{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":7,"ScheduleSlotID":97},"total":9,"limit":false,"offset":false}