{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":7,"ScheduleSlotID":95},"total":13,"limit":false,"offset":false}