{"success":true,"data":[{"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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":9,"ScheduleLocationID":2},"total":3,"limit":false,"offset":false}