{"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}],"conditions":{"Status":"Accepted","ConferenceID":9,"ScheduleSlotID":131},"total":10,"limit":false,"offset":false}