{"success":true,"data":[{"ID":806,"Class":"Conversation","Created":1510419063,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Filmmaking for Teachers","Handle":"filmmaking_for_teachers","ShortDescription":"Work with students and faculty of SLA\u2019s CTE Digital Video program to learn the technical and artistic techniques of communicating through video.\r\n\r\nThis three-hour interactive workshop has a limit of 30 participants.","Description":"Filmmaking for Teachers*\r\nLocation: Room 300\r\n\r\nSpace is limited to 30, and filled up very quickly last year. Sign up now!\r\n\r\nFri, Jan 26th 9:30-12:30pm\r\n\r\nJoin this three-hour intensive workshop led by the students and faculty of SLA\u2019s CTE Digital Video program to learn the technical and artistic techniques of communicating through video. The skills you will learn will be valuable both in creating great video content to help your students learn, and mentoring your students to create compelling video projects for classes and clubs.\r\n\r\nAfter a brief overview of some important concepts you will dive right in to making your own short video. You will be teamed with one or more SLA advanced video students who will guide you as you film and edit your movie.\r\n\r\nYou can bring any device capable of taking video (smart phone, tablet, point and shoot camera, D-SLR, or dedicated video camera ) creating compelling visual narratives is about technique not equipment. We will help you get the most out of any device you have to work with, or you can use some of our gear if desired. After we screen the finished products you are welcome to spend the afternoon visiting classes at SLA.","Link":["http:\/\/www.annawalkeractor.com"],"Audience":["High School","Middle School"],"Practice":"This session is a bit more presentational than some others at Educon because the focus is about giving teachers tools to take back to their classes, which makes it more hands on than conversation-focused.  All participants will be invited to a G+channel in which they will share their videos as well as questions they have.  At the end of the session we will screen the videos that were created and have time for reflection and talk back.  I will make myself available after the session to chat with specific people about their video needs and will continue to use and update the G+ channel with resources, links, and ideas.","Presenter":["Anna Walker-Roberts"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["awalkerroberts@scienceleadership.org"],"ScheduleSlotID":null,"ScheduleLocationID":null,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":739,"Class":"Conversation","Created":1509382561,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"#OurWorldsConnect","Handle":"ourworldsconnect","ShortDescription":"What responsibility do schools have to grow truly empathetic people?  How do we help our students connect and build positive relationships with diverse populations in this increasingly divisive political\/social climate?  How do we help our young people \u201c listen to others deeply enough to be changed by what they learn?\u201d","Description":"Most of us live in a bubble of some sort, created by geography, socioeconomics, culture, society, family, ourselves, or something else.  What responsibility do we, as educators, have to help our students see beyond this bubble?  How can we help them break down barriers and understand that we all have shared human experiences despite our differences?  \r\n\r\nThis conversation starts with the assumption that, \u201cPeople brought together from differing educational, cultural, racial, and ethnic backgrounds can be prepared to deal more effectively with human problem-solving experiences than those who are not in an integrated setting.\u201d (Taken from World of Inquiry School founding document)  Take a look at how two schools, one rural and one urban, have partnered to begin a journey towards this shared understanding.  How can we scale this idea?  Where does it fit in the curriculum (for schools who may need this to sell the concept?)  What other types of opportunities are there for cross-school connections?  Please join me for a conversation about the practical role schools can play in countering the polarity and divisiveness we see in our country today.","Link":[],"Audience":["All School Levels"],"Practice":"I\u2019ll begin with a brief overview of our rural\/urban partnership, then move into a short self reflection protocol, followed by interactive small and large group conversations.  Key points will be captured digitally and shared.","Presenter":["Anneke Radin-Snaith"],"PresenterAffiliation":["Naples CSD"],"PresenterEmail":["aradinsnaith@naplescsd.org"],"ScheduleSlotID":93,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"If this proposal is accepted, it would be helpful if I could avoid being scheduled on Sunday afternoon, as we have a long drive home.  Thanks!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":728,"Class":"Conversation","Created":1508953976,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Beyond Boxes, Borders, and Binaries: Thinking with More Complexity","Handle":"beyond_boxes-borders-and_binaries--thinking_with_more_complexity","ShortDescription":"It seems we\u2019re all trapped within our ideological \u201cbubbles,\u201d victims to believing and spreading \u201cfake\u201d and fast news. Let\u2019s start doing something about this lack of nuanced thinking in our classrooms by providing texts that do not reduce ideas down to soundbites. You\u2019ll leave this session thinking about how to help students articulate their ideas with depth and sophistication.","Description":"In both my public speaking and English classes, I\u2019m noticing a pattern in the arguments that students develop and attempt to defend in their writing and presentations: they\u2019re too simplistic, to begin with, and they usually reduce a topic down to a binary of us\/them, right\/wrong, or black\/white. The Common Core standards almost encourage this reductive thinking, boiling down argumentative writing to establishing a claim and addressing \u201cthe\u201d counterclaim, as if issues don\u2019t have multiple sides and many shades of gray.\r\n\t\r\nIn this session, I will share my initial successes and failures in attempting to develop a syllabus that includes texts from a multiplicity of perspectives, as well as the writing assignments and classroom activities I\u2019m developing to uncover and unpack the complicated and complex worldviews contained within them. I\u2019ll show participants examples of the student work that has come out of these readings and assignments, pointing to both areas of growth as well as places of persistently superficial thinking.","Link":["http:\/\/www.nycischool.org\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will adapt two NSRF protocols (Four \u201cA\u201ds Text and Last Word) so that teachers can grapple with and respond to two polarizing texts (excerpts from Ta-Nehisi Coates\u2019s Between the World and Me and J.D. Vance\u2019s Hillbilly Elegy).\r\n\t\r\nWith the Four \u201cA\u201ds Text protocol, teachers will read the Coates text in small groups and then take turns sharing their responses to each of the four following questions:\r\n\r\nWhat Assumptions does the author of the text hold?\r\nWhat do you Agree with in the text?\r\nWhat do you want to Argue with in the text?\r\nWhat parts of the text do you want to Aspire to?\r\n\r\nThen, all groups will come together to share some of their tables\u2019 reactions.\r\n\t\r\nNext, the Last Word protocol will be used after each participant reads the Vance text. When they\u2019re ready, participants at each table will take turns sharing one quote from the text and why the quote made a strong impression on them (in no more than 2 minutes). Then, each of the other participants will get up to 1 minute to respond to the quote and what the presenter said, the purpose of the response being\r\n\r\nTo expand on the presenter\u2019s thinking about the quote and the issues raised for him or her by the quote,\r\nTo provide a different look at the quote,\r\nTo clarify the presenter\u2019s thinking about the quote, and\/or\r\nTo question the presenter\u2019s assumptions about the quote and the issues raised (although at this time there is no response from the presenter).\r\n\r\nFinally, the presenter has one more minute to have the \u201cfinal word.\u201d Now what are they thinking? What is their reaction to what they heard?\r\n\r\nAfter the initial presentation and the two protocols, the group will come together as a whole and share their final thoughts about what role, if any, these protocols could play in their handling of texts from across the political and ideological spectrum.","Presenter":["Thomas Jones"],"PresenterAffiliation":["NYC iSchool (H.S. 376)"],"PresenterEmail":["tjones@nycischool.org"],"ScheduleSlotID":93,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"Thank you so much for your consideration! I would prefer to present during one of the earliest sessions on Saturday.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":774,"Class":"Conversation","Created":1509567405,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Book Chat! The New Education by Cathy Davidson","Handle":"book_chat-the_new_education_by_cathy_davidson","ShortDescription":"Cathy Davidson https:\/\/www.cathydavidson.com\/ writes in her new book, The New Education, about the origins of our current educational system, and compellingly that this system no longer serves its students or society well.  The focused solutions she recommends are aimed at higher education institutions.","Description":"The purpose of this conversation is to understand more deeply the historical and cultural roadblocks to change.  Then with that understanding construct, define, identify strategies to pursue solutions of greatest importance to participants.  \r\nCathy draws a line in 1993, when MOSAIC 1.0 was released.  MOSAIC was the 1st commercially viable web browser with a color interface that began the internet as we know it today.  Throughout the book she goes back and forth from the late 1800\u2019s when Charles Eliot set about changing education by creating what we now know as the modern research university, to today.\r\nThe system of ranking, sorting, and credentialing was created at a time of great change.  Centuries of long standing traditions had to change for the modern research university and K-12 public education systems to emerge.  \r\nRecognizing that the focus of colleges in the 19th century, turning out ministers and clergy, no longer served an emerging industrial society, Davidson and many progressive educators recognize that the focus of today\u2019s colleges, turning out credentialed professionals, no longer serves our algorithm driven, big data, postindustrial society.\r\nUsing Cathy\u2019s writing and examples as jumping off points, we\u2019ll look to contextualize how strategies of change buck up against cultural norms, and then look for tactics to ease barriers.","Link":["http:\/\/cae.org"],"Audience":["All School Levels"],"Practice":"Even though this is a book talk, the Focus\/Framing protocol will be used in a modified fashion.  Each participant and group will frame their questions based on the context of the big ideas in the book.  \r\n\r\nOnce questions have been created, small and whole group discussion will work towards tactics to follow.  Ideally, pre and post EduCon conversations will take place among participants and co-moderators.There is an outside chance we may be able to have the author herself join the conversation via webcast.","Presenter":["Lee Finkelstein"],"PresenterAffiliation":["Regional Program Manager for CAE (Council for Aid to Education)"],"PresenterEmail":["lfinkelstein@cae.org"],"ScheduleSlotID":93,"ScheduleLocationID":4,"SubmitterID":4735,"AdditionalComments":"I've communicated with the author and she knows I'm interested in facilitating this conversation.  I'm also openly recruiting others who have been similarly moved by the book to co-moderate with me.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":765,"Class":"Conversation","Created":1509564312,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Citizenship & Radical Hope In Today's World","Handle":"citizenship-radical_hope_in_today-s_world","ShortDescription":"A conversation about citizenship and teaching in the current climate","Description":"Featuring students and our English project with seniors.\r\n\r\nGuiding questions:\r\nWhat new narratives can we construct?\r\nWhat does it mean to be a young person in Philadelphia at this point in time?\r\nHow can we respond to the current moment?\r\nHow can we use the combination of art and text to enrich our ideas?","Link":["https:\/\/docs.google.com\/presentation\/d\/1x2UVxym4How1qIMdOUvolnbjelueUi2U5ib95fWsc20\/edit?usp=sharing"],"Audience":["All School Levels"],"Practice":"- Teaching in the current climate\r\n- Genesis of this unit\/project\r\n- Student voices\r\n- Everyone make a field note!","Presenter":["Josh Block & Amal Giknis"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["amal.giknis@gmail.com","jblock@scienceleadership.org"],"ScheduleSlotID":93,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":789,"Class":"Conversation","Created":1509584538,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Curiosity and the Stories We Tell","Handle":"curiosity_and_the_stories_we_tell","ShortDescription":"What is the story of what happens in our classrooms? If curiosity is the foundation of engagement, what steps can we take to foster it in our students? In ourselves? In our professional communities and contexts? In this conversation, we\u2019ll make plans to inspire curiosity and then discuss how we\u2019ll share those stories of curiosity with others.","Description":"When we get students engaged in our classrooms, they take ownership of their learning and of their stories of their learning and, perhaps, their lives. The same may be true for us individually and in our professional contexts and communities. What can we do next week to begin this process? What could our goals be for our students using their curiosity to begin crafting the story of their learning? How can we go further and find concrete ways to kindle the curiosity in ourselves for our work? And then, how can we engage in that work with others in our professional context? Curiosity helps rejuvenate our energy and look at old challenges with new eyes.\r\n\tBut finding ways to stoke curiosity is only part of the important work we do. We also must reclaim our voices and expertise as professionals in education. One of the ways we can do that is by sharing our students\u2019 stories of their learning and then sharing our own stories of our practice and profession. We\u2019ll conclude our session with ways we can make the results of our intentional curiosity work more public. What tools can we use? Who do we want to reach and what message do we want to share about education as educators? What are the best ways we can advocate for our students and our profession?","Link":[],"Audience":["All School Levels"],"Practice":"The conversations will be structured using a democratic conversation style similar to World Caf\u00e9, with different tables hosting the different conversations about curiosity, with a share out of ideas, and return to conversations briefly to synthesize anything heard. The second round will focus on the second set of questions, with different tables hosting the different conversations about how we can take back the narrative of education in public and share the platform with students. Chart paper for doodling or capturing ideas will be in place and participants will be encouraged to move around as they wish to be part of different conversations within the space. At the end of each of the two rounds, we\u2019ll harvest the best ideas with individuals writing their plans on stickies that we can post in the room. Images of those final harvest posters, as well as those captured on the chart paper on tables, can be posted online. Participants will also be invited to engage with online participants in a Google Doc if there are online participants who would like to join us.","Presenter":["Jennifer Ansbach"],"PresenterAffiliation":["Manchester Township High School"],"PresenterEmail":["jansbach@yahoo.com"],"ScheduleSlotID":93,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":802,"Class":"Conversation","Created":1509815303,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Discover the Why for Learning","Handle":"discover_the_why_for_learning","ShortDescription":"We talk about the importance of voice and choice but how do we encourage learners of all ages to discover their purpose for learning so they own and drive it. Learners need learning to be relevant and authentic. We will take real-world activities and use design thinking to redesign them together.","Description":"What is the Why of learning? The main idea of this conversation is to discuss how we can move from a sense of compliance to a feeling of ownership about what we learn. The idea of school isn't working for most kids. How do we shake up the system so kids address what they need to know and what they want to learn? What does that mean for \"school\" now? The focus of the conversation will be on redesigning existing curriculum to create a learner-centered strategy so they drive the learning. The UN has developed 17 Sustainable Development Goals (SDGs) and created lessons around each of the SDGs. One Goal we will focus on is sustainability. The lessons provided by the UN tend to be teacher-centered. \r\n\r\nWe will review the design thinking process as it relates to lesson design. The presenter will walk the participants through the process using one of the lessons. Participants will be working in groups and will have one lesson to redesign as the presenter explains each of the elements of the design thinking process. The participants will take the role of learners as co-designers of the curriculum. With the first element: Empathy, each group will brainstorm ideas of what that means for a particular audience. They will then brainstorm and choose a problem identified by this audience and create an essential question, a solution and a prototype. The groups will share out their prototypes and have a final group discussion on the process.","Link":["https:\/\/barbarabray.net"],"Audience":["All School Levels"],"Practice":"Each group will have flip chart paper and pens to write how they will use the design thinking process to redesign a lesson.\r\n\r\nFor Empathy, the groups will use the protocol \"Open Space\" to  self-organize\r\ntheir conversation based on the audience they choose to discuss and how they will learn more about that audience.\r\n\r\nFor Brainstorm, the groups will discuss and write ideas for a problem they identified for that audience. They will then agree on the main problem and write that on the chart paper as an essential question.\r\n\r\nFor Ideate, the groups will use the protocol \"Whip-Around\" to have each member write down a solution to the problem and essential question, and then share thoughts with the group.\r\n\r\nFor Prototype, this is where the group takes one of the solutions and designs how they will solve the problem. The prototype can be text, a drawing, or an idea. \r\n\r\nFor Test, the groups will share out their prototype and provide feedback for each other and on the process.","Presenter":["Barbara Bray"],"PresenterAffiliation":["Rethinking Learning"],"PresenterEmail":["barbara.bray@gmail.com"],"ScheduleSlotID":93,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"I just found out today that I am available that weekend. I hope it is not too late.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":813,"Class":"Conversation","Created":1512979941,"CreatorID":22678,"RevisionID":null,"Status":"Accepted","Title":"Engaging in Youth Participatory Action Research","Handle":"engaging_in_youth_participatory_action_research","ShortDescription":"This conversation prepares participants for a hands-on exploration of youth participatory action research (YPAR). Sharing approaches from more than a decade of intergenerational, community-based research, we will develop action plans for research and advocacy.","Description":"Digital media platforms allow more voices than ever before to dialogue about issues of public concern. These platforms offer particularly exciting opportunities for young people to wrestle with the most pressing issues of our time while developing identities as citizens and scholars. As teachers, students, and community members, how can we design experiences \u201cwith\u201d rather than \u201cfor\u201d young people \u2013 experiences that treat youth as knowledge producers oriented toward social action and justice as they navigate digital and analog environments?\r\nThis conversation offers youth participatory action research (YPAR) as a framework for inquiry that pushes back on traditional models of the key actors (youth), processes (participatory), and purposes (action) of learning and research in classroom, community, and digital spaces. We will review the theory and practice of YPAR and jump into the collective work of designing experiences that encourage young people to conduct their own research.\r\nParticipants in this conversation will learn not only from the facilitators, but also from resources developed by educators and students in Los Angeles who utilize YPAR in formal and informal learning contexts. All participants will have opportunities to share their current work with young people and learn from those in different contexts. By the end of the conversation, all participants will develop personalized action plans for engaging in YPAR projects and join an online network of educators that will reach beyond the conference and continuously share resources, research, strategies, and outcomes.","Link":["https:\/\/gse.rutgers.edu\/nicole_mirra","http:\/\/www.theamericancrawl.com"],"Audience":["All School Levels"],"Practice":"Though we'll share some strategies for teaching, research and collaboration, this conversation will be specific to the goals and levels of previous experience of individuals participating in this conversation. By the time this session ends, participants should have an outline for direct community\/school-wide engagement around an issue relevant to their local community.","Presenter":["Nicole Mirra","Antero Garcia"],"PresenterAffiliation":["Rutgers University","Stanford University"],"PresenterEmail":["nicole.mirra@gmail.com","antero.garcia@stanford.edu"],"ScheduleSlotID":93,"ScheduleLocationID":10,"SubmitterID":22678,"AdditionalComments":"*Antero has  a 5 pm flight on Saturday to head home, in order to participate in this session it would need to take place Saturday AM\/early afternoon.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":790,"Class":"Conversation","Created":1509584596,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Finding the Others: Building a Culture of Modern Learning","Handle":"finding_the_others--building_a_culture_of_modern_learning","ShortDescription":"Making the shift from a culture of teaching to a culture of modern learning can only happen when a school community shares powerful beliefs about learning. This session will discuss practical strategies to help educators to \u201cfind the others\u201d or expand pockets of innovation and inspiration that embody modern learning.","Description":"How do we move away from a teacher-driven culture in favor of a culture of modern learning? What steps can educators and schools take to create learning experiences that inspire? In each school, there are educators who provide powerful answers to these questions that validate the impact of modern learning. \u201cFinding the Others\u201d will share practical ways that schools can activate student agency, tap into educators\u2019 professional curiosity, and access the power of professional and community partnerships to expand the pockets of inspiration and innovation in our schools. \r\n\r\nWhile changing the culture of a school may seem daunting, there are practical steps that schools can take to build a community of educators who are capable of closing the gap between beliefs and practice. In this conversation, representatives from Nipmuc High School will outline a series of easily scalable practices for creating modern learning experiences including: \r\n-actionable ways to quickly and clearly articulate beliefs about learning;\r\n-Lead Learner meetings which bring students and teachers together to reimagine the student experience; \r\n-21st Century Learning Conferences, bi-annual events where students, teachers and community members engage in interest-driven sessions during the school day; \r\n-Food for Thought lunches, open forums that ignite conversation between students and teachers;\r\n-the open-source Inspired Learning Project which includes a blog, resources and monthly digital discussions. \r\n\r\nParticipants will walk away from the conversation with new ideas, adaptable protocols, and accessible resources to help them \u201cfind the others\u201d and build a powerful network of educators who are committed to reimagining school.","Link":["https:\/\/modernlearning2018.weebly.com\/"],"Audience":["High School","Middle School"],"Practice":"Participants will work in small groups in a variety of conversational protocols that promote idea-sharing, making thinking visible, and maximizing digital tools to promote voices over volume. \r\n\r\nIn addition, the conversation will be shared and organized on a website that will include a variety of embedded tools to encourage backchanneling and digital conversation during and beyond EduCon.","Presenter":["John Clements","Maureen Cohen","Mary Anne Moran","Dave Quinn"],"PresenterAffiliation":["Principal (Nipmuc Regional High School)","Assistant Superintendent (Mendon-Upton Regional Schools)","Associate Principal (Nipmuc Regional High School)","Director of Technology Integration (Mendon-Upton Regional Schools)"],"PresenterEmail":["jclements@mursd.org","mcohen@mursd.org","mamoran@mursd.org","dquinn@mursd.org"],"ScheduleSlotID":93,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"Please be aware that we would not be able to have our entire team available to host the conversation on Sunday, 1\/28\/18. If we have the opportunity to be part of the event, we would need to be included on Saturday's program. Thank you for the consideration. We're looking forward to the event!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":758,"Class":"Conversation","Created":1509556410,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Meditation for Teachers and Classrooms","Handle":"meditation_for_teachers_and_classrooms","ShortDescription":"Explore the opportunities and challenges of meditation for educators and the classroom.","Description":"Mindfulness is a new buzzword in education. Recent research shows with proper guidance meditation practices decreases stress, attention issues, depression, anxiety, and hostility, while also benefiting health, well-being, social relations, and academic performance. \r\n\r\nBeyond helping students and teachers to be more calm and happy, we explore the motivation of our meditation practice and work together toward understand our interdependence.\r\n \r\nWith this conversation you will: \r\n-Consider and refine your motivation\r\n-Develop and refine your own practice of meditation and wellness\r\n-Enhance your capacity for applying meditation in your personal and professional life\r\n-Understand the historical context in which meditation practice has its roots in secular society\r\ne\r\n-Work with meditation master Khenpo Karma Tenkyong, who has over 40 years of meditation training and teaching experience internationally.\r\n \r\nKhenpo Tenkyong is the president of Karma Triyana Dharmachakra Buddhist monastery and well as a primary teacher there. Khenpo Tenkyong will be joined by Grace O'Keeffe, NYCDOE Educator, meditation practitioner, and Breathe for Change Wellness trainee. Together, they will help you develop a practice for you and your classroom.\r\n \r\nKhenpo Karma Tenkyong was sent to KTD in July 2014 by His Holiness the 17th Karmapa where he currently serves as a resident teacher and President. A native of Nepal, Khenpo Tenkyong became a monk at a young age and later undertook an eleven-year course of Buddhist studies at Karma Shri Nalanda Institute at Rumtek Monastery, earning a Shastri (B.A.), Acharya (M.A.) and Master\u2019s Degree in Buddha\u2019s Teaching in the Sutra Tradition. Khenpo Tenkyong has extensive experience teaching religious history, Buddhist philosophy, and logic. He was awarded the title of Khenpo by the 17th Karmapa, who also gave him the name Tenkyong. He worked for more than eleven years at the Karmapa\u2019s Office of Administration in Dharamsala, India.\r\n \r\nGrace O'Keeffe is the Senior Seminar educator at Hudson HSLT, Breathe for Change Yoga and Wellness Champion, and future business student. Grace has been studying meditation for over 20 years and has had a 3-year daily practice.","Link":["http:\/\/www.kagyu.org","http:\/\/www.hudsonhslt.com"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Participants will engage in meditation practices, reflect on their mindfulness practices, and develop their own tool set for their practice and life.","Presenter":["Khenpo Karma Tenkyong","Grace O'Keeffe"],"PresenterAffiliation":["Karma Triyana Dharmachakra Monastery","NYCDOE"],"PresenterEmail":["gokeeffe@hudsonhs.com"],"ScheduleSlotID":93,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":745,"Class":"Conversation","Created":1509467608,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Outdoor Inquiry - How do we provide meaningful outdoor experiences for student learning?","Handle":"outdoor_inquiry_-_how_do_we_provide_meaningful_outdoor_experiences_for_student_learning","ShortDescription":"Research supports that outdoor experiences benefit our minds and bodies.  We will discuss limitations and brainstorm solutions to moving our student-driven inquiry lessons outside.  Appropriate for all disciplines and age levels, together we will model hands-on strategies and will develop a tool kit to put into practice.","Description":"Outdoor education helps students connect with lessons differently in several important ways.  First, being outside gives students a richer sensory experience than a classroom can.  Physical and emotional feelings associated with movement, sounds, weather and smells can imprint a story with class content.  This first-person storytelling can be a powerful tool for learning.  For example, I took college students to a river in winter.  While in waders, they plunged their arms into frigid waters to collect snails.  The safe discomfort etched the experience into student memories and helped them better understand environmental factors that affect aquatic organisms. \r\n\r\nAnother way outdoor education serves student learning is by getting students out of their classroom routine.  A change in physical location, especially going outside, can help students problem-solve from different perspectives.  Serendipity, too, plays a key role in generating opportunities to discuss content.  Recently, two of my biology students found a stingless wasp.  Their excitement and interest in looking at the small insect led to their learning about microscopes and ecological interactions that were not a part of the original lesson plan (but that are science standards they need to know).  Sharing how instructional flexibility can build content knowledge is an important focus to this conversation as well. \r\n\r\nIn summary, I will center on the myriad of benefits of getting students outside and on using student-led inquiry to drive outdoor learning.  I will facilitate group dynamics by providing a quick overview and a hands-on experience that will be the launchpad for generating ideas.","Link":["https:\/\/sites.google.com\/collegiate-va.org\/educon2018-outdoor-inquiry"],"Audience":["All School Levels"],"Practice":"I have been using outdoor education to enrich my practices as a science teacher for over 10 years.  Gained through extensive experience, I will share how I integrate outdoor opportunities into preK-12 curricula; and I will offer tips to address safety and tips to manage students outside.  \r\n\r\nDuring a brief introductory presentation, I will describe outdoor inquiry and share research about the benefits of getting students outside both for their personal well-being and for their learning about content.  \r\n\r\nParticipants will then explore a 10-15 minutes hands-on lesson using living Bess Beetles to engage their senses and curiosity.  Using the experience as a launch pad, we will break-up into small groups to discuss:\r\nhow we felt watching or holding a beetle,\r\nwhat we wonder about beetles, and\r\nwhat questions we might ask about beetles (from science, mathematical, literary, historical contexts).\r\n\r\nIn new groups, participants will be asked to brainstorm:\r\nlogistical limitations to taking students outside (class size, safety, experience),\r\nspecific ways they see themselves working outside with students (inquiry lessons, projects), and\r\nbest practices for outdoor education.\r\n\r\nGroups will document their initial experience with post-it notes and their brainstorm conversations in a shared online resource (wiki or Google slide) that participants will be able to access during and after the session.","Presenter":["Sandra Marr"],"PresenterAffiliation":["The Collegiate School","Richmond","VA"],"PresenterEmail":["sandra_marr@collegiate-va.org"],"ScheduleSlotID":93,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"I attended EduCon 2 years ago, and so I have experienced how the conference conversations work.  In addition I have presented outdoor education strategies at Collegiate and at the Virginia Association of Science Teachers conference.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":791,"Class":"Conversation","Created":1509586711,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Two Truths and a Lie: Parsing Current Events with Students","Handle":"two_truths_and_a_lie--parsing_current_events_with_students","ShortDescription":"In this session we\u2019ll discuss how to help students navigate the confusing waters of current political and social events. How do we help students initially approach the positions of others with curiosity, rather than judgement? How can curiosity help us avoid information silos and evaluate sources?","Description":"In this session we\u2019ll discuss how to help students navigate the confusing waters of current political and social events. How do we help students initially approach the positions of others with curiosity, rather than judgement? How can curiosity help us avoid information silos and evaluate sources?","Link":["http:\/\/laufenberg.wordpress.com","http:\/\/meredithstewart.com"],"Audience":["High School","Middle School"],"Practice":"We will use best practices as the conversational practice for this session.","Presenter":["Meredith Stewart","Diana Laufenberg","Dan Agins"],"PresenterAffiliation":["Cary Academy","Inquiry Schools","Pawcatuck Middle School"],"PresenterEmail":["meredithLstewart@gmail.com","dlaufenberg@gmail.com","agins.dan@gmail.com"],"ScheduleSlotID":93,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":810,"Class":"Conversation","Created":1512067816,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Using Technology to Help Students Explore Mathematical Concepts","Handle":"using_desmos_to_help_students_explore_mathematical_concepts","ShortDescription":"This conversation will focus on using technology (specifically Desmos and Geogebra) to help students explore mathematical concepts through interactive and engaging online activities. Participants in the conversation will explore several Desmos\/Geogebra activities (and hear from current students who have used those activities in math classes), and then will work in small groups to re-design a current unit plan to include technology-based activities that create a more student-centered, inquiry-driven math experience.","Description":"This conversation will focus on using technology (specifically Desmos and Geogebra) to help students explore mathematical concepts through interactive and engaging online activities. Participants in the conversation will explore several Desmos\/Geogebra activities (and hear from current students who have used those activities in math classes), and then will work in small groups to re-design a current unit plan to include technology-based activities that create a more student-centered, inquiry-driven math experience.","Link":[],"Audience":["High School"],"Practice":"We will explore and discuss multiple Desmos\/Geogebra activities as a whole group, and then participants will work in small groups to re-design an existing unit plan to include technology-based activities. Small and whole group conversations will focus on strategies for effectively identifying and implementing student-driven technology-based activities, and will highlight student feedback based on technology-based activities used during class.","Presenter":["Brad Latimer","Nicole Gasser"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["blatimer@scienceleadership.org","ngasser@scienceleadership.org"],"ScheduleSlotID":93,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":776,"Class":"Conversation","Created":1509568488,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"What does it mean to be a graduate?","Handle":"what_does_it_mean_to_be_a_graduate","ShortDescription":"What should it mean to graduate from high school? In this conversation, I am going to convince you that 1) high school graduation requirements are the Most Interesting Topic in the World, and 2) they are a really good place to begin radically reshaping schools.","Description":"What should it mean to graduate from high school? What type of work should it require? How will we know when students have gotten over the bar? To whom should it matter?\r\n\r\nIn this conversation, I am going to convince you that high school graduation requirements are the Most Interesting Topic in the World. \r\n\r\nThe conversation will be both philosophical and practical. To imagine a graduate is to define what we want from schools themselves. But it's also to get into questions of what can be taught and learned, what work should look like, and how performance and progress should be measured. \r\n\r\nThis is not a hypothetical conversation. In Philadelphia and elsewhere, the opportunity to fundamentally rethink graduation requirements (and thus the high school experience itself) has never been greater. Changing the yardstick we use to define and measure graduates (and thus schools) can open the door to whole new ways of designing secondary education experiences. \r\n\r\nWe'll begin with the big ideas, but quickly transition to ideas and examples of what they look like in practice. Think a high school graduate should be an informed citizen? Awesome! How do you think they should demonstrate that? (Hint: THE ANSWER IS NOT A CIVICS EXAM.)\r\n\r\nBy the end of our conversation, I hope you'll have had the chance to step back and think big, but also developed a sense of the possibilities for real, tangible change in the schools or systems in which you work.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School"],"Practice":"This conversation will be part soul searching, part freewheeling discussion (with active participation for the brilliant introverts among us), part brain dump, and part design workshop. I hope you'll bring your ideas, insights, tools and tricks, wisdom and experience to our collective work. \r\n\r\nOnce we get clear about the important or essential qualities we're looking for in our high school graduates, we'll get a head start on framing out how we'd operationalize those things in our reimagined requirements. We'll use existing tools and practices where we can, and dream up new ones where we need to.","Presenter":["Matthew Riggan"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":93,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":816,"Class":"Conversation","Created":1514132544,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Build it Up! Connecting Assignments to Projects in World Languages","Handle":"build_it_up-connecting_assignments_to_projects_in_world_languages","ShortDescription":"Session aimed at providing World Language educators with various tools for increasing whole class engagement and student responsibilities through role-play, multi-layered activities, and purposeful assignments leading to larger projects. Through language immersion, clear roles and engaging assignments - students will be able to produce higher levels of interpersonal communication, presentational speaking and presentational writing.","Description":"This session is aimed at providing World Language educators with various tools for increasing whole class engagement and student responsibilities through role-play, multi-layered activities, and purposeful assignments leading to larger projects. Through language immersion, clear roles and engaging assignments - students will be able to produce higher levels of interpersonal communication, presentational speaking and presentational writing.","Link":[],"Audience":["High School"],"Practice":"This session will include; sharing best practices, research-based information and data, and a walkthrough of a benchmark\/project that represents the core values of SLA and the integration of the ACTFL standards.","Presenter":["Melissa Moran"],"PresenterAffiliation":["SLA Beeber","Educational Issues Department - PFT"],"PresenterEmail":["mmoran@slabeeber.org"],"ScheduleSlotID":94,"ScheduleLocationID":4,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":819,"Class":"Conversation","Created":1514916918,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating Human Systems in Schools","Handle":"creating_human_systems_in_schools","ShortDescription":"How do we design systems that support progressive pedagogies? How do we create schools where the systems in place support make it easier for teachers and students to do authentic, powerful work together?","Description":"Too often, the systems in place in our institutions end up becoming so restrictive that people feel like they serve the system as opposed to the systems serving the people.\r\n\r\nHowever, progressive education has too often dealt with that problem by rejecting systems and letting 1000 flowers bloom around ideas, but with little that systemizes it. That can result in a high barrier to entry for students and teachers attempting to move from a traditional educational mindset to a progressive one. \r\n\r\nWhat our schools need are dynamic, human systems that serve people and allow all of us in our schools - students, staff and parents alike - to ramp up to the most powerful ideas that can power our schools.\r\n\r\nThis session will examine the notion of the \"human system\" and participants will look at the systems and structures in their classrooms and schools to create a pathway to change to more human, progressive spaces.","Link":["http:\/\/www.practicaltheory.org","http:\/\/www.scienceleadership.org"],"Audience":["All School Levels"],"Practice":"Case study\r\n\r\nStructured group work\r\n\r\nSmall and large group discussion","Presenter":["Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academies"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":94,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":759,"Class":"Conversation","Created":1509556592,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Future Visioning as a Tool for Creative Thinking","Handle":"future_visioning_as_a_tool_for_creative_thinking","ShortDescription":"Future visioning can help you forge a path for your own future, the future of your school or organization, or the future of society at large. Participants will learn and practice several future visioning activities and discuss the implications of exploring different futures with students and colleagues.","Description":"Conversations about the \u201cfuture of education\u201d (and nearly every other sector) are prolific. How can we make sure that we aren\u2019t just pontificating, but using future visioning to help ask better questions, unlock creativity, and create better solutions? In this conversation, we\u2019ll explore a few methods to look beyond the constraints of the present to not only imagine, but design for the future. \r\n\r\nFilmmakers, CEOs, environmentalists, and designers all use future visioning as a tool for innovation. Why? To understand the potential the future holds, imagine the possibilities, surface what is preferable, and explore how to make a desired future real. With implications far beyond new products or the latest sci-fi flick, future visioning can help you see and forge a path for your own future, the future of your school or organization, or the future of society at large.\r\n\r\nParticipants in this conversation will learn some simple future visioning activities that can be used with students and colleagues back home, and explore some big questions about the implications of seeing, interpreting, and building the future.","Link":[],"Audience":["All School Levels"],"Practice":"Framing (10 minutes): Presenters will provide an introduction to the subject of future visioning including relevant examples in order to provide a shared vocabulary and framework for the rest of the conversation.\r\n\r\nGame Circuit (30 minutes): Participants will divide themselves among three stations, at which they will learn about a different future visioning activity. Groups will rotate every ten minutes until everyone has visited every station.\r\n\r\nGroup Discussion and Documentation (15 minutes): Presenters will facilitate a group discussion by posing guiding questions and keeping a written log on a shared Google Doc (which will also contain descriptions of and resources for each activity from the Game Circuit).\r\n\r\nIndependent Reflection and Planning (5 minutes): Participants will have a few minutes to copy the shared Google Doc containing descriptions of the activities and notes from the discussion in order to reflect on - and perhaps set an intention to - implement some of what they learned in this conversation when they get home.","Presenter":["Becky Lee","Adam Rosenzweig"],"PresenterAffiliation":["IDEO (Becky); Beyond 12 (Adam)"],"PresenterEmail":["rebecca.lilian@gmail.com","adam.lev.rosenzweig@gmail.com"],"ScheduleSlotID":94,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":781,"Class":"Conversation","Created":1509572989,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How do we DO science in our schools?","Handle":"how_do_we_do_science_in_our_schools","ShortDescription":"What is science?.... observing the natural world, questioning, making hypotheses, designing and performing experiments, and drawing conclusions from evidence. Many, if not most, of the \"labs\" done in grades 9-12 focus on demonstration of properties and building lab and analytic skills. \r\nLet's talk about ways to make science in our schools better reflect the true nature of the discipline. We face limitations including class size, content requirements, resources, safety concerns and time constraints. How can we make this work at our schools?","Description":"Science is a process of observing the natural world, questioning, making hypotheses, designing and performing experiments, and drawing conclusions from evidence. Many, if not most, of the \"labs\" done in grades 6-12 focus on demonstration of properties and building lab and skills. \r\nLet's talk about ways to make science better reflect the true nature of the discipline. We face limitations including class size, resources, safety concerns and time constraints. How can we make this work at our schools?\r\nThe presenter will share an approach that is underway in her classes, its successes and challenges. Participants are encouraged to share how they have made research more authentic in their classrooms and ideas they might have about making this even more approachable. We will reference NGSS science practices as we discuss our work and dreams for future work.","Link":[],"Audience":["High School","Middle School"],"Practice":"We will briefly present (10-15min) the nature of our students' work, including the format of the assignments and associated rubrics. Sample student work will be shared. Participants will then share their own ideas, work, and strategies.\r\nWe anticipate using a version of the Consultancy Protocol and\/or the Tuning Protocol to focus the conversation.","Presenter":["Eileen Glassmire"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["eileen.glassmire@worcesteracademy.org"],"ScheduleSlotID":94,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":763,"Class":"Conversation","Created":1509561283,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making Work Matter - The Power of Student Showcases","Handle":"making_work_matter_-_the_power_of_student_showcases","ShortDescription":"Want to find a way to give students authentic audiences while simultaneously engaging with the community and showing them all the awesome work that happens at your school? Well then this workshop is for you. Come join us and learn how to make public showcases of student work happen at your school.","Description":"At Attleboro High School we have started holding public showcases of student work in order to accomplish several goals:\r\n\r\n1. All too often the only people who see student work are the student and the teacher.  This helps change that dynamic by providing an authentic audience for student work by inviting the community to see what we've been up to.\r\n2. All too often the only things the community knows about its schools are what is in the newspaper.  Having public showcases helps to change the conversation around what is happening in school and provides a much richer picture of student achievement to the community.\r\n\r\nThis workshop will focus on getting participants to design public showcases of student work to be held at their schools.  The conversation will focus on three main areas:\r\n\r\n1. What is a public showcase of student work? \r\n2. Why publicly showcase student work?\r\n3. How do I organize a public showcase of student work?\r\n\r\nParticipants will then work to collaboratively conceive and design one to be held at their school this year.","Link":["http:\/\/ahsilt.weebly.com\/"],"Audience":["All School Levels"],"Practice":"Participants will work in groups to conceive of and design a showcase to be held at their school.  Resources will be created and shared via Google tools for every step of the process that each person can then utilize.  The \"what? So what? Now what?\" protocol will be utilized to examine the issues surrounding student and community engagement and then to move to devising solutions to these problems through showcases.","Presenter":["Brian Hodges","Tobey Reed"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["bhodges@attleboroschools.com","treed@attleboroschools.com"],"ScheduleSlotID":94,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"You can find us on Twitter as well:\r\n\r\nBrian: @bhodge2727\r\nTobey: @reedahs","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":733,"Class":"Conversation","Created":1509061564,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Rethinking the Socratic Seminar: Opportunities and Challenges in a Paideia Classroom","Handle":"rethinking_the_socratic_seminar--opportunities_and_challenges_in_a_paideia_classroom","ShortDescription":"Our understanding of the traditional Socratic Seminar often involves forced contributions from unwilling students and awkward, inorganic conversations that might not teach authentic thinking and discussion skills. How do we build an environment that allows K-12 students to engage in genuine, insightful conversations that require listening and higher order thinking?","Description":"I first learned about the Paideia classroom when I taught at a magnet school outside Nashville. Paideia, an ancient Greek word that refers to the educational process that prepares one for citizenship, was infused into our school charter and practiced from kindergarten to 12th grade. A central application of this philosophy is the Paideia Socratic Seminar: 15-20 students in a circle having an intellectual dialogue. Free from hand raising and having to focus on the teacher, students are trained from the earliest grades to engage in respectful, civil dialogue. The process ultimately allows the students to focus on their thoughts, as well as on one other, as they come to a deeper understanding of a chosen text.\r\n\r\nWhen I began teaching 8th grade in a Philadelphia neighborhood school, I decided to bring Paideia with me. The challenges were obvious- this was not an academic magnet school and students have not been trained in the format since age five. Nonetheless, I have found ways to create a similar culture with students I meet eight years into their education. Moreover, students respond positively and show evidence of higher order thinking skills in their follow up assessments.\r\n\r\nThe goal of this conversation is to discuss ways in which students can be given the opportunity to develop civil discussion skills as well as collaborative thinking activities in a variety of school environments. Participants will leave with examples of Seminar texts and question formats.\r\n\r\nA short overview of the Paideia seminar can be viewed at this link:\r\nhttps:\/\/www.youtube.com\/watch?v=_9GJYauGecw","Link":[],"Audience":["All School Levels"],"Practice":"Group members will participate in or observe an abbreviated version of a seminar around which we will base our discussion.\r\nDuring the discussion, group members will share their experiences and best practices on conducting seminars.\r\nIn the latter part of our session, we will develop open-ended critical thinking questions based on texts of our choosing. \r\nCollaborators will conclude the discussion by exploring some ways they can utilize the Paideia Seminar format in their own classrooms.","Presenter":["Kevin Kelly"],"PresenterAffiliation":["John Hancock Demonstration School: Labrum Campus","8th grade literacy teacher; Temple University School of Education","Instructor of Early Childhood Education"],"PresenterEmail":["kmkelly@philasd.org"],"ScheduleSlotID":94,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":764,"Class":"Conversation","Created":1509562639,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"So, how was your trip?\": The Impact of Student-Led Interdisciplinary Field Studies","Handle":"student-led_interdisciplinary_field_studies","ShortDescription":"\"So, how was your trip?\" Is a question that our students prepare to answer as they close out their field experience. We anticipate the one minute window that students have to capture the attention of their family and friends when they first see them after such a life-changing experience to convey the impact of their trip. This session will explore those experiences.  \r\n\r\nStudents in SLA's International Cultures elective have been working on a student-led, inquiry-driven interdisciplinary project culminating in a field study in Costa Rica. Students will be telling their stories and the inquiry process they went through to compile and complete their projects. Last year, students created their own projects culminating in a field study in Cuba. Last year's students will discuss and reflect on the impact of an international experience on how they understand the world.","Description":"\"So, how was your trip?\" Is a question that our students prepare to answer as they close out their field experience. We anticipate the one minute window that students have to capture the attention of their family and friends when they first see them after such a life-changing experience to convey the impact of their trip. This session will explore those experiences.  \r\n\r\nStudents in SLA's International Cultures elective have been working on a student-led, inquiry-driven interdisciplinary project culminating in a field study in Costa Rica. Students will be telling their stories and the inquiry process they went through to compile and complete their projects. Last year, students created their own projects culminating in a field study in Cuba. Last year's students will discuss and reflect on the impact of an international experience on how they understand the world.","Link":["https:\/\/sites.google.com\/scienceleadership.org\/cuba2017\/home-page"],"Audience":["High School"],"Practice":"There will a panel discussion.","Presenter":["Pearl Jonas","Steph Sessa"],"PresenterAffiliation":["SLA"],"PresenterEmail":["pjonas@scienceleadership.org","ssessa@scienceleadership.org"],"ScheduleSlotID":94,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":750,"Class":"Conversation","Created":1509504626,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Teaching in the \"Age of Trump\"","Handle":"teaching_in_the-age_of_trump","ShortDescription":"Donald Trump\u2019s presidency means my US History students pay far more attention than usual. Opportunities abound for teaching about checks and balances, human rights, and the role of America in today\u2019s world.  Our conversation will consider what it means to \u201cteach Trump\u201d in a fair and balanced way.","Description":"I will share some of what I have done in my classroom as my students and I make our way through discussions of modern US history.  I look forward to having all participants share our experiences as we teach in the \"Age of Trump.\"  One topic of discussion will include the concept of teacher bias and teacher responsibility.  I teach in a reasonably liberal area of North Carolina, and I worry about some of my more conservative students who may feel off-put by some of their classmates' comments and the general feeling when politics comes up. Also, I am sure some of my biases about current policy come out in my teaching in both subtle and not so subtle ways. Is it appropriate for teachers to let students know their position on issues, such as admitting Syrian refugees and on whether transgender soldiers should be allowed to serve in the military? Does that answer change if students ask for your opinion? We'll talk about these sorts of questions and consider our own teaching practices and challenges as we navigate these uncharted waters.","Link":[],"Audience":["High School","Middle School"],"Practice":"I'll share some of what I've done in my classroom, and then we will give each participant about 15 minutes to reflect in writing about a variety of questions. We'll share first in small groups (via Google Docs) and then have each group report back to the larger group. We'll then merge our Google Docs and have a large-group discussion where I'll take notes and facilitate conversation. At the end of the 90 minutes, we will have created a collaborative document that shares best practices and our thoughts\/questions\/concerns as we approach civic education in the challenging times we live in today.","Presenter":["Steve Goldberg"],"PresenterAffiliation":["Research Triangle High School"],"PresenterEmail":["mrgoldberg@gmail.com"],"ScheduleSlotID":94,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":726,"Class":"Conversation","Created":1508644701,"CreatorID":4255,"RevisionID":null,"Status":"Accepted","Title":"Tending the Fire, Not Burning Out: Building Teacher Social Emotional Competence","Handle":"tending_the_fire-not_burning_out--building_teacher_social_emotional_competence","ShortDescription":"Get some tools for your self-care toolkit and try them out on the spot in this session. Be ready to move, breathe, think, laugh, play, and be gentle with yourself. Bonus: head back to your classroom with strategies for your students.","Description":"My candle burns at both ends;\r\n   It will not last the night;\r\nBut ah, my foes, and oh, my friends\u2014\r\n   It gives a lovely light!\r\n(Edna St. Vincent Millay, 1918)\r\n\r\nTeaching is hard work. You plan, you professionally develop, you reflect, you coach, you dish out love and support to tiny (or not so tiny) humans every day. Do you find yourself short on time for the whole self care thing? Come hang out to grab some new and some familiar tools for your own self care and take the time to really practice them. We'll work together to figure out plans for you to take home for your life as well as for your classrooms and educational settings.","Link":["http:\/\/justhumaning.com\/"],"Audience":["All School Levels"],"Practice":"Folks will share ideas verbally (shoulder share, group discussions) and nonverbally (Boom!, positivity chain, thumb check). Oh lord would I hate standing in front of a room for an hour and babbling. We should have lots of interaction and play in this session.","Presenter":["Erin Franzinger Barrett"],"PresenterAffiliation":["Chicago Public Schools"],"PresenterEmail":["efranzinger@gmail.com"],"ScheduleSlotID":94,"ScheduleLocationID":12,"SubmitterID":4255,"AdditionalComments":"This should be fun.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":777,"Class":"Conversation","Created":1509569176,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Tools and Hacks for Creating an Interest-Driven Internship Program","Handle":"tools_and_hacks_for_creating_an_interest-driven_internship_program","ShortDescription":"This workshop will share out ideas about how to create a vibrant interest-driven internship program as a key component of increasing engagement and relevancy for high school students.","Description":"The idea that high school students should be given the opportunity to build relationships with mentors in the real world through interest-driven internships is gaining traction in communities around the United States. Big Picture Learning is a network of schools that have made internships a key component of their learning model for over 20 years.\r\nThis workshop will discuss some of the academic and social-emotional values of internships. We will also address how schools can utilize internship programs to increase the networking power of students and reduce the opportunity gap.\r\nWe will discuss some of the \u201chacks\u201d that schools have employed to manage the complexities of an internship program as well as highlight our work on ImBlaze - an initiative by BPL to support school internship programs. We will also discuss approaches to challenges around compliance, attendance and documentation of academic progress.\r\nStudents from El Centro de Estudiantes - a Big Picture School in Philadelphia that works primarily with over-age and undercredited youth - will contribute to this workshop and provide some important context regarding the value of an academic and interest-driven internship program.","Link":["http:\/\/www.bigpicture.org\/apps\/pages\/index.jsp?uREC_ID=584288&type=u&pREC_ID=915310","https:\/\/www.imblaze.org\/"],"Audience":["High School"],"Practice":"We will conduct an asset-based conversation, developing a list of common obstacles to a vibrant internship program and then breaking these down to distill solutions. We will document this process using Dropmark, an online web collaboration tool.","Presenter":["David Berg"],"PresenterAffiliation":["Big Picture Learning"],"PresenterEmail":["david@bigpicturelearning.org"],"ScheduleSlotID":94,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"We are identifying the students who will participate and are also talking with some El Centro staff who may also attend.\r\n\r\nThank you,\r\nDavid","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":775,"Class":"Conversation","Created":1509567730,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Troubleshooting barriers to learning: Perspectives from Philadelphia Students","Handle":"troubleshooting_barriers_to_learning--perspectives_from_philadelphia_students","ShortDescription":"In this session, students from the U school will share our story: being young black and Latinx men and women from Philadelphia, overcoming adversity, hoping it will change lives and mindsets. Often students like us feel misunderstood by adults in school. Participants will brainstorm solutions to be enacted in classrooms.","Description":"The goal is to move teachers to compassion and understanding. Weare looking for solutions that will potentially work in the present and future. Students from the U School, a non-selective Philadelphia public school, will share some background about themselves and talk about barriers that have affected their learning. Next, multiple teachers will openly share barriers that they face that may pertain to students. We will discuss as a group how the barriers that both students and teachers identified impact learning and student well-being. \r\n\r\nThen, a student facilitator will lead groups of teachers and administrators to come up with clear and actionable solutions. Each student will record a one minute video of their group discussing solutions. They will post it on social media sites and hashtag the solution. \r\n\r\nThen everyone will come together as a group and we will discuss one clear solution that all can agree to implement in their individual contexts. Once we come up with one concrete solution, it will become a hashtag. After the session is over every person will post something about the session that they will take away from the session, ending it with the hashtag. \r\n\r\nTeachers who attend this session will learn how they can provide incentives to learning, keep students engaged, and establish a relationship of care, mutual respect, and moral support.","Link":["http:\/\/www.uschool.org\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"In the first half of the session, students will share their experiences with the educators present. There will be four students and they will sit at different spaces at the table. Then each student will share the barriers that they face that affect their learning. Next, teachers will acknowledge what the students say and share whether they understand those barriers or if they have their own barriers that hinder them. \r\n\r\nFor the last part of the session, everyone will be split into four groups. Each student will lead the conversation of coming up with solutions, to overcoming barriers that students and teachers face to learning. One minute video of the process of coming up with a solution will be recorded and posted on social media by the student in each group, followed by a hashtag. \r\n\r\nThen everyone will come together in one group and decide what's the best solution. Once everyone has agreed to one solution every person who attends the solution is required to share something about the session followed by the hashtag. Lastly, participants will leave their contact information so the U School students can follow up after six weeks to see how they have implemented solutions discussed at the session.","Presenter":["Shawn Flythe","Argelis Minaya","and other U School students"],"PresenterAffiliation":["The U School"],"PresenterEmail":["sflythe@uschool.org","Ambravo@uschool.org"],"ScheduleSlotID":94,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":737,"Class":"Conversation","Created":1509376190,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Vive la \"Diff\u00e9rance\u201d","Handle":"vive_la-diffrance","ShortDescription":"Join in deconstructing sex and gender using Jacques Derrida's \"diff\u00e9rance\u201d thinking for truly comprehensive sexual education. Deconstructing gender defies the confines of health class. Challenge your assumptions and join the braintrust exploring limitless cross curricular opportunities in teaching and learning to infuse your practice from pre-K to adult with \"diff\u00e9rance\".","Description":"The perpetuation of binary definitions of sex, gender identity and sexual orientation in education presents a moral dilemma. Social expectations for gender conforming must be challenged and that challenging is essential to youth psychosocial development. Deconstructing these concepts also presents an opportunity to teach critical thinking and tolerance in a universal and relevant context.","Link":[],"Audience":["All School Levels"],"Practice":"Modified Making Meaning Protocol","Presenter":["Maggie Osman","Patty Rich"],"PresenterAffiliation":["School District of Philadelphia"],"PresenterEmail":["mosman@philasd.org"],"ScheduleSlotID":94,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":821,"Class":"Conversation","Created":1516238493,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Will You Still Love Us When We are No Longer Young and Beautiful? ( I Know that You Will)","Handle":"will_you_still_love_us_when_we_are_no_longer_young_and_beautiful--i_know_that_you_will","ShortDescription":"As new schools mature they bridge the gap from a curiosity to an institution. Whether whittled away slowly or swept up in the next thing, many schools lose their raison d'\u00eatre in this transition. What can we do to ensure our schools are understood, supported, and sequacious  5, 10, or 50 years from now?","Description":"This conversation is about 1) Taking inventory of actions we are currently doing to build stakeholder buy-in and understanding 2) Illuminating ways we explicitly and implicitly transmit culture internally and externally 3) Listening to others about what they are doing .\r\n\r\nThis conversation is rooted in the history of the Parkway Schools in Philadelphia, which went from being labeled the \"most interesting high school in America in the 60s, to becoming radically more traditional schools 50 years later.","Link":["http:\/\/slamiddle.org"],"Audience":["All School Levels"],"Practice":"Ask questions, have attendees self select into groups that answer questions that are relevant to them, share. I'd like to think there is a digital connection point, be it a hashtag or Gdoc that folks can reference back to if schools are interested in keeping in contact on the issue","Presenter":["Timothy M. Boyle"],"PresenterAffiliation":["SLA family of schools","SLA-MS"],"PresenterEmail":["tboyle@scienceleadership.org"],"ScheduleSlotID":94,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":"I need a jam box to blast Lana Del Rey before this conversation, some chart paper, markers, and sticky notes would also help","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":738,"Class":"Conversation","Created":1509378117,"CreatorID":226,"RevisionID":null,"Status":"Accepted","Title":"Assessing Project Based Learning: How Do We Know What They Know?","Handle":"assessing_project_based_learning--how_do_we_know_what_they_know","ShortDescription":"At Synapse, a start-up school in Silicon Valley, we approach learning entirely through projects. In this session we will explore ways we use assessments to show that students learn as much, or more, in this context. Together, we will generate and cultivate a variety of best practices for assessing PBL.","Description":"At Synapse School, a project-based constructivist K-8 school in Silicon Valley, we approach learning entirely through projects. The pushback on project-based learning is often a question around skills. How can we use formative and summative assessments to show that students learn as much, or more, in this context?\r\n\r\nIn this session, we\u2019ll share the model we use to ensure that students are engaged and learning throughout their project experience. We will also share our ideas and experiences in assessing projects, as well as some of the formative and summative tools we use to evaluate student progress. \r\n\r\nFinally, we will engage in a conversation about how best to evaluate learning in a project based context. As a group, we will generate and cultivate a variety of assessment approaches. Using brainstorming, question storming, small group discussions, and sharing out of ideas, we will collect and share ideas, examples, and tools for best practices in assessing PBL.","Link":["http:\/\/www.synapseschool.org","http:\/\/edtechpower.blogspot.com"],"Audience":["All School Levels"],"Practice":"Design Thinking \r\nQuestion Storming\r\nLooks Like Sounds Like Feels Like\r\nPost it note brainstorming","Presenter":["Liz Davis","Stephanie Seto","Katie Morgan"],"PresenterAffiliation":["Synapse School"],"PresenterEmail":["liz.davis@synapseschool.org","stephanie.seto@synapseschool.org","katiem@synapseschool.org"],"ScheduleSlotID":95,"ScheduleLocationID":13,"SubmitterID":226,"AdditionalComments":"Attending the first EduCon conference in 2008 profoundly impacted my ideas about what education can and should be. Following that first experience, I attended and presented at your conference every year until 2012. Since then various life events, including moving from Boston to California have gotten in the way of my ability to return. Since moving to California, I am now working at a school that fully embodies all that I believe education should be. I am excited to share my experiences, along with two of my colleagues, with everyone back in Philly. We would be honored if you would give us the opportunity to do so. - Liz B Davis","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":771,"Class":"Conversation","Created":1509566422,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Balancing Content with Experiences","Handle":"balancing_content_with_experiences","ShortDescription":"This session is meant to bring forth the classic conundrum of depth vs. breadth that occurs in all schools. We plan this discussion will help teachers think about their curricula in a way which gives fair weight between both approaches in their classes.","Description":"Teachers are commonly pulled in multiple directions for their curriculum. The common debate of depth vs breadth occurs not only between schools but sometimes within one teacher as well. We often ask ourselves, how can I get through all of this material and make it interesting. Most teachers know that students learn best by building experiences in school, and not just stacks of notes. But the demands placed on us can fly in the face of the desire to teach this way. \r\n\r\nThis session is designed to help each attendee find a balance between these two approaches to instruction. We will discuss our own classroom struggles and work together to find ways maximize course content and positive classroom experiences.","Link":[],"Audience":["High School","Middle School"],"Practice":"Guided discussion with participants in the session.","Presenter":["BJ Enzweiler","Dan Symonds"],"PresenterAffiliation":["SLA"],"PresenterEmail":["renzweiler@scienceleadership.org","dsymonds@scienceleadership.org"],"ScheduleSlotID":95,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"I am going to try to get another teacher involved in this, someone who does not teach science or math.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":780,"Class":"Conversation","Created":1509570830,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Connecting Careers to the Classroom through Mentorship","Handle":"connecting_careers_to_the_classroom_through_mentorship","ShortDescription":"This workshop will focus on the realities of connecting the classroom to the workplace, while addressing common partnership needs and issues on both sides of the table. We will explore how to incorporate mentorship into various learning environments to generate conversations about STEM careers and the pathways to them.","Description":"When exploring the best ways to \u201cengage students in relevant and meaningful experiences that connect to real world skills and careers\u201d the best answer would be to give them direct access to those careers. Initiatives like US2020 have put a national focus on using mentorship to strengthen the school to STEM career pipeline, and the ability to connect youth to careers should quickly become accessible to all. The reality of connecting school or youth serving organizations to business partnerships can be met with a lot of red tape and missed opportunities. \r\n\r\nBy following along the journey of FirstHand's mentorship model, participants will get the chance take inventory of their goals and objectives for connecting youth to STEM careers, explore common barriers and potential solutions, and highlight opportunities that can be used to create an innovative and sustainable program.","Link":["http:\/\/firsthandphilly.org"],"Audience":["High School","Middle School"],"Practice":"Teams will be using personal learning scenarios and designing components of mentorship into them. Yes, we'll be using lots of post-its and markers. Participants, regardless of which side of the mentor spectrum they fall, will be identifying skills and careers for those particular scenarios and then discussing ways to connect them to the world at large. We'll be using a few protocols from Project Zero to guide conversations.","Presenter":["Maya Heiland","Adam Durant","Melissa Kurman"],"PresenterAffiliation":["University City Science Center","FirstHand"],"PresenterEmail":["mheiland@sciencecenter.org"],"ScheduleSlotID":95,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":754,"Class":"Conversation","Created":1509546170,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Designing and Leading Engaging OER Ecosystems","Handle":"designing_and_leading_engaging_oer_ecosystems","ShortDescription":"As the cost of textbooks continue to rise and their relevancy continue to decline, there has never been a more important time to consider openly licensed educational resources (OER) in your classroom. Learn about OER, how educators across the country are making this transition, and why it's important for students.","Description":"Innovation does not have to simply be associated with the latest application to burgeon out of Silicon Valley or the savvy keynote speaker, but rather, it can be seen in our classrooms across the country. By nature, educators are researchers and designers within their classrooms and have always thrived on the ability to share and repurpose. As educational leaders, we must find ways to reinvest in the profession of teaching and amplify the innovative work that educators design on a yearly basis. Fostering a shared culture of learning and instructional design within an academic institution can support teacher leadership and greatly impact student growth. Openly licensed educational resources can help spark this culture and promote innovative teaching and learning by openly sharing and amplifying what educators create daily. It\u2019s time we recognize the innovative capacity of all educators. This conversation will focus on three key goals: \r\n\r\n1. Define and identify openly licensed educational resources \r\n2. Identify problem sets and solutions through case studies \r\n3. Understand why OERs are important and why various schools choose to use them","Link":["http:\/\/andrewmarcinek.com"],"Audience":["All School Levels"],"Practice":"Interactive Discussion: Where on the OER continuum do you find yourself?  ( Starting to learn < -- -- > Implementing) \r\nWhere do you think your district is on this continuum? How did you make that determination?\r\nWhere are you on this continuum? How did you make that determination?\r\n\r\nGroup Discussion: Why open educational resources matter now? \r\n\r\nGroup Discussion and share out: OER Case studies  \r\nWhat elements of the story did you connect with and why? \r\nWhat elements of the story could you turn into a goal for your school or classroom? \r\nHow would you shift your teaching with openly licensed educational resources? \r\nWhat professional learning is necessary for this type of transition?\r\nAssess and share your own level of OER implementation","Presenter":["Andrew Marcinek"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["andymarcinek@gmail.com"],"ScheduleSlotID":95,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"Would prefer to present on Saturday do to travel schedule on Sunday. Thank you for understanding.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":724,"Class":"Conversation","Created":1508340841,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Hiring with a Maker Mentality","Handle":"hiring_with_a_maker_mentality","ShortDescription":"How do we hire great teachers? This workshop will walk participants through the process we used to create an alternative approach to hiring--one that is based on our interest in the Maker movement. Participants will have an opportunity to evaluate their own hiring practices and to collaborate with colleagues from around the nation to reshape the way that they attract and retain top talent.","Description":"How do we hire great teachers? This might be the most important question that schools face today given the ever-changing landscape of public education and the influx of modern technology. We believe that being a great teacher today means being able to create curiosity in novel and responsive environments. But do our hiring practices actually target those qualities? In our case, they did not...so we changed them. This hands-on workshop will:\r\n \r\n1. Provide some context for what it means to have a Maker mentality\r\n2. Walk participants through the process we created to revamp our hiring process\r\n3. Allow participants time to cross pollinate ideas and collaboratively design processes that are aligned with their own district goals and core values","Link":[],"Audience":["All School Levels"],"Practice":"We believe that most administrators see the value in hiring high quality teachers; however, very few have the time or energy to put into redesigning their current practice because there are so many other tasks that demand attention. In this workshop session, participants would have time to collaborate with their colleagues from other areas of the country and to open a dialogue about processes that have worked for other schools\/districts. Our anticipated agenda is as follows:\r\n\r\n-Impromptu collaborative Maker challenge \r\n-Maker challenge reflection \r\n-Brief overview of our experiences and ideas for additional learning\r\n-Evaluation of current practice \r\n-Collaborative brainstorming and work time: How could we reimagine the hiring process to identify candidates that embody a Maker Mentality?  \r\n-Final reflective discussion","Presenter":["Nick Fargnoli","Dan McAlpin"],"PresenterAffiliation":["Bloomfield Middle\/High School"],"PresenterEmail":["nfargnoli@bloomfieldcsd.org","dmcalpin@bloomfieldcsd.org"],"ScheduleSlotID":95,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":718,"Class":"Conversation","Created":1505350931,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"HMW Create Sustainable Innovation via Personalized Professional Development Pathways?","Handle":"hmw_create_sustainable_innovation_via_personalized_professional_development_pathways","ShortDescription":"What if professional development was a way of storytelling? What if that story was strategically shared to empower a community? Personalized learning is often discussed while designing for our students, why not create a personalized professional development(PPD) program to enhance faculty? We will dive deep into the design process of creating a PPD program and the return on investment for the individual and team of faculty.","Description":"In order to build a culture of innovation and ownership within a school community, we must often start with the individual. How might we engage and empower individual members as they explore new avenues within education? Next, how might we translate that experience to the larger community in a clear and concise way? All too often professional development is assigned or selected as part of a larger system. At the intersection of professional goals and community goals, individuals and schools have the opportunity to create a personalized professional development(PPD) program that produces outcomes for both parties. Further, what if that program had an allotted budget for travel\/conferences\/etc. and compensation for the individual's work?\r\n\r\nAs the session unfolds, we will discuss tools for designing PPDs, strategic check-ins, avenues for sharing to school communities, and systems to maintain accountability. We will \u201cquestionstorm\u201d what outcomes might look like. Further, we will note through both the lens of the individual teacher and the school community a system for professional portfolio creation and presentation along with other faculty driven initiatives that are a result of a culture of professional development. To return to our initial question, we will discuss in small groups how PPDs have the power to create sustainable cultures of innovation through sharing learning experiences with colleagues. Before closing the session, we will spend time individually and together crafting what a PPD proposal might look like for your school.","Link":["http:\/\/kmoore71.wixsite.com\/mysite"],"Audience":["All School Levels"],"Practice":"The session will be built on social cognitivist theory.  It is imperative that we are all learners.  We will explore together and share based off experiences, so that others might learn. Conversational groups will formed via a deck of playing cards with hopes to create diversity of thought.  As a entire team, we will move in and out of small and large group conversation to create big professional development dreams.  At the end of the session, we will finish with a \"question-storm!\" The last five-ten minutes must only be spoken in questions to leave our minds curious as we land our journey.","Presenter":["Kevin Moore"],"PresenterAffiliation":["Malvern Preparatory School"],"PresenterEmail":["kmoore@malvernprep.org"],"ScheduleSlotID":95,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":820,"Class":"Conversation","Created":1514919173,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Not Light, But Fire: Excelling in race conversation","Handle":"not_light-but_fire--excelling_in_race_conversation","ShortDescription":"Teachers will discuss practical, effective, and meaningful ways to lead race conversations with students.","Description":"In this discussion, teachers will discuss how to lead good race conversations - sharing our successes and failures, our best practices and trouble spots.","Link":[],"Audience":[],"Practice":"Small and Large Group Conversation","Presenter":["Matthew Kay"],"PresenterAffiliation":["SLA","Stenhouse Publishers"],"PresenterEmail":["mkay@scienceleadership.org"],"ScheduleSlotID":95,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":743,"Class":"Conversation","Created":1509400864,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Participatory School Design for Participatory Democracy","Handle":"participatory_school_design_for_participatory_democracy","ShortDescription":"Many of our schools are disempowering and undemocratic by design -- as a result, our communities are disenfranchised and we struggle to enact our power together. We are failing at learning to live democratically. This conversation proposes a curriculum called Participatory School Design, in which youth work with facilitators to re-envision school, then to create the schools that will serve them and their communities.","Description":"Through a process of decision-making by Formal Consensus, Michael and Sean will discuss with Educon colleagues how to design learning spaces together with the students. Student engagement in learning and citizen engagement in democracy are both at a moment of a paradigm shift in America, and they are inexorably linked together. We are developing a design-process curriculum which guides students and facilitators to envision and create new public schools from the ground up, using a deliberative consensus method. Because schools serve to reproduce social structures, we believe that radically democratizing school through reiterative participatory design will have long-lasting impacts on both learning in schools and democracy in communities broadly. Participatory design places the user - in this case the student - as the designer. Our practice is built around a participatory design curriculum, which has been through several iterations but still needs testing, evaluation and feedback. At Educon2018, we would love the opportunity to convene a workshop to do a limited-scale mock-up of our School Design process, treating participants as a \u201ctemporarily autonomous community,\u201d and design a school as if participants would themselves attend that school immediately. This would allow us to simultaneously share our design concepts with participants, and allow us to refine our process based on observations and evaluations.If you are in the audience, you will walk away with a process for creating design elements or design essentials \"with\" students.","Link":["https:\/\/communitylearningdesign.wordpress.com\/about\/","https:\/\/twitter.com\/CLD4democracy?s=09","https:\/\/www.linkedin.com\/company\/27022796\/","https:\/\/business.facebook.com\/CommunityLearningDesign\/?business_id=153887871870228"],"Audience":["High School","Middle School"],"Practice":"Michael and Sean will jump right into the conversation of school design and frame the conversation that participants are students who are \"in\" a school they are going to design. In Wisconsin, $96,000,000 of federal money is entering the state for 80 new schools over the next five years. This is not a hypothetical or theoretical conversation - but a practical hands-on workshop that will yield actionable value. The group size will dictate the actual activity. An ideal design cohort ranges from 12-30. A group larger than 30 will yield two different design cohorts in which Michael and Sean will facilitate design teams. Both Michael and Sean have experience guiding educators and thought leaders in a conference setting, and the conversation will follow a 15\/30\/15\/15\/15 format in which:\r\n0-15 minutes intro's, context, and directions\r\n16-45 minutes - small group design\r\n46-60 minutes - share out to seek consensus \r\n61-75 minutes - deep dive and next actions (in this phase, individuals are allowed to \"break off\" or groups can intermingle to fully unpack the number one priority item of interest for the new school; participants map out next actions necessary to implement the highest priority)\r\n76-90 minutes - creating the school and outlining Formal Consensus. \r\nThe entire 90-minutes are put onto a Google Doc or other creative commons space so participants can come back and continue the design work.","Presenter":["Michael McCabe","Sean Anderson"],"PresenterAffiliation":["Michael","Director of School Design C | L | D","Principal St. James School Madison","WI","Doctoral student Creighton University; Sean","Director of Teacher Professional Practice C | L | D","Tech Ed teacher Edgerton Middle School","Edgerton WI"],"PresenterEmail":["michael.mccabe@communitylearningdesign.org","sean.anderson@communitylearningdesign.org"],"ScheduleSlotID":95,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"I want to thank Educon for allowing me to dream. I attended Educon2013, and drove out through two different storms in order to spend 24-hours among giants. In 2014, Sean and I started dreaming about designing a public school where the students are the designers. That dream is turning into a reality, and we are grateful for the work of SLA and all those who make this unique opportunity happen each year. -Michael McCabe @Teach4aLiving","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":822,"Class":"Conversation","Created":1516682020,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Supporting Learner Agency Amidst Control","Handle":"supporting_learner_agency_amidst_control","ShortDescription":"As much as we all wish for widespread change and schools to be vastly different, some of us still work in schools that seem to operate behind a wall of tradition. For this conversation, we'd like to discuss ways to help others in places of power see beyond doing what we've always done.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"Things we would like to discuss\r\nHow might we bring creative practices into the classroom that lie outside the realm of traditional practices\r\nHow do we change perceptions of learning?\r\nWhy should schools be different if \u201cthey work\u201d?","Presenter":["Rafranz Davis","Knikole Taylor"],"PresenterAffiliation":[],"PresenterEmail":["rafranz11@gmail.com"],"ScheduleSlotID":95,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":805,"Class":"Conversation","Created":1510245141,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Ancient in the Progressive: A Socratic Seminar about Project-Based Learning","Handle":"the_ancient_in_the_progressive--a_socratic_seminar_about_project-based_learning","ShortDescription":"The Workshop School is a progressive, project-based school in Philadelphia, Pennsylvania that is constantly exploring innovative approaches to education. In this session, students utilize their in the ancient art of Socratic discussion to discuss what works and what doesn't in project-based learning.","Description":"While attending the Workshop School, students discover their true identity. Which is project based learning. As a community, we have discussions about what's wrong with the education in schools today. In this session, we will focus on the differences between Project-Based Learning and Traditional Learning. The main idea is to be more aware of what's missing in schools today, what can we do to make it more engaging, and how can we make students feel more apart of their school community. A Socratic Seminar is the best was to face this problem head-on. However, this wouldn't be your typical Socratic Seminar, this would be a more  hands-on approach.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School"],"Practice":"Our goal is to make this session an active session. We would be doing activities related to both Project-based and Traditional Learning. Hands-on activities. \r\n\"Lets take a leap into the workshop School world, I promise it would be a life changing moment for you\" - said a WS student.","Presenter":["Brandon Miller","Keyshawn Stran","Baijeen Compton","Dashawn Fisher"],"PresenterAffiliation":[],"PresenterEmail":["Brandon.Miller@workshopschool.org","Keyshawn.Stran@workshopschool.org","Baijeen.Compton@workshopschool.org","Dashawn.Fisher@workshopschool.org"],"ScheduleSlotID":95,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":803,"Class":"Conversation","Created":1510028580,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Think Tank Challenge: A Model for Student Led Curriculum Design","Handle":"think_tank_challenge--a_model_for_student_led_curriculum_design","ShortDescription":"What does a high school education look like that engages students, involves the community, and prepares learners for the unknown possibilities of the 21st Century? At South Bronx Community, our students answer this question. We gave students the keys to the curriculum and supported them to design their own interdisciplinary projects.","Description":"Our staff designed an interdisciplinary challenge to launch the school year where students took the lead on designing the curriculum. Similar to the exhilaration and anxiety that comes with giving a teenager the keys to the family car for the first time, we gave our students the opportunity to drive the curriculum development process, through the Think Tank Challenge.\r\n\r\nThe Think Tank Challenge\r\n\r\nUsing your creativity, cultural expertise, and problem-solving skills, you will design and showcase an innovative way of learning 10th grade material through your own academic tasks and challenges. You will present your challenge to a panel made up of SBC students, celebrities\/field experts, SBC staff, and community members. The audience and panel will rate the challenge proposals on a set of criteria and the proposal with the highest average rating will become an integral part of the 10th grade curriculum. The chosen Challenge-Makers will win an all expense paid trip to Philadelphia\u2019s Educon!\r\n\r\nSBC Challenge-Makers will share their challenge pitch with attendees and discuss how this project empowered them as agents of their own learning.\r\n\r\nSBC staff will share how this challenge was used as an opportunity to build relationships with students, learn their interests connected to the curriculum, and quickly gain perspective on their learning styles.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["All School Levels"],"Practice":"Session facilitators will include both students and staff from SBC. The facilitators will present the student products and the process the staff used to design the learning experience. The facilitators will then sit on a panel and take questions from the session attendees about the project. All attendees will receive access to the teacher designed curriculum as well as the student products. Session attendees will participate in a gallery walk to view student projects and ask questions directly to students about their experience and insights.","Presenter":["Robert Gulya","Amalu Jenkins","Karen Patwa","Arian Nakhaie","Priscilla Inoa","Gaylene Alexis","Crystal Montalvo"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["john.clemente@southbronxcommunity.org"],"ScheduleSlotID":95,"ScheduleLocationID":2,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":800,"Class":"Conversation","Created":1509654759,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"When Grit Isn't Enough","Handle":"when_grit_isn-t_enough","ShortDescription":"This conversation explores Linda Nathan's book, When Grit Isn\u2019t Enough, which investigates five assumptions that dominate our thinking about education, revealing how these beliefs mask systemic inequity. Participants will gain greater understanding of these assumptions as they have been internalized and manifested in schools and organizations.","Description":"Each year, as the founding headmaster of the Boston Arts Academy (BAA), an urban high school that boasts a 94 percent college acceptance rate, Linda Nathan made a promise to the incoming freshmen: \u201cAll of you will graduate from high school and go on to college or a career.\u201d But of those who went to college, a third dropped out. After 14 years, Nathan stepped down and reflected on the ideas she and others have perpetuated about education: that college is for all, that hard work and determination are enough to get you through, and that America is a land of equality. Linda interviewed more than 80 BAA alumni and gathered her findings in When Grit Isn't Enough, published in October 2017. In this conversation, Linda shares her research and facilitates conversation among participants to help them identify and develop ways to address roadblocks to their students' post-secondary success.","Link":["http:\/\/lindanathan.com\/","https:\/\/www.artistryandscholarship.org\/"],"Audience":["All School Levels"],"Practice":"Linda's reflection, research, experience, and highly skilled facilitation supports educators and school leaders to confront their beliefs about what is best for first-generation and other students for whom college access and persistence might be challenging. Participants will come away with motivation, insight, and a deeper understanding of their students' post-high school lives.  Her speciality is adult learning, and through all of her workshops and conversations she strives to create opportunities for interaction and collaboration amongst participants as she knows this is the way that adults learn best.  Linda also thrives off hearing about the experiences of others.  Her goal with this conversation is to share what she has learned, but also learn from the insights of others as this better informs her work.","Presenter":["Linda Nathan"],"PresenterAffiliation":["The Center for Artistry and Scholarship"],"PresenterEmail":["lnathan@artistryandscholarship.org"],"ScheduleSlotID":95,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":762,"Class":"Conversation","Created":1509561051,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"\u201cThis Is My Body\u201d: Planning Rigorous, Relevant, and Accessible Humanities Curriculum Through an African-American Lens","Handle":"this_is_my_body--planning_rigorous-relevant-and_accessible_humanities_curriculum_through_an_african-american_lens","ShortDescription":"U School Humanities educators create curriculum that is rigorous, relevant, and accessible for all students in our non-selective public school. Students and educators will share the process used to design our introductory \u201cThis Is My Body\u201d unit, inspired by Opera Philadelphia\u2019s \u201cWe Shall Not Be Moved\u201d, and resulting argumentative poetry.","Description":"For the 3rd year, the Humanities team at The U School is planning common curriculum to be taught across the school. This year, our work is centered around Philadelphia\u2019s mandated African-American history course. This year\u2019s course consists of six thematic units, with short introductory and reflective units at the beginning and end of the year.\r\n\r\nTo start the 2017-18 school year, U School Humanities educators used inspiration from Opera Philadelphia\u2019s \u201cWe Shall Not Be Moved\u201d to create an introductory unit for our Humanities: African-American Lens course. We began by exploring the historical context for the opera, including and considering ways in which history can intersect with our modern lives. Using models from the opera, U School students wrote their own \u201cThis Is My Body\u201d argumentative poems. \r\n\r\nIn this session, U School educators and partners from Opera Philadelphia will share the process they used for planning this curriculum, and U School students will share their work and reflections on the first half of our course. \r\n\r\nBy reflecting on our inquiry from one specific unit, we will share the process we use for designing all of our units. On our Humanities team, we design around several major principles: learning that is connected to students\u2019 lives, interests, and experiences, rich engagement with social justice topics, rigorous, competency-based assessment, and a design approach to solving real-world problems.","Link":["http:\/\/www.uschool.org\/humanities.html"],"Audience":["High School","Middle School"],"Practice":"Student work and experiences will be the foundation of this conversation. We will use a text rendering process to unpack pieces of student poetry.\r\n\r\nAfter unpacking student poetry, we will have participants create found poems from the student \u201cThis is My Body\u201d poems to sum up their takeaways from this session. Participants will then share their poetry with the group, and with the students who wrote the original poetry.\r\n\r\nAt the end of this session, educators will consider how they can encourage students at all levels and school settings to do critical, introspective and connected work in their own classrooms.","Presenter":["Michael Bolton","Steven Humes","Charlie McGeehan","Samuel Reed","U School students"],"PresenterAffiliation":["The U School","Opera Philadelphia"],"PresenterEmail":["bolton@operaphila.org","humes@operaphila.org","cmcgeehan@uschool.org","sreed@uschool.org"],"ScheduleSlotID":95,"ScheduleLocationID":4,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":808,"Class":"Conversation","Created":1511207400,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Authenticity: Nailing Down the Impossible","Handle":"authenticity--nailing_down_the_impossible","ShortDescription":"How do we define authenticity?  What is its value in the classroom?  How do we increase authenticity in teaching and learning?  How do we coach teachers to make their projects and activities authentic?  Let's answer these questions together.","Description":"We have studied and practiced Project-Based Learning and Teaching and come to the conclusion that authenticity is one of the key components of great PBL (alongside rigorous subject area learning, feedback & revision, and student agency).  However, we are grappling with how we define authenticity and coach teachers to improve this area of their teaching and learning.  How do we get beyond the \"I'll know it when I see it\" idea and transform educational opportunities for students by increasing authenticity in learning opportunities?  Join us in wrestling with these ideas and brainstorming solutions to this quandary.","Link":["http:\/\/inquiryschools.org","http:\/\/www.gse.upenn.edu\/"],"Audience":["High School","Middle School"],"Practice":"Brainstorming and Guided Group Discussions","Presenter":["Caitlin Thompson","Zachary Herrmann","Sarah Kavanagh"],"PresenterAffiliation":["Inquiry Schools","University of Pennsylvania - Graduate School of Education"],"PresenterEmail":["caitlin@inquiryschools.org","zsh123@upenn.edu","sarahkav@upenn.edu"],"ScheduleSlotID":96,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":751,"Class":"Conversation","Created":1509532770,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Conversations In and Across the Classrooms","Handle":"conversations_in_and_across_the_classrooms","ShortDescription":"Faculty from Science Leadership Academy Middle School will discuss the connection between conversation and comprehension. Participants will share questions and learn how conversation is embedded into the curricula and practices at SLA-MS and think about what it means to get better at conversation. Conversation with conclude with sharing of practices from participants who use conversation as a tool for growth and understanding.","Description":"What is the connection between conversation and comprehension? How can schools support students as they seek to build meaning from what they read and learn? How can conversation allow disciplines to better collaborate around content and skills? What are the ways conversation can be used as a tool to make schools more equitable and less hierarchical? If EduCon is a conversation, not a conference, how can schools make this model more accessible for students to both support their growth and honor their thinking?\r\n\r\nJoin faculty from Science Leadership Academy Middle School to discuss these questions and learn how conversation is embedded into the curricula and practices at SLA-MS and think about what it means to get better at conversation.","Link":[],"Audience":["Middle School"],"Practice":"SLA-MS faculty will facilitate a conversation that includes inquiry, collaboration and reflection around questions regarding conversations in and across classrooms. Participants will collaborate in groups, brainstorm & share solutions and reflect upon practice.","Presenter":["Hilary Hamilton","Nancy Ironside","Tim Boyle"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["nironside@philasd.org","hhamilton@philasd.org","tmboyle@philasd.org"],"ScheduleSlotID":96,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":778,"Class":"Conversation","Created":1509569416,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating a \"culture of error\" across your school community","Handle":"creating_a-culture_of_error-across_your_school_community","ShortDescription":"You may have heard of growth mindset, but it's hard to change those habits! We'll get concrete about cultivating a growth mindset in your school community - diving into the \"culture of error,\" which is about setting a tone by which it is safe to make mistakes or have a half-baked understanding. Because that is the ideal opportunity for learning.","Description":"Growth mindset is great on a theoretical level, but the truth is that we begin to set those mindset habits at a very young age - and it's hard to change. We will think together about how to create classroom and school communities that build up growth mindset, and we'll pull in another essential idea - \"culture of error\" - which is a really helpful way to build growth mindset. \r\n\r\nWe will talk about four key ideas that make up the culture of error:\r\n-expect error\r\n-withhold the answer\r\n-manage the tell\r\n-support risk-taking\r\n\r\nThis conversation will be applicable for teachers, school leaders, and parents. We also encourage students to join the conversation.","Link":["https:\/\/www.coachingandconvening.com\/"],"Audience":["All School Levels"],"Practice":"We'll start with a short video to help explain the idea of \"culture of error.\"\r\n\r\nThen we will discuss what it means and why it is helpful in classrooms and schools, leading the way to a growth mindset.\r\n\r\nWe will read a few short excerpts to spur conversation, and then break up depending on scenario and role, focusing on how to build a culture of error within your classroom, or among your school leadership team, or across your soccer club. This will be participatory!","Presenter":["Brett Shiel"],"PresenterAffiliation":["Coaching and Convening"],"PresenterEmail":["brettshiel@gmail.com"],"ScheduleSlotID":96,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":760,"Class":"Conversation","Created":1509557767,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Driving Curricular Shifts from the Inside-out","Handle":"driving_curricular_shifts_from_the_inside-out","ShortDescription":"We are at a pivotal time in education.  We are changing the way that teachers teach and students learn.  This vision is not always clear and supported by all parties involved.  This conversation focuses on how we can make that curricular shift in a K-12 setting even when others do not see it.  We will share our journey, successes, and pitfalls.","Description":"As 3 classroom teachers working in the Schuylkill Valley School DIstrict in Berks County, PA we each independently identified areas that needed development in our schools\u2019 curriculum and program offerings.  Often working in relative isolation, we advocated for the change we wanted to see in our specific schools.  As a small school district with one building at each level (elementary, middle school, high school) we do not have a curriculum coordinator or even an assistant superintendent in charge of curriculum.  In essence we had no one person to review all aspects of our K-12 program and make necessary (or even recommended) systemic changes.  As a result, the change process in our district almost always begins with committed individuals who advocate for programs they feel are beneficial to kids and enhance learning.  We are an example of this process and we want to share our journey so far, discuss the importance of finding those who are willing to lead these curricular shifts, get ideas from conversation participants regarding how they effect change in their schools, and focus on the importance of leadership in the process.  We will share our successes, identify remaining hurdles, ask for suggestions and common experience as we move forward, and relate some of our fortuitous breaks, such as unforeseen and perhaps unlikely advocates, as we each pursue the educational initiatives we champion.","Link":[],"Audience":["All School Levels"],"Practice":"Our session will begin with a general conversation about curricular shifts that we see in education.  We will then share our journey and ask participants to share in small and large group discussions.  We will end with a Q\/A session and a Skype session with at least one of our \"unlikely advocates.\"","Presenter":["Mary Kate Raytek","Tod Witman","(Howard Emerson)"],"PresenterAffiliation":["3 classroom teachers currently on special assignment in the Schuylkill Valley School District","Leesport","PA.  Discovery teacher","STEAM teacher","Tech Integration Coach"],"PresenterEmail":["MIvins@schuylkillvalley.org","TWitman@schuylkillvalley.org"],"ScheduleSlotID":96,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Our third presenter, Howard Emerson, will likely not be able to attend in person but will add commentary via Skype depending on schedule.  \r\n\r\nWe are new to this so feel free to recommend modifications.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":761,"Class":"Conversation","Created":1509560988,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Entrepreneurial Mindset in Education","Handle":"entrepreneurial_mindset_in_education","ShortDescription":"What constitutes an entrepreneurial mindset in education? This highly interactive session will ask participants to unpack and apply terms like \"entrepreneurship\", \"innovation\" and \"mindset\" and consider how these constructs can powerfully influence teaching and learning. Help shape this new work with our team of educators, researchers and social innovators!","Description":"We'll work together in small groups to create working definitions, differentiate our ideas, and apply new constructs all while drawing from real-world examples in education. Each group will discuss and then define\/draw their responses to each concept prompt. This will be followed by a gallery walk where we gather community data and track trends. We\u2019ll then come together to share learnings, challenge assumptions, and create new definitions that can be used to help us understand, seed and fuel innovation in education.\r\n\r\nOur team will share research from leading thinkers on mindset (Dweck, MacMillian), creative disruption (Schumpeter), disruptive innovation (Christiansen) and entrepreneurship (Ihrig, Shane, Newbold & Erwin). We\u2019ll explore tools \u2013 i.e., CreativeDifference.Ideo.com, BetterandFaster.com and EMindsetProfile.com - that can capture data on innovation in education and track entrepreneurial mindset in organizations and schools.","Link":["https:\/\/scholar.gse.upenn.edu\/jzapf\/"],"Audience":["All School Levels"],"Practice":"See examples above. Also, time permitting, we'll invite participants to complete a short real-time innovation assessment and then discuss results.","Presenter":["Jenny Zapf"],"PresenterAffiliation":["Penn GSE"],"PresenterEmail":["jzapf@gse.upenn.edu"],"ScheduleSlotID":96,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"We just ran a similar workshop for a mixed audience of students and educators at the Penn Innovation Conference. Much fun and great feedback.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":804,"Class":"Conversation","Created":1510173721,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Global Journalism in Your Classroom with the Pulitzer Center","Handle":"global_journalism_in_your_classroom_with_the_pulitzer_center","ShortDescription":"Attendees will discuss global issues that are relevant to their instructional goals and learn about ways the Pulitzer Center can help them connect with our hundreds of journalists and curricular resources.","Description":"Attendees will explore global issues such as food security, fragile states, climate change, and mass migrations through the lens of the Pulitzer Center's journalism projects. They will learn about our outreach program in Philadelphia with specific opportunities to connect for free with journalists in February and continuing through the spring.","Link":["http:\/\/pulitzercenter.org"],"Audience":["All School Levels"],"Practice":"Using small group work, the attendees will workshop scenarios where they can connect local issues that matter to students (race\/gender discrimination, homophobia, gang violence, economic inequality, etc) with the global face of those systemic issues and leave with an action plan incorporating Pulitzer Center journalists and journalism resources.","Presenter":["Mark Schulte"],"PresenterAffiliation":["Pulitzer Center"],"PresenterEmail":["mschulte@pulitzercenter.org"],"ScheduleSlotID":96,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":812,"Class":"Conversation","Created":1512839323,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"National Parks: America's best classroom","Handle":"national_parks--america-s_best_classroom","ShortDescription":"How do we create open-walled learning experiences that are socially, emotionally, and personally valuable?  How can we leverage National Parks as one of America's best classrooms?  How do we ensure that we are providing all students the opportunity to understand the interconnected and interdisciplinary nature of Earth Science to make informed personal decisions and potentially solve significant global problems in their future?","Description":"In this conversation, we will share how we use National Parks to provide open-walled experiences, evidence of the impact it has had on our students, resources to replicate this opportunity, but also a larger discussion on how a 124-year-old framework in science has impacted the traditional science education of our students, as well as the successes and challenges we have experienced in moving away from that institutionalized framework.","Link":["http:\/\/www.ehsmihalik.com\/nsta.html"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will use a similar conversational protocol to the success analysis protocol for leadership teams.","Presenter":["Mike Mihalik","Laura Witman"],"PresenterAffiliation":["East Penn School District"],"PresenterEmail":["mmihalik@eastpennsd.org","lwitman@eastpennsd.org"],"ScheduleSlotID":96,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":720,"Class":"Conversation","Created":1506530272,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Playlist-Centered Professional Development","Handle":"playlist-centered_professional_development","ShortDescription":"The idea of creating playlists (curated sets of online projects) respects teachers\u2019 knowledge of their kids and pedagogy while adding ideas about digital media learning. Teachers get excited to create and compose curriculum in new ways that integrate technology into teaching and learning, which then gets teachers side-by-side with youth.","Description":"Playlists-Centered Professional Development (PCPD) is an innovative model that the New York City Writing Project is beginning to use to bring connected, digital media learning into NYC schools. Our goal is to increase the number of youth who have access to high-quality connected learning in new media arts by working alongside teachers in NYC schools, helping them to build online curriculum projects (playlists) and digital portfolio assessment systems (badges). We are helping teachers to integrate digital media learning into their academic curriculum, which allows us to meet youth where they are: in classrooms during the school day. \r\n\r\nWe have found a fit between the NYCWP and LRNG in that we are both open, networked organizations. With LRNG we are able to give teachers and youth the ability to use playlists (curated sets of digital projects) from around the country on the platform. The NYCWP uses LRNG to give us the flexibility and capacity to collaborate with a shared platform rather than creating within our own silo. Another important value that NYCWP shares with LRNG has to do with who builds the content. Educators and youth not only use the projects on LRNG, they are curriculum creators as well. And LRNG\u2019s capacity to support educators and youth to become curriculum creators and assessors is at the heart of this work of the NYCWP: we are developing a professional development framework where the NYCWP will work with teachers to craft playlists rich in digital media learning for youth in their schools.","Link":["https:\/\/youthvoices.live","https:\/\/kidvoices.live","https:\/\/www.lrng.org\/o\/youth-voices"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"After a brief orientation to the New York City Writing Project and our work in NYC schools using Youth Voices and LRNG, we will show a couple of playlists and the work on Youth Voices as examples. Most of the time will be given to educators and youth in our workshop to create an XP (digital learning experience) then share it with others with the idea of fitting them together as a playlist. This should lead to plenty of conversation.","Presenter":["Paul Allison","Grace Raffaele"],"PresenterAffiliation":["New York City Writing Project"],"PresenterEmail":["allisonpr@gmail.com","gracer77@gmail.com"],"ScheduleSlotID":96,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":815,"Class":"Conversation","Created":1513897840,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Restorative Practices in 21st Century Schools","Handle":"restorative_practices_in_21st_century_schools","ShortDescription":"How can we make sure that our schools\u2019 systems are caring and how can we ensure that the caring ways we deal with community restoration are necessarily systematic? In 21st Century schools we don\u2019t face the problem of humanizing institutions and we certainly don\u2019t want to turn humane communities into institutions but we do want to make sure that all members of our community understand how restoration works and how to play a part in maintaining these places of shared values. In this session we will explore questions related to restorative practices in progressive spaces and personal experiences with these two, at times complementary and at other times competing, lenses.","Description":"How can we make sure that our schools\u2019 systems are caring and how can we ensure that the caring ways we deal with community restoration are necessarily systematic? In 21st Century schools we don\u2019t face the problem of humanizing institutions and we certainly don\u2019t want to turn humane communities into institutions but we do want to make sure that all members of our community understand how restoration works and how to play a part in maintaining these places of shared values. In this session we will explore questions related to restorative practices in progressive spaces and personal experiences with these two, at times complementary and at other times competing, lenses.","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Aaron Gerwer","Zoe Siswick"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["agerwer@scienceleadership.org"],"ScheduleSlotID":96,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":744,"Class":"Conversation","Created":1509458348,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student Publishing and the Entrepreneurial Spirit","Handle":"student_publishing_and_the_entrepreneurial_spirit","ShortDescription":"We will discuss the significance of student publishing and writing for an authentic audience, the why behind student publishing, and how this connects to students developing an entrepreneurial spirit (and potentially being entrepreneurs). We will share authentic student examples and reflections, and explore relevant resources, such as: blog posts, TEDx Talks, publishing platforms, and more.","Description":"We will begin the session by showing a portion of the Alan November TEDX-Talk on student publishing. We will use the themes in this talk to drive a QFT (Question Formulation Technique) discussion with the participants in the session based on the question, \u201cWhy write for your teacher when you can publish for the world?\u201d We will consider: Why is this idea a game changer and what technology can we use to give students authentic publishing experiences? As we discuss the significance of student publishing and writing for an authentic audience, we will also discuss how these ideas connect to students developing an entrepreneurial spirit (and potentially being entrepreneurs). We will share examples and stories of how teachers in a variety of school communities use student publishing, demonstrate some of the platforms they use to enable publishing, discuss obstacles they have encountered, and offer reflections on the process from students. We will also include a portion of the session to sharing resources such as blog posts articles. Participants will have time to read an excerpt of a recommended blog or article and share back major ideas with the rest of the session\u2019s participants. We will conclude the conversation with a brainstorm in which we will ask participants to think about one technique or tool they can take back to their schools and what they can do to give their students a publishing experience.","Link":["https:\/\/rosscoops31.com\/","https:\/\/rosscoops31.com\/2016\/01\/13\/why-write-for-your-teacher-when-you-can-publish-for-the-world\/","https:\/\/rosscoops31.com\/2016\/08\/18\/digital-portfolios-blogs-use-authentic-technology-not-technology-made-school\/","https:\/\/rosscoops31"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"The Question Formulation Technique (QFT) routine will be used to drive participant thinking and discussion. This routine will be prompted by a portion of the Alan November TEDx Talk and the question, \u201cWhy write for your teacher when you can publish for the world?\u201d After, more of the \u201cdirect instruction\u201d will take place in the form of authentic student examples and reflections, blog posts, publishing platforms, and more. Participants will have time and opportunities to share their own experiences, ideas, and resources. Everything will be compiled in a Google doc.","Presenter":["Ross Cooper","Casey Cohen"],"PresenterAffiliation":["Salisbury Township School District","Apple Distinguished Educator","Hannah Senesh Community Day School"],"PresenterEmail":["RossCoops31@gmail.com","caseyic@gmail.com"],"ScheduleSlotID":96,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":814,"Class":"Conversation","Created":1513627180,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Museum is the Project - opening historiography in the PBL context.","Handle":"the_museum_is_the_project_-_opening_historiography_in_the_pbl_context.","ShortDescription":"This session will investigate the place museums, those staid, oftenanachronistic\r\ninstitutions, have in an engaging PBL social studies curriculum. The proposal, to be expanded on below, asks teachers to understand museums as historical actors, rather than simply using them as glorified warehouses. In the PBL social studies classroom, students can engage with museums more actively by analyzing the storytelling role of the museum itself. In assessing questions of provenance, representation, and cultural sensitivity, the museum comes alive and provides a rich canvas for project integration. Museums are created by people and, as such, they are worthy of critique and analysis that goes beyond simply saying, \u201cdoesn\u2019t that look cool.\u201d","Description":"If students are to be asked to engage with historical content at the historiographic level in colleges and universities, then it is the responsibility of the high school curriculum to prepare for these challenges. Further, beyond any sequential responsibility, students must learn to think in the historiographical context if they are to ever view the subject as more than a compilation of names, dates, and events. Knowing to engage with historiography is to know\r\nthat narrative and argumentation create \u201ctruth.\u201d Nothing seems more essential in our present cultural moment.\r\n\r\nThe question is then how to incorporate historiographical work into the high school context, without necessarily relying on the oft too complex work that academic historians produce on the subject. Surely, practice with reading and understanding advanced text is important, but other entry points are necessary. Enter the museum. Most people engage with museums in the same way. Museums are explored and the objects on display are viewed. Sometimes the\r\naccompanying information is read, but always treated as gospel. Museums have value in this way: there is something to be said for engaging with historically relevant objects in person.\r\n\r\nHowever, this surface-level interaction does not engage with museums at their most substantively rich levels. In any given history curriculum, most museum field trips are to historical sites and anthropological museums. These museums harbor complicated historical legacies - often resting on collections built on principles of colonialism. Instead of simply viewing the artifacts within these museums, students are better served by critiquing the museums themselves.\r\nStudents should engage with museums by analyzing the particular narratives that the museums themselves build. By studying the history and choices of the museum itself, students can engage in any of a number of projects that make historiographical thought urgently relevant.\r\n\r\nIn the past three years, I have engaged with two Philadelphia area museums - Eastern State Penitentiary and the University of Pennsylvania Museum of Archaeology and Anthropology - in developing critical museum curricula. Students have engaged in projects critiquing extant museum galleries and building their own examples. Students have engaged with themes of\r\nappropriation, narrative power, colonial fetishization, and culturally sensitive display.","Link":[],"Audience":["High School","Middle School"],"Practice":"I seek to engage diverse educators in thinking deeply about the role of the museum as a worthy partner in PBL. We will brainstorm different conceptions of museum purpose and students\u2019 roles as critic, observer, and learner. I hope that the presentation will expand the idea of museum learning for all involved. The presentation will include a representative from the Penn Museum, a curriculum specialist from ESP, and students from SLA@Beeber.","Presenter":["James Elish"],"PresenterAffiliation":["SLA@Beeber"],"PresenterEmail":["jelish@slabeeber.org"],"ScheduleSlotID":96,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":730,"Class":"Conversation","Created":1508988554,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Your Personal Privacy Policy","Handle":"your_personal_privacy_policy","ShortDescription":"Privacy is relative. As our world becomes increasingly digitized and monitored, our attitudes toward privacy should evolve beyond just app settings and encryption. We can\u2019t make the best choices for ourselves or our kids if we haven\u2019t thought about what privacy really means to us.","Description":"Privacy is relative. As our world becomes increasingly digitized and monitored, our attitudes toward privacy should evolve beyond just app settings and encryption. We can\u2019t make the best choices for ourselves or our kids if we haven\u2019t thought about what privacy really means to us. \r\n\r\nMost privacy conversations are framed by compliance and focus on technical solutions. This conversation takes a different, more fundamental approach: regardless of current regulations and technology, what do we want to keep private and why? This essential question transcends hollow concepts like \u201cpersonally identifiable information\u201d to explore more meaningful beliefs along the spectrum of \u201cinformational intimacy.\u201d\r\n\r\nLearning how to manage your \u201cpersonal privacy policy\u201d will empower educators, administrators, parents, and product-makers to approach practical issues of compliance and technology more thoughtfully and proactively.","Link":[],"Audience":["All School Levels"],"Practice":"Warm-up (15 minutes)\r\n- Individual reflection on the guiding question: what does privacy mean to you? (5 minutes)\r\n- Facilitated debrief: participants are asked to share their reflections with the group; presenters will create a shared record on the board (10 minutes).\r\n\r\nSmall group discussion (25 minutes)\r\n- Presenters will frame a conversation by sharing some perspectives on the guiding question as well as a tool: the personal privacy policy matrix (10 minutes).\r\n- In groups of 3 or 4, participants will explore and discuss the matrix. Presenters will suggest critical questions.\r\n\r\nDocumentation and co-creation (20 minutes)\r\n- The matrix will be an open Google Sheet. Presenters will facilitate an amendment process to the matrix based on input from participants.\r\n- Participants will be encouraged to make a copy for their personal customization and use within their family, classroom, school, etc.\r\n\r\nAt the end of the session, the facilitators will co-author a blog post outlining the process and the documentation behind creating a personal privacy policy. The goal of the session is to create a toolkit that supports teachers and students with a practical, realistic framework they can use to both understand privacy on a personal level, and better safeguard their own privacy, and the privacy of their friends.\r\n\r\nAll material from this session will be released under a Creative Commons Attribution Share-Alike license.","Presenter":["Adam Rosenzweig; Bill Fitzgerald"],"PresenterAffiliation":["Beyond 12 (Adam); Common Sense Media (Bill)"],"PresenterEmail":["adam.lev.rosenzweig@gmail.com","bill@funnymonkey.com"],"ScheduleSlotID":96,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":796,"Class":"Conversation","Created":1509592752,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Black Girl Magic in Practice","Handle":"black_girl_magic_in_practice","ShortDescription":"How do we best encourage young women of color to effect change in the spaces they already occupy? This conversation aims to discuss strategies and tools for empowering students to change the rhetoric and attitudes around gender and sexism in their school.","Description":"We live in an age where racism and sexual assault are on the daily news, and yet the same violent acts are constantly perpetrated. While recognizing this painful truth, our goal is to create spaces around ourselves that encourage young women to counter the all-too-familiar narrative. When we do that, girls begin to feel that large-scale change is possible, and then are invested in playing their part to impact that change. \r\n\r\nTalking to students about issues of racism, sexism, and sexual violence is not easy. There are often layers of experiences and feelings and internalized stereotypes that make it difficult to get to the bottom of these issues. Questions that help guide our thoughts are: What are ways for young women of color to feel heard and powerful in a society that wants anything but that? Where can we encourage girls to find hope and energy to fuel their passion for change?\r\n\r\nAt The Workshop School, we formed a group of female-identifying students who have determined that they care about the way girls and women are treated and want to do something to change it. Through conversations about sexism, intersectionality, action, and hope, our girls have identified ways that they want to make a difference in their school. \r\n\r\nDuring this conversation, our girls will share their experiences as change-makers in our democratic school, and we will discuss ways this can happen in and outside of class.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Our girls will share their experiences through this group, and talk about the ways in which they have begun to see change throughout the school. As a group, we will split into smaller groups with students to each tackle a different aspect to these issues. With perspectives from both students and educators, we can have a more balanced conversation about how to structure these experiences for students, and how to create the spaces to do so.","Presenter":["Rebecca Coven","Swetha Narasimhan"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["rebecca.coven@workshopschool.org","swetha.narasimhan@workshopschool.org"],"ScheduleSlotID":97,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":801,"Class":"Conversation","Created":1509667471,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Choosing to be Awakened and Awoke : A Conversation about Social Justice for All, in Schools and Beyond","Handle":"curiosity_in_education--answering_the_hard_questions","ShortDescription":"Join us for a SLA-student-led exploration of how to engage young people in authentic social justice discussions and actions. This session seeks to map out ways for all of us to authentically understand, engage in, and make a positive impact across the spectrum of of social justice within our schools. From here, we will seek to identify ways to share our own stories while ensuring that all others can and will have an equal voice, too. Finally, the (3) SLA student session leaders will also share their long-term plans for an innovative 'social justice' inspired event that will be influenced by your experiences, questions and ideas.","Description":"Join us for a SLA-student-led exploration of how to engage young people in authentic social justice discussions and actions. This session seeks to map out ways for all of us to authentically understand, engage in, and make a positive impact across the spectrum of of social justice within our schools. From here, we will seek to identify ways to share our own stories while ensuring that all others can and will have an equal voice, too. Finally, the (3) SLA student session leaders will also share their long-term plans for an innovative 'social justice' inspired event that will be influenced by your experiences, questions and ideas.","Link":[],"Audience":["High School"],"Practice":"","Presenter":["Ella Burrows","Tamir Harper","Sam Dennis and Christian Long"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["eburrows18@scienceleadership.org","tharper18@scienceleadership.org"],"ScheduleSlotID":97,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":770,"Class":"Conversation","Created":1509566154,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Designing for Equity in Connected Learning and Teaching","Handle":"designing_for_equity_in_connected_learning_and_teaching","ShortDescription":"How do we design for Connected Learning and teaching with the issue of equity in the forefront of our hearts and minds? This is what we have been exploring together as we challenge ourselves to be connected learners in order to design and teach in connected and equitable ways.","Description":"Connected Learning is an approach that sees learning as interest-driven, peer supported, and oriented toward powerful outcomes for youth (Ito et al., 2013). Connected learning environments position teachers as \u201cdesigner[s]-in-context\u201d (Garcia et al., 2014) who collaboratively co-design classroom instruction, equitable and motivating learning environments for students, and their own professional learning. However, as Juliet Shor of the Connected Learning Research Network reminds us, \u201cNew institutions and new practices, as they arise in a highly unequal and stratified society ... will take on those inequalities unless they are actively combated.\u201d (CLTV, 2013)\r\n\r\nHow then do we design connected learning and teaching that is equitable? This is what we have been exploring together - from K-12 to University to working with youth outside of school - as we challenge ourselves as educators to be connected learners in order to design and teach in connected and equitable ways. \r\n\r\nJoin us to explore what this has started to look like in our different settings and think with us about the implications. This session will be designed with opportunities for all participants to engage in connected activities while we think together about the implications for learning design. Our ultimate goal is to connect with each other in order to continue to build our creative networks of colleagues and collaborators in support of equity in connected learning and teaching.","Link":["http:\/\/thecurrent.educatorinnovator.org\/site-blog\/learning-together-catching-adventures-connected-learners-and-teachers-ed677\/6777"],"Audience":["All School Levels"],"Practice":"We will begin with an opportunity to define what we all mean by equity and connected learning and then share the ways we have been working towards it in our contexts. We would make sure to open with an opportunity to make\/produce an artifact together to support us all in being in a shared space of learning, and from there we reserve the bulk of the time for small group work and whole group discussion. We would like participants to have time to think about this work in their own context, and for us to connect around our shared practices.","Presenter":["Shayla H Amenra","Kira Baker-Doyle","Christina Cantrill","Lana Iskandarani","Helga Porter","Robert Sidelinker","Kathy Walsh","Tracey Dean"],"PresenterAffiliation":["Founder of HAPPISPACE","Arcadia University Graduate School of Education","National Writing Project","West Chester University","Merion Elementary School in the Lower Merion School District","Warwick Elementary in the Central Bucks School District","Building 21 in the"],"PresenterEmail":["ccantrill@nwp.org"],"ScheduleSlotID":97,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"Christina Cantrill can be the main contact for this so you don't have to deal with a chain of emails here; but we all worked on this proposal together. Thank you for the opportunity.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":736,"Class":"Conversation","Created":1509373678,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Graduation by Exhibition","Handle":"graduation_by_exhibition","ShortDescription":"Are today\u2019s high school graduates prepared for post-secondary education? The Crefeld School\u2019s Graduation by Exhibition (GBE) model better prepares students for a smooth transition to life after high school. Crefeld staff will share details about their successful progressive GBE process that is an essential component of the school\u2019s program.","Description":"Are today\u2019s high school graduates prepared for post-secondary education? The Crefeld School\u2019s Graduation by Exhibition model better prepares students for a smooth transition to life after high school. Crefeld administrators and teachers will share details about their successful progressive Graduation by Exhibition (GBE) process that is an essential component of the school\u2019s program.\r\n\r\nAt Crefeld, students earn their diploma through GBE. This process requires students to demonstrate mastery in fifteen distinct projects. While working on each of the exhibitions, students utilize essential skills including logical reasoning, expository writing, analytical reading, research and understanding, self-reflection, engaged citizenship, and executive functioning. All of these skills prepare students for post-secondary education. \r\n\r\nIn this session, participants will be actively engaged in this interactive workshop by learning about each exhibition; by understanding how progressive education strengthens the program; by identifying the challenges and rewards of the program; and by hearing first-hand testimonies from recent Crefeld alumni.\r\n\r\nParticipants in this workshop will leave with The Crefeld School\u2019s Graduation by Exhibition Handbook.","Link":["http:\/\/www.crefeld.org"],"Audience":["High School"],"Practice":"After sharing a small amount of background and philosophy about our process, we will engage participants in several of the activities that involve various structures and opportunities to interact with the exhibitions. Our workshop will be participant-centered, allowing time to hear from the group about their experiences, concerns and visions for a similar process at their schools. Attendees will leave having actively participated in progressive activities intended to solidify their understanding, as well as an understanding on how this process drives the culture of the school, and our handbook outlining the graduation by exhibition process.","Presenter":["George Zeleznik","Ann Croxson","Gena Lopata","Laura Craig"],"PresenterAffiliation":["The Crefeld School"],"PresenterEmail":["gzeleznik@crefeld.org"],"ScheduleSlotID":97,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":807,"Class":"Conversation","Created":1510419841,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Helping Students Navigate a Media Saturated World","Handle":"helping_students_navigate_a_media_saturated_world","ShortDescription":"Our students live in a world that is over-saturated with videos, photos, ads, music, and social media posts.  How do we as educators help them navigate this world and flourish in it?  \r\n\r\nLed by SLA Digital Video teacher Anna Walker-Roberts.","Description":"Our students live in a world that is over-saturated with videos, photos, ads, music, and social media posts.  How do we as educators help them navigate this world and flourish in it?  In this session we will make space for questions the participants have and proactive ideas we can all take back to our classrooms.  \r\n\r\nLed by SLA Digital Video teacher Anna Walker-Roberts, this session will make space for questions we all bring to the table as well as proactive ideas we can each take back to our classrooms.","Link":["http:\/\/www.annawalkeractor.com"],"Audience":["High School","Middle School"],"Practice":"This conversation will start by having participants discuss a few essential questions related to how students operate in a media-saturated world and sharing out some of the major ideas they discuss.  Participants will be able to add their own questions to the mix and share ideas they have for guiding students on how to be a responsible consumer, creator, and sharer of media.","Presenter":["Anna Walker-Roberts"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["awalkerroberts@scienceleadership.org"],"ScheduleSlotID":97,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":721,"Class":"Conversation","Created":1506617205,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student pacing and mastery learning in an Algebra class","Handle":"student_pacing_and_mastery_learning_in_an_algebra_class","ShortDescription":"Math classes are always diverse. How can you meet the needs of the struggling student and the fast-learner at the same time? Join a conversation about how to design a class to meet the needs of each student and help them to be successful.","Description":"Math classes are always diverse. How can you meet the needs of the struggling student and the fast-learner at the same time? Join a conversation about how to design a class to meet the needs of each student and help them to be successful.","Link":[],"Audience":["High School","Middle School"],"Practice":"This will be a sharing of best practices with participants providing ideas based on what they do in their classrooms.","Presenter":["Michael Palm"],"PresenterAffiliation":["The Alternative School for Math and Science"],"PresenterEmail":["palmmj@tasms.com"],"ScheduleSlotID":97,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"I attended the conference last year and went to the session \"Tired of teaching to the middle? Transition to a self-paced, mastery classroom and meet everyone\u2019s needs\" by Kristen Brown. During her conversation, I shared what I do in my classroom and it sparked a lot of interest and side conversations. Because of this, I thought it would be a good idea to share this year.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":787,"Class":"Conversation","Created":1509583389,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Sustaining Change in Schools and Systems","Handle":"sustaining_change_in_schools_and_systems","ShortDescription":"You\u2019ve named the change, you\u2019re on the move, how do you keep things moving? This session will draw on the work of Diana and Zac as they\u2019ve worked with schools and districts around the world in making change that sticks.","Description":"You\u2019ve tried a new pedagogy and you want to make sure it becomes the way of doing things. You\u2019ve put tools into the ecosystem and you want to use them in ways that change learning experiences. Name any other change facing your school and district and you\u2019ll realize getting that change to stick around is equal to all the hurdles of making it happen.\r\nWe\u2019ll consider the following elements and how they might be put into play in your organization:\r\n- Permission\r\n- Support \r\n- Accountability \r\n- Community Engagement \r\n- Discipline\r\nLet\u2019s learn together.","Link":["http:\/\/autodizactic.com","https:\/\/laufenberg.wordpress.com\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Written reflection, chalk talk, small group-to-large group, sharing via social media channels.","Presenter":["Zac Chase","Diana Laufenberg"],"PresenterAffiliation":["St. Vrain Valley Schools","Inquiry Schools"],"PresenterEmail":["zac.chase@gmail.com","dlaufenberg@gmail.com"],"ScheduleSlotID":97,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":731,"Class":"Conversation","Created":1509039990,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Ethics of VR Usage with Children","Handle":"the_ethics_of_vr_usage_with_children","ShortDescription":"As VR gains ground in education more teachers are finding ways to include it in their curriculum. In parallel, social science research suggests VR has an impact on the user beyond the scope of other mediums. Educators need to weigh VR\u2019s costs and benefits and its impact on children.","Description":"We would like to facilitate dialogue regarding the ethical use of VR with children. VR has great potential for helping children learn (our research has demonstrated some of the possible benefits within classrooms across thousands of children). Yet, at the same time we are noticing that educators may not be clearly considering the potential physiological and psychological impacts of the VR content they are using. Our research has shown that even fairly innocuous seeming content may trigger anxiety in children depending on their lived experiences. How can we maintain the excitement and engagement of using this emerging technology while simultaneously being aware of the potential risks and ethical implications of the content? For instance, VR is highly touted as being a useful tool for empathy. How do we, as educators, scaffold learning around empathy while respecting student boundaries and comfort levels in this immersive environment? \r\n\r\nWe\u2019ve collected data from teachers, students and developers  in over 40 schools and from our work, we feel this is a relevant and important conversation to be having regarding technological implementation. This type of conversation would be useful to encourage dialogue amongst administrators, educators, teacher coaches and technology-focused staff. We will use data from our work, anecdotal stories from teachers and students and research topics from the social sciences as jumping off points for reflective conversation.","Link":["http:\/\/www.foundry10.org"],"Audience":["All School Levels"],"Practice":"The conversational practice we would like to utilize is \u201cWhat? So What? Now What?\u201d The ethics of VR usage with children should be a topic of discussion as more classrooms adopt the technology. Based on our research and that of other researchers and educators, we will engage participants in dialogue about the implications of VR use in everyday classrooms. Conversing about the ethical implementation of emerging technology usage is an important and relevant topic for 21st-Century educators. We would like to create a handout sheet that describes scenarios we have seen in our data and in classrooms to have participants discuss together and then we will debrief as a large group.\r\n\r\nOur plan is to use the following set of prompts to engage participants in both small and large group discussions to further their understanding (and even their own questions) about VR use with children. We will open with a more general research prompt to get at the \u201cWhat?\u201d aspect of the conversation. We then will use actual scenarios (the \u201cSo What?\u201d component) that occurred in our research environments as jumping off points for additional conversations. Participants will share out ideas, thoughts and concerns. We then close, with the \u201cNow What?\u201d of how we can move forward in considering this emerging technology with children.\r\n\r\n\r\nResearch by Bailey and Bailenson (2017) discusses how there is limited research on the impacts of putting children into immersive spaces and then pulling them out. Given the lack of information about this topic, how can we, as educators, be proactive and take a mindful approach to engaging with immersion and our students?\r\nA middle school teacher was very excited to have his students try an underwater VR experience that involves a large, to-scale, sized whale. As adults, we did not experience any negative effects and found this to be a peaceful piece of content. He put all students into the experience and in our data, some students wrote about their anxiety regarding being underwater, seeing a large whale and not understanding what they were experiencing. How can we determine what might be a trigger for students content-wise?\r\nAnother educator, put his students in a 9\/11 experience where they had to try to get out of one of the towers. The students actually felt that this experience helped them to understand the events that day more clearly, however, adults who experienced it felt very uncomfortable. How do we weigh the value of understanding an event that students may not feel an emotional connection to (none of this group were alive at that time) versus the potential psychological impact it may have?\r\nPeople are very excited by the idea of VR for empathy. Our data from students suggests that they believe they will understand places better than people through the use of VR. Why might this be the case? How might VR tackle empathy in ways that other mediums do not?\r\nIn an example of place, students walked out of a teacher-led experience with solitary confinement in a Prisons and Protests class, not seeing people in the VR experience but through their view of \u201cplace\u201d had a strong understanding of the inhumane conditions of solitary confinement. Though this worked well in the upper-class school setting, what might be some implications of content such as this in a more broad socio-demographic group?\r\nBecause there is such a vast array of mixed research on both the benefits (social anxiety, ADHD, physical therapy, phobias, learning, bias, empathy) of VR and the potential drawbacks (anxiety, triggers, false memories in young children, physiological side-effects) as we leave today, how can we ethically and thoughtfully approach the technology as we move ahead?","Presenter":["Lisa Castaneda & Marc Pacampara"],"PresenterAffiliation":["foundry10"],"PresenterEmail":["lisa@foundry10.org","marc@foundry10.org"],"ScheduleSlotID":97,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"Please take into consideration that the link to the exact protocol for this conversation was not working. We did Tweet to ask for it, but did not hear back. We are really enthused about discussing this topic and if we needed to tweak it to better fit the protocol, we would be happy to!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":788,"Class":"Conversation","Created":1509584536,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Transforming the Culture & Academic Outcomes in a Low Performing Urban Middle School","Handle":"transforming_the_culture-academic_outcomes_in_a_low_performing_urban_middle_school","ShortDescription":"This conversation will explore the redesign process the leadership team of Tilden MS embarked on to transform the school, show an increase in attendance, the School Performance Profile, and a decrease in suspensions within three years.","Description":"Participants in this conversation will discuss the challenges, solutions, and outcomes of the school reform efforts implemented by the leadership team of Tilden Middle School as part of the SDP Redesign Initiative.  \r\n\r\nOur challenges included: fixed mindset and low expectations among some members of the school community; students from high need community with limited access to resources; high percentages of students having experienced trauma and in need of behavior supports; persistent below basic academic performance of school with high percentages of students r coming in from elementary schools with below grade level reading and math skill levels; and an influx of new students from two rival neighborhood middle schools closed due to persistent low performance.\r\n\r\nOur solutions were to increase the quality of instruction by choosing to redesign the school using the Blended Learning model; target PD to develop teacher capacity with the main focus of improving student outcomes; improve the culture and climate through the Community School initiative, Student Leadership, and PBIS; and engage families and the surrounding community in the school through the Community School Initiative.\r\n\r\nOur outcomes include: increased willingness of teaching staff to try things differently; formal and informal observations data showed increase in the use of high impact instructional practices observable through the Danielson Framework; increase in student outcomes - from attendance to academic growth (Average Daily Attendance (ADA) increased by 6 points to 91.2%; percent of students attending school greater than or equal to 95% increased by 7.5%; PVAAS Data shows school now meets or exceeds the state standards for growth in all subjects except for the 5th ELA & 6th Math in 2nd redesign year; increase in School Performance Profile overall score); decrease in suspensions showed an overall improvement in the culture and climate of the school (suspensions decreased by 10%, from 80% to 90%).","Link":["http:\/\/www.schoolredesignphiladelphia.org\/about.html","https:\/\/beta.phila.gov\/departments\/mayors-office-of-education\/community-schools\/","http:\/\/www.philly.com\/philly\/education\/20141222_School_leaders_eager_for_Tilden_redesign.html","http:\/\/schoolreforminitiati"],"Audience":["Middle School"],"Practice":"Participants in this conversation will be engaged through the Problem of Practice Protocol, also known as the Consultancy Protocol, developed by the Coalition of Essential Schools and the Annenberg Institute for School Reform. We will begin with an overview of our redesign process and a presentation of our current problem of practice which involves persistent limited math and reading growth by our fifth grade students despite the implementation of high impact teaching strategies. Conversation participants will grapple with the data that describes this problem, and brainstorm potential strategies to address it. Our intended take away is to have generated actionable ideas for the next steps of our school reform effort. The outcome we expect for our audience is a deeper understanding of the unique challenges faced by urban middle schools along with a set of actionable strategies for advancing student achievement.","Presenter":["Brian Johnson","Margaret Salvante","Regina Young","Christine Jones","Camille Banks"],"PresenterAffiliation":["Brian Johnson","Founding Redesign Principal at Tilden Middle School; Margaret Salvante","Founding Redesign Member at Tilden Middle School; Regina Young","Community School Coordinator at the Mayor's Office of Philadelphia","Christine Jones","Blended Learning Coach a"],"PresenterEmail":["brjohnson@philasd.org","msalvante@philasd.org","regina.young@phila.gov","crjones@philasd.org","cbanks@philasd.org"],"ScheduleSlotID":97,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":"Our Mission for Tilden is to create a rigorous and engaging learning environment in every classroom that nurtures leadership, collaboration, independent thinking and creativity in order for students to discover, develop and communicate the skills and content necessary for college and career success in the 21st Century.\r\n\r\nOur Vision for Achieving this Mission: create a blended learning environment in every classroom by combining personalized computer based instruction with collaborative and differentiated project based learning; leverage school wide data collection and processing systems to identify individualized short-term and long-term benchmarks for each student\u2019s success, integration of relevant, real world activities with one-on-one tutoring and computer-based independent study; leverage PBIS protocols to provide a positive and productive culture and climate throughout the school; cultivate and nurture meaningful partnerships between teachers, students, parents, and community members.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":797,"Class":"Conversation","Created":1509594248,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Buzz Off! Burying the Buzzword to Rebuild Instruction","Handle":"buzz_off-burying_the_buzzword_to_rebuild_instruction","ShortDescription":"This conversation will explore what happens at the point of instruction, and how technology can empower teachers to elevate learning.","Description":"Innovation! Project-based! Blended learning! Formative assessment! Exit ticket! Flipped classroom!\r\n\r\nAll educators have heard these terms, and innumerable others. But what do they mean? What do they look like? What do they do to instruction? Where does tech come into play?\r\n\r\nToo often education--that is, instruction and learning--gets obscured by jargon, buzzwords, checklists, or some new mandate or movement. Technology, which should open worlds and transform classrooms, becomes a burden or, worse, a babysitter. In order for instruction to mean something for our teachers and learners, we need to bury the buzzword.\r\n\r\nThis conversation will explore what happens at the point of instruction, and how technology can empower teachers to elevate learning. This conversation will not posit an educational utopia of limitless resources; instead, we will draw on real-life instructional scenarios--and real-life teacher disinclinations or fears--and explore how common or easily-accessed technological tools can transform and personalize the educational experience for both teacher and student. \r\n\r\nIn discussing best practices for technology-infused instruction, we will also be exploring the ways in which empowered instruction establishes a self-sustaining culture of growth.","Link":[],"Audience":["All School Levels"],"Practice":"A brief contextualization and introduction of an essential question will pave the way for a workshop in which educators will explore a number of transformative tech resources. Then groups of educators will collaborate on (re)building a class session using new tools. Along the way they will reflect on and share their personal responses and reactions.","Presenter":["Daniel DioGuardi"],"PresenterAffiliation":["Educate LLC"],"PresenterEmail":["daniel@educatellc.com"],"ScheduleSlotID":98,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":793,"Class":"Conversation","Created":1509588874,"CreatorID":141,"RevisionID":null,"Status":"Accepted","Title":"EduGen Dialogues","Handle":"edugen_dialogues","ShortDescription":"Gender, in all forms, plays a significant role in how education does or doesn\u2019t work for many, both for students and adults. This session will explore our identified and unidentified biases. We will identify issues in education impacted by gender and work to develop plans to address these issues individually, at the school level, and beyond.","Description":"We know, both through our own personal experiences as well as through educational research, that gender impacts the educational environment. This is true for students in the ways that girls speak up less frequently in classrooms, girls are less likely to hold leadership positions, and boys and girls in school are often recognized positively for very different traits and skills. LGBTQI+ students also face challenges in school related to gender. As educators it is critical that we interrogate our own beliefs, conscious or not, as well as our actions in regards to our students in light of their gender. \r\n\r\nGender is also an issue for educational professionals personally. Education is a heavily female-dominated profession that is overwhelmingly led by men. What does this mean for those in the profession? What does it mean for students? What issues are faced by LGBTQI+ educators?\r\n\r\nDiscussions of intersectionality are likely (hopefully) to arise and will be encouraged. No issue stands alone and issues surrounding gender are impacted by race, class, language, and more.","Link":["http:\/\/jenorr.com","http:\/\/http:\/\/doyle-scienceteach.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"The conversation will begin with the role playing described above. That will be followed by discussion of the role playing and its impact on the group. Special notice will be taken of ways in which members of the group respond with different thoughts and feelings to the same ideas\/experiences and the discussion will be linked to larger gender issues in education. From there small groups will tackle gender issues noted during the conversation. Each group will tackle several \u2018whats\u2019 around issues interesting to them, defining the issues and then why they believe these issues are important. Finally, the groups will come back together to share their thinking and to brainstorm some possible actions individuals, groups, schools, or districts could take.","Presenter":["Jennifer Orr","Michael Doyle"],"PresenterAffiliation":["Lynbrook Elementary","Bloomfield High School"],"PresenterEmail":["jenorr@gmail.com","doyle.bhs@gmail.com"],"ScheduleSlotID":98,"ScheduleLocationID":10,"SubmitterID":141,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":746,"Class":"Conversation","Created":1509470472,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Flip the System: Designing a Sustainable System of Professional Learning in Times of Austerity","Handle":"flip_the_system--designing_a_sustainable_system_of_professional_learning_in_times_of_austerity","ShortDescription":"While nearly everyone agrees that job-embedded and practitioner-led professional learning is the way to go, systems still seem stuck in \"top-down\" \"rollout\" \"delivery-driven\" models. Help the Boston Public Schools and Boston Teachers Union design a system that really puts the needs of educators and students first.","Description":"The Boston Teachers Union and Boston Public Schools are working together to create a sustainable system of professional learning that meets the needs of educators and students in their contexts. While systems that include intensive coaching are ideal and often the first thing educators say they need, systems are unable or unwilling to commit the resources necessary to provide sufficient coaching to all educators.  Likewise, as district level departments work hard to protect their shrinking budgets, they often feel pressure to roll out system-wide programming that can demonstrate \"results.\"  In this conversation we will learn about the early rumblings of a \"system-flip,\" where the needs are determined by educators in the field and district administrators play networking and collaborating functions to help those on the ground continuously innovate to solve the challenges in their contexts. The workshop will present several elements of the emerging design and ask participants to share their ideas, build out a model system, recommend successful existing models, and raise questions or concerns that need to be addressed.","Link":["https:\/\/btu.org\/whats-working\/professional-learning-conference\/innovative-educators\/"],"Audience":["All School Levels"],"Practice":"We will likely use a modified charrette protocol. I will present the context as well as some of the existing design elements of the system and have participants create ideas and share conversation around what it might look like in practice.","Presenter":["Paul Tritter & Shakera Ford Walker"],"PresenterAffiliation":["Boston Teachers Union"],"PresenterEmail":["ptritter@btu.org","swalker@bostonpublicschools.org"],"ScheduleSlotID":98,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"I may have a colleague co-present should I be accepted, but not sure yet.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":742,"Class":"Conversation","Created":1509394288,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How Do We Encourage Student Centered Lessons in HS?","Handle":"how_do_we_encourage_student_centered_lessons_in_hs","ShortDescription":"The term \"student centered instruction\" has been bandied about quite a bit in the past few years. What does that look like at the High School level? Let's brainstorm ways to adjust the learning experiences in our High School classrooms to meet the needs of students and teacher alike.","Description":"The term \"student centered instruction\" has been bandied about quite a bit in the past few years. What does that look like at the High School level? In conversations with other High School teachers I have experienced both resistance to the concept, as well as confusion about how to make it happen. What do we do if students do not come to us with the skills they need to be self directed learners? How do we make sure that they are prepared for college? How do we handle others in our department who are not interested? Where do we get resources? How do we find the time? All of these questions and more need to be discussed.  Let's brainstorm ways to adjust the learning experiences in our High School classrooms to meet the needs of students and teacher alike.","Link":["http:\/\/www.duncanpatti.wikispaces.com"],"Audience":["High School"],"Practice":"I would love to create a collaborative Google Site with ideas and lessons. Depending on the other members of the conversation, maybe we could use Padlet of a Google Doc to post ideas initially.  It would be awesome if conversation members were diverse enough to tackle different disciplines. I would propose that we start with a conversation about the meaning of \"student centered\" because I think that there may be some confusion there.  I would also ask people to share ways that they may have already been creating student centered experiences. I think that during this type of conversation, there may be the opportunity to have a \"gripe session\" so I will encourage us to get that out of the way right in the beginning and help others see that instead of dwelling on why it can not\/should not work, we should focus on possible solutions.","Presenter":["Patti Duncan"],"PresenterAffiliation":["EdCamp NEPA; Discovery Education"],"PresenterEmail":["duncanpatti@gmail.com"],"ScheduleSlotID":98,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"I have led similar conversations in my capacity at both EdCamp NEPA and Discovery.  I taught HS Chemistry and Physics for 15 years before I went to work for Discovery and have done a lot of work with teachers around transforming classrooms, not just about integrating technology but also about the necessary shift in pedagogy. This session is NOT about DE. (PS... I no longer work for them)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":729,"Class":"Conversation","Created":1508961632,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Keeping Kids Curious: The Art and Science of Making","Handle":"keeping_kids_curious--the_art_and_science_of_making","ShortDescription":"STEAM is about more than just adding engineering and technology to our science, math, and art curriculum. Curiosity about the world\u2014answering questions and solving problems\u2014is the essence of learning. Let\u2019s talk about the science of curiosity and share strategies for using makerspaces to reignite curiosity in your students.","Description":"Makerspaces are an exploding trend in education, but most of the conversation has been around injection of STEM content and activities through hands-on building. We believe that an important avenue for exploration is activating and fostering curiosity in our students. Makerspaces offer opportunities to give students learning experiences that tap into new interests and passions.\r\n\r\nWe will begin by presenting and discussing some of the science of curiosity, specifically as it relates to student learning. We'll then use the Success Analysis Protocol to generate and process strategies and best practices brought to the session by the participants. We will explicitly consider how the strategies and practices may promote or suppress curiosity and how to maximize our ability to keep kids curious.","Link":["http:\/\/www.cheltenham.org","http:\/\/www.geraldaungst.com\/CuriosityEducon"],"Audience":["All School Levels"],"Practice":"We will use a version of the Success Analysis Protocol from the NSRF to process and analyze the ideas shared by the group. We will collect the best ideas and our reflections in a public Google Doc.","Presenter":["Gerald Aungst","Brian Reilly"],"PresenterAffiliation":["Cheltenham School District"],"PresenterEmail":["gaungst@cheltenham.org","breilly@cheltenham.org"],"ScheduleSlotID":98,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":753,"Class":"Conversation","Created":1509546077,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Symmetrical Learning: Creating Rich Experiences for All Learners","Handle":"symmetrical_learning--creating_rich_experiences_for_all_learners","ShortDescription":"Sometimes the learning opportunities we ask teachers to offer to students are not the same ones we offer teachers. We share our journey in using Instructional Rounds to create an opportunity for all learners (principals, teachers, students) to engage in a discovery process, and we invite you to consider the symmetry in your own learning model.","Description":"At The Urban Assembly, a network of 21 public schools across New York City, we have embarked upon a journey to ensure that everyone in our community - administrators, teachers and students - have access to rich learning experiences. We know that the best learning involves exploration and access to resources of time and collaboration. \r\n\r\nIn this conversation, we will share our use of Instructional Rounds as an organizing framework to create a symmetrical approach to learning and the impact it has had so far. Specifically, we will share the practice of Instructional Rounds that Urban Assembly Principals engage in, and how one school leader at The Urban Assembly Maker Academy has adopted the practice for school wide and teacher inquiry. As one of the guiding principles of Educon suggests, we strive to create educative experiences that are inquiry-driven, thoughtful and empowering for all learners. From there, we will invite participants to consider their own structures for learning, and ask the question: \u201cHow symmetrical are these learning experiences?\u201d","Link":["https:\/\/urbanassembly.org\/","http:\/\/www.uamaker.nyc\/"],"Audience":["All School Levels"],"Practice":"The structure of the presentation will be a focus on sharing the practices in the format of a Presentation of Learning (POL) a structure we use to share our learning. From there, we will use discussion protocols to guide the group towards deeper learning, including a text protocol to discuss relevant research, a time for the participants to reflect on their own practices, and a modified consultancy protocol to provide feedback on next steps.","Presenter":["Alexis Goldberg","Luke Bauer","Pete Wood"],"PresenterAffiliation":["The Urban Assembly","The Urban Assembly Maker Academy"],"PresenterEmail":["agoldberg@urbanassembly.org","luke.bauer@uamaker.nyc","pete.wood@uamaker.nyc"],"ScheduleSlotID":98,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"We have had an intensive period of learning about symmetry in learning models through our use of the Instructional Rounds model. We are excited to share this with others, receive feedback on our own work, and invite others to consider symmetry in their own school communities.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":722,"Class":"Conversation","Created":1507127747,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Evolving Role of the 21C Educator","Handle":"the_evolving_role_of_the_21c_educator","ShortDescription":"How has our role as educators evolved as more student-centered and personalized learning models emerged? What is the indispensable expertise and value teachers continue to bring to the classrooms and how do we keep these at the forefront of practices? Is higher education and the current model of PD building capacity in these areas?","Description":"This conversation will focus on defining what the role of educator has looked like past, present, and future. The goal is to \r\n\r\n- Tease out what has been the central value of the teacher-student interaction through different eras of changing paradigms in education\r\n- Create a clearer confidence in what is irreplaceable\r\n- Brainstorm ways to leverage innovation to allow for more teacher-student interaction and maximize the impact of that interaction \r\n\r\nThe conversation is important in the face of fear of futurists' predictions regarding automation of education, and in the current fear of personalized learning when the misinterpretation of that model puts technology over pedagogy and rapport.","Link":["http:\/\/www.blinaction.com","http:\/\/www.teachontheedge.com","http:\/\/linc.education"],"Audience":["All School Levels"],"Practice":"Create an online share space using a tool like Padlet for organizing contributions and ensuring all voices are heard.\r\nTransition between online sharing and offline conversations in both small and whole group.","Presenter":["Tiffany Wycoff"],"PresenterAffiliation":["Blended Learning in Action; Learning Innovation Catalyst"],"PresenterEmail":["tiffanyfwycoff@gmail.com"],"ScheduleSlotID":98,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7}],"conditions":{"Status":"Accepted","ConferenceID":7},"total":68,"limit":false,"offset":false}