{"success":true,"data":[{"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":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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":7,"ScheduleLocationID":10},"total":6,"limit":false,"offset":false}