{"success":true,"data":[{"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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":9,"ScheduleLocationID":18},"total":3,"limit":false,"offset":false}