative functions, looking at student behavior, special ed, healthcare, and law enforcement interactions. At the boundary between school and home, we\u2019ll discuss privacy options for managing homework and extracurriculars. \r\n\r\nTo start the conversation, Common Sense will share a matrix cross-referencing the types of personal information that might be collected with the people you might want to share it with (or not). The Trust Spectrum matrix requires you to think about what kind of information is shared, both voluntarily and inadvertently, with edtech vendors. For example, would you share your email address with a government agency, and under what circumstances? Is it okay for a student to share their ethnic background or identity with advertisers? Are we okay with collecting biometric data, like voice recordings and face identification? Are there some kinds of data you would never share? Or, are there certain circumstances where you would share no personal information? Leveraging Common Sense\u2019s years of privacy experience, we\u2019ll have a conversation about  personalizing your choices about privacy for edtech.","Link":["https:\/\/privacy.commonsense.org\/"],"Audience":["All School Levels"],"Practice":"We\u2019ll run through a how-to exercise discussing the privacy ratings and when, where, and how to use them during your education planning. The exercise will include polling the audience and then using their choices to construct a matrix for privacy protection in education.","Presenter":["Steve Garton"],"PresenterAffiliation":["Common Sense Media"],"PresenterEmail":["sgarton@commonsense.org"],"ScheduleSlotID":139,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":"Steve Garton is a Senior Manager for Common Sense Privacy Program and is an expert in meaningful technology integration, particularly in large-scale initiatives. He supports districts with professional development planning, program monitoring, student assessment, privacy issues and communication across stakeholder groups. Steve has been a classroom teacher and tech coordinator at the local, county, and state level. His most recent publications are the 2019 State of EdTech Security Survey and Privacy in the Classroom: Why Should I Care?\r\n \r\nPrior to joining Common Sense, Steve was the Coordinator of Educational Technology for the Maine Department of Education. While there, he led the professional development programs for the Maine Lg Technology Initiative, the state\u2019s 1:1 program that supported over 12,000 teachers and administrators. As a member of the Department\u2019s leadership team, he provided policy support and leadership.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1032,"Class":"Conversation","Created":1572894824,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Supporting learners through neurodiverse physical engagement","Handle":"supporting_learners_through_neurodiverse_physical_engagement","ShortDescription":"A student enters class bouncing off the walls. Another slumps down on the table, asleep before the second bell. A third sits stiffly, afraid to move for fear of social ridicule. Learn how Crefeld instituted a daily morning vigorous activity period for middle schoolers and how it\u2019s changed the school day.","Description":"A student enters your class bouncing off of the walls. Another enters and slumps down on the table, asleep before the second bell. A third is sitting stiffly, afraid to make a move for fear of social ridicule. If only there were a way to help each student regulate their energy level! \r\n\r\nDuring this conversation, you will learn how The Crefeld School in Philadelphia instituted a vigorous activity period for all middle school students first thing in the morning and how it has changed the rhythm of our days. \r\n\r\nVigorous activity is not about athleticism or competition, but rather is about helping students to connect their minds to their bodies and to find accessible activities that they enjoy, benefit from, and sustain long after they leave your classroom. \r\n\r\nAttendees will experience several activities that they will be able to take back to their school. There will be accessible physical activity. We will brainstorm ways to overcome obstacles imposed by schedules and other logistical considerations.","Link":["http:\/\/www.crefeld.org"],"Audience":["Middle School"],"Practice":"This conversation will begin with a brief introduction which includes a breathing exercise and then attendees will participate in three vigorous activities, along with group work. A presentation will be interwoven throughout the 90 minutes with time for reflection at the end.","Presenter":["Daniel Cunitz","Don Hopkins"],"PresenterAffiliation":["The Crefeld School"],"PresenterEmail":["dcunitz@crefeld.org","dhopkins@crefeld.org"],"ScheduleSlotID":139,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":"We know that we missed the deadline but we're hoping you might still consider our conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1038,"Class":"Conversation","Created":1573071825,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Backwards Design Using NGSS and Statewide Standards","Handle":"backwards_design_using_ngss_and_statewide_standards","ShortDescription":"This conversation is meant for K-12 science educators who want to discuss the interplay between Next Generation Science Standards, state standards, and backwards planning (Understanding by Design).","Description":"NGSS, state standards, and UbD are meant to be helpful tools and resources to ensure students have the best educational experience in their science classrooms.  Sometimes the purpose and use of standards can be lost when not used intentionally.  This session is meant to be a conversation between educators so that they can share how they use the three dimensions of NGSS  in conjunction with statewide standards in the context of backwards planning and UbD.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Participants would work in heterogenous small groups of 2-3 to create a model\/idea web\/graphic organizer to help them understand the connections between NGSS, state standards, and UbD.  They would then share this model  with the rest of the group.","Presenter":["John Henkel"],"PresenterAffiliation":["SLA"],"PresenterEmail":["Jhenkel@scienceleadership.org"],"ScheduleSlotID":140,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":978,"Class":"Conversation","Created":1572277545,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Design Inspired Schools:  Getting from the schools we have to the ones we want.","Handle":"design_inspired_schools--getting_from_the_schools_we_have_to_the_ones_we_want.","ShortDescription":"How did Airbnb become one of the largest accommodation providers without owning a single property?  How did Uber become a leader in transportation industry without owning a single car?  Design Thinking!  In this session, educators will discuss how to cultivate a mindset of \u201cdesign inspired leadership\u201d to transform our schools into \u201ccultures of change\u201d","Description":"\u201cDesign is the rendering of intent\u201d.  According to Gallagher and Thordarson (2018) teachers and school leaders are constantly designing, but only \u201coccasionally stumble upon innovative ideas or solutions.\u201d  To them, \u201cdesign inspired leaders\u201d \u201cact with greater intention and achieve greater impact\u201d.  The shift from traditional leadership to design thinking leadership is predicated by the mindsets in the learning community.  To help catalyze this shift in schools, our session objective is to cultivate a culture of design thinking by engaging in discussions and protocols that model this process.  For instance, we will begin the session with a disruptive thinking protocol intended to shift the focus of school leadership from \u201cproblem solving\u201d to \u201cproblem finding\u201d.  Then, through a collaborative discussion protocol, participants will consider school systems and structures from the student perspective in an effort to become \u201cexperience architects\u201d.  Small group discussions will extend the conversation and will include topics such as harnessing \u201cimagination\u201d to overcome constraints in the design process, educators as \u201cproducers\u201d of learning, and the importance of \u201cstorytelling\u201d in the teaching and stewarding of a design inspired vision of learning.      \r\n\r\n\r\nWorks Cited\r\n-Gallagher, Alyssa, and Kami Thordarson. \"Front Cover.\" Design Thinking for School Leaders: Five Roles and Mindsets That Ignite Positive Change, ASCD, 2018, p. 0. \r\n\r\n-https:\/\/xqsuperschool.org\/","Link":["http:\/\/www.edxednyc.com","http:\/\/www.cambrianed.com","http:\/\/www.hudsonhs.com"],"Audience":["All School Levels"],"Practice":"Disruptive Thinking Protocol\r\nRumors (collaborative discussion protocol)\r\nSmall Group Discussions\r\nWhole Group Share Outs","Presenter":["Timothy Comer","Walter Brown","Phil Linder"],"PresenterAffiliation":["New York City Department of Education"],"PresenterEmail":["TComer@schools.nyc.gov","Wbrown@hudsonhs.com","Plinder@hudsonhs.com"],"ScheduleSlotID":140,"ScheduleLocationID":5,"SubmitterID":79,"AdditionalComments":"We are available to present on Sunday if our proposal is accepted.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1035,"Class":"Conversation","Created":1572994871,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Following your North Star as a journeying educator","Handle":"following_your_north_star_as_a_journeying_educator","ShortDescription":"Does your vision for courageous teaching match the reality that you face day to day? What stands in the way? In this conversation, we will discuss the complex personal and environmental challenges facing educators, and craft the tools with which to navigate them. Join us to map your guiding star: defining the tactics, practices, and supports that will lead you to thrive amidst struggle.","Description":"Why do we teach? Today, in the age of high-stakes testing and ever-revolving reforms, we seem to focus more on the *how* and *what* of teaching, rather than the overarching *why* that called us to action in the first place. Strung in every direction, we too easily lose sight of the teacher selves we strive to be. Too often we get caught in inauthentic systems, and as such we march right on the precipice of burnout. \r\n\r\nIt is important to ask, what kills the spirit of the educator? For it is not simply the loads that we bear -- the stressors, the battles, the toiling into the night. What kills us, instead, is the realization that our toil may be for nought: that our most authentic selves shall not belong in the work of teaching. That what we do does not match what we NEED to do to matter.\r\n\r\nAs such, perhaps the greatest lift to our spirits is to revisit our North Star: as Zac Chase ritualizes each year, Why we want to teach. Why do we teach, after all? If we shall find the values and purposes that drive us, perhaps then we may be more conscious of the practices that so deceive us -- and we may toil instead to do the work that matters in our hearts.","Link":["https:\/\/twitter.com\/liorschenk"],"Audience":["All School Levels"],"Practice":"- drafting mission statements: Why I Want to Teach\r\n- annotating text to identify teaching values (idealized and enacted)\r\n- comparing values to current practices and routines in our classes\/schools\r\n- collaborating towards systems and practices that better match our authentic selves, through design thinking exercises ie storyboarding, scenario planning, fear setting\r\n- learning other systems for survival and thriving, such as networked support for new teachers and 80\/20 practice to identify the moves that matter most","Presenter":["Lior Schenk"],"PresenterAffiliation":["SLA \/ Penn GSE \/ Environmental Charter School"],"PresenterEmail":["lschenk@gse.upenn.edu"],"ScheduleSlotID":140,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":"Chris! SLA family!! I'm so excited to see everyone again. Especially my copper\/iron class of 2020!!! I know it's been such an overwhelming and unjust start to the year. You've been in my thoughts and I hope you can get your feet under you soon.\r\n\r\nI've been digging deep this past week to find the conversation that matters most. Here's what I've got! Any feedback or improvements, I'd love to hear. :)\r\n\r\nThis conversation is for the educators struggling to find their way, who pour their passion into their work every day but still feel trapped -- and still haven't found the tribe they need. As someone in this same position previously, I know quite well the risks and threats befallen the lost educator. Especially new teachers. I hope that this conversation will reconnect  professionals to the values that drive them, as well as provide actionable strategies for those overwhelmed by the work we do. \r\n\r\nPeace and love.\r\nLior","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":996,"Class":"Conversation","Created":1572578036,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Future Ready: Are We?","Handle":"future_ready--are_we","ShortDescription":"School leaders from urban and suburban, charter and public networks will lead a discussion on finding a balance among school systems often stuck in the past, the pressures of present day leadership, and authentically supporting future-ready  initiatives coupled with the ever-increasing realities of school dependency.","Description":"Participants will introduce themselves and identify interests and concerns related to the topic. Participants will receive a survey that describes the topics we will discuss. We will ask them to rank the order of interest of our topics and determine the order of the session accordingly. In addition, throughout the session, participants will add to a Padlet as they share collective notes, thoughts, and questions. This will be helpful when participants break out into smaller groups at the end of the conversation.\r\n\r\nParticipants will skim two short readings: one on authenticity in education and one on future ready implementation. Participants will use padlet, word clouds, and sliding scales as they explore these questions:\r\n\r\nWhat are common themes in the readings? What do the readings make you wonder? \r\n\r\nWhat is the role of leadership, technology, instruction, partnerships and family engagement in creating authentic future ready experiences for students?\r\n\r\nWhat resources are required to be future ready? What are the critical components of meaningful professional development around future ready for teachers, leaders, and families?\r\n\r\nHow are future ready initiatives affecting school budgets?\r\n\r\nWhat will school systems and processes look and feel like when future ready initiatives are fully and authentically implemented? What are the expected outcomes for students?\r\n\r\nAt the end of the session each participant will attempt to identify an action item that they can accomplish this semester and this school year. Groups will have an opportunity to reflect on take-aways and what can be taken back to everyone\u2019s school communities.","Link":["https:\/\/twitter.com\/MargeryCovello","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.\r\nParticipants will have an opportunity to work through a challenge with a group.\r\nParticipants will have an opportunity to reflect as a group.\r\nParticipants will converse via a backchannel in Padlet.","Presenter":["Dr. Margery Covello","Dr. Casey Cohen"],"PresenterAffiliation":["American Paradigm Schools","Rose Tree Media School District"],"PresenterEmail":["mcovello@ap-schools.org","caseyilyssacohen@gmail.com"],"ScheduleSlotID":140,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":988,"Class":"Conversation","Created":1572490233,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"In the Brilliant Light of Authentic Ideas:  Students as Innovators","Handle":"in_the_brilliant_light_of_authentic_ideas--students_as_innovators","ShortDescription":"Our new class, inNOVAtion Lab, is designed to offer students the resources they need to pursue their ideas\/projects.  Join students and their teacher as they discuss their first-year experience in self-determined, purpose-driven learning.","Description":"inNOVAtion Lab is a new elective at Perkiomen Valley High School.  Based upon similar models from schools around the country, NOVA Lab includes a yearlong exploration of purpose-based learning with the incorporation of Project Wayfinder, a foundational belief in sustainability, and a focus on the ethical implications of all our actions and creations.  \r\n\r\nThe class proceeds from the belief that students spend so much time being told what to do and on focusing on the next hurdle to overcome that they rarely get to test their abilities, play out their interests, and exercise their skills in authentic real-world situations.  inNOVAtion Lab offers the space, time, and resources for students to engage in this important, self-validating work.\r\n\r\nNOVA Lab Newsletter #1:  Information and background\u2014  https:\/\/docs.google.com\/document\/d\/19Ik9XughqqfcGISePLc-Hz1nCOoTCeXqMlR-y6wA-Rk\/edit?usp=sharing   \r\n\r\nStudent Websites:\r\nMake it 100\u2014Voter Registration Drive:  https:\/\/makeit100pv.wixsite.com\/website\r\nLiving Now\u2014Outdoors Brand   https:\/\/livingnowusa.com\r\nLiving Now Youtube site:  https:\/\/www.youtube.com\/channel\/UC1RtqDxfMqF1SOkHnaYGOVQ\r\nVeraque Empathy Card Game Blog site:  https:\/\/thenovalabexperience.wordpress.com\/","Link":["http:\/\/www.pvhsnovalab.com\/"],"Audience":["High School"],"Practice":"Students from our 1st-year innovation and open-source learning class will drive the conversation in response to audience questions about the successes and opportunities involved in launching a High School class based upon principles of Heutagogy, self-determined learning, and purpose-based learning.","Presenter":["Garreth J Heidt and Students"],"PresenterAffiliation":["Pekiomen Valley School District (High School)"],"PresenterEmail":["gheidt@pvsd.org"],"ScheduleSlotID":140,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":"A group of 6--8 students and their teacher will be the focus of this conversation.\r\n\r\nIf it is possible to schedule us on Sunday, that would be great as there is an AP Chemistry practice test on Saturday.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":979,"Class":"Conversation","Created":1572287171,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"My Voice Matters: Building Authentic Engagement into Middle School Advisory","Handle":"my_voice_matters--building_authentic_engagement_into_middle_school_advisory","ShortDescription":"Let\u2019s explore ways of bringing authentic community engagement into Middle School. We\u2019ll share strategies from a Philadelphia advisory class where a student-centered, inquiry-driven service project provides a yearlong framework for building classroom community, exploring and addressing social issues and creating space for empathy and problem-solving skills to emerge.","Description":"Conversation facilitators will share from their own Philadelphia-based experience using Need in Deed\u2019s My Voice framework for service-learning as a powerful tool to help middle school students recognize that school is relevant to their lives and creates meaningful opportunities for educators to demonstrate ways of valuing students\u2019 perspectives and experiences outside of school.   Facilitators will have a wide range of examples to draw upon with an emphasis on the ways a student led service-learning project meets the goals of an advisory setting--creating a space for students to build community and feel heard and known. \r\n\r\nOur conversation will begin with a brief overview of the My Voice framework (adaptable to a wide range of settings) with a hands-on modeling of an activity (analyzing photographs as texts)  that educators can use to generate conversations with students about social issues that students care about. We\u2019ll explore ways to use this (and other related activities) as a catalyst for building relationships with students as well as creating authentic learning opportunities for students to explore the complexity of social issues--learning about root causes as well as the effect--and designing a project to address an authentic need in the community.\r\nWe will build in time for participants to brainstorm together ways of adapting the My Voice framework (or elements of the framework) to address challenges they may have in their own settings.  Copies of sample activities and photos for conversational prompts will be made available on a Padlet site for future reference.","Link":["https:\/\/www.needindeed.org\/service-learning\/"],"Audience":["All School Levels"],"Practice":"The conversation will include an interactive activity using a Gallery Walk that encourages conversation about social issues in the community. \r\nThink-Pair-Share protocol will be used to reflect on ways of adapting the activity (and the My Voice framework more broadly)  for a range of settings. \r\nRecognizing that younger students may benefit from norm setting and conversational strategies to guide respectful discourse, facilitators will provide sample sentence stems as a takeaway for use in classrooms.\r\nFinally, we\u2019ll use a Padlet to share photos and sample prompts and invite participants to add photos or conversational prompts that would inspire students to reflection and action.","Presenter":["Pam Prell","Sarah Duenas"],"PresenterAffiliation":["Need in Deed","SLA Middle School","Philadelphia"],"PresenterEmail":["pam@needindeed.org","Sduenas@philasd.org"],"ScheduleSlotID":140,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":"While the sample project will highlight the integration of service-learning in a current middle school advisory setting, we are prepared to discuss examples,  benefits (and challenges!) of using service-learning as an engagement strategy in a wide range of settings as the core values of student inquiry, authentic learning, reflection and problem-solving are deeply rooted in the model.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9}],"conditions":{"Status":"Accepted","ConferenceID":9},"total":54,"limit":false,"offset":false}