{"success":true,"data":[{"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":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":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":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":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":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,"ScheduleLocationID":8},"total":6,"limit":false,"offset":false}