{"success":true,"data":[{"ID":1097,"Class":"Conversation","Created":1664894586,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What works in education?","Handle":"what_works_in_education","ShortDescription":"What works in education? The folks who know best are, of course, the folks doing the work- teachers, students, and school leaders. This session will focus on four big questions- What works? Why does it work? Wow does it work? and \r\nWhat if we had a platform from which to share what works?","Description":"The mission of the George Lucas Education Foundation is \"transforming K-12 education so that all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives.\" To do that, we focus on what works in education.","Link":["https:\/\/www.edutopia.org\/profile\/laura-thomas; https:\/\/www.antioch.edu\/faculty\/laura-thomas\/"],"Audience":["All School Levels"],"Practice":"This session will be facilitated by Edutopia community facilitators using both virtual and face-to-face strategies to encourage simultaneous conversation and sharing. We will begin by framing up the process- a carousel focusing on these four questions, with 15 minutes at each station. The final minutes will be used for large group sharing and reflection.","Presenter":["Laura Thomas"],"PresenterAffiliation":["Edutopia","Antioch University New England"],"PresenterEmail":["lthomas@antioch.edu"],"ScheduleSlotID":null,"ScheduleLocationID":null,"SubmitterID":79,"AdditionalComments":"2-3 additional facilitators from the Edutopia community facilitators, staff, and\/or authors are TBA.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1104,"Class":"Conversation","Created":1666279672,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A \"Schoolpunk\" Future","Handle":"a-schoolpunk-future","ShortDescription":"","Description":"\"Schoolpunk\" envisions how the future of schools might look if humanity succeeds in solving the major contemporary challenges we face with an emphasis on sustainability, relevance, wellness, and justice.  It is an idea for a movement  (similar to \"solarpunk\") that seeks to answer and embody the question \u201cwhat is an aspirational future for schools (and \/ or schooling), and how do we get there?\u201d","Link":["https:\/\/bigquestions.institute"],"Audience":["All School Levels"],"Practice":"This conversation will focus on some (but maybe not all) of the following:\r\n\t* what a movement for \u201cSchoolpunk\u201d might look like and how to grow a community around it\r\n\t* how to \u201cimagine harder\u201d with others to create new artifacts and narratives to help lead others to create a more desirable future. \r\n\t* how we can use the concept of \u201cDesign Fiction\u201d to create tangible aspects of the futures we desire for schools\r\n\t* how to feel more optimistic about our potential paths forward","Presenter":["Will Richardson"],"PresenterAffiliation":["Big Questions Institute"],"PresenterEmail":["will@bigquestions.institute"],"ScheduleSlotID":142,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1117,"Class":"Conversation","Created":1667236706,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"PBL Design Think Tank: Creating Community Based PBL Experiences for HS students","Handle":"pbl_design_think_tank--creating_community_based_pbl_experiences_for_hs_students","ShortDescription":"As  Community College faculty members with backgrounds in K12 public education, we are looking to create opportunities for students to engage in meaningful Project Based Learning experiences in an internship setting, and we\u2019d love you to help us design and dream.","Description":"We have all heard the saying, \u201cThe smartest person in the room is the room.\u201d We are entering this project with that in mind. As we begin to formulate ideas about what this PBL experience could be, we realize that the more ideas we have the better the final product. We also suspect that many of you have lived through experiences from which we can learn.  We envision this session as a philosophical and structural design sandbox where we get to build an idea from the ground up.","Link":["http:\/\/www.flcc.edu","http:\/\/www.nicholasfargnoliconsulting.com"],"Audience":["High School"],"Practice":"We will spend the first 10 minutes introducing ourselves and our idea. Then, we will spend the entirety of our session brainstorming ideas and collaboratively refining an approach to a PBL internship experience that will combine High Schools and Community College faculty and students.","Presenter":["Jaqueline Tiermini","Nicholas Fargnoli"],"PresenterAffiliation":["Finger Lakes Community College"],"PresenterEmail":["Jacqueline.Tiermini@flcc.edu","nicholas.fargnoli@flcc.edu"],"ScheduleSlotID":142,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1105,"Class":"Conversation","Created":1666560733,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Preparing our students for the careers of their future","Handle":"preparing_our_students_for_the_careers_of_their_future","ShortDescription":"What is a good job? Are we preparing ALL our students for access?  We know that there are multiple pathways to high-demand careers - how do we discuss this with students and families?  Let\u2019s put our biases on the table and think through how we\u2019re preparing all our graduates for the careers of their future.","Description":"This workshop explores the implications of several broad and interconnected trends facing our schools. As educators, how are we responding and adapting?\r\n\r\n- While the majority of young workers once had a good job by their late 20s, most young adults today do not reach this milestone until age 30.\r\n- Daunting inequity persists in both education and labor markets with long term financial consequences and challenges to close the racial wealth gap. \r\n- College enrollment continues to decrease, especially in Community Colleges. Persistence and completion rates are not rising either.  \r\n- Families are searching for multiple pathways to meaningful work.\r\n- Employers are beginning to tear \u2018the paper ceiling\u2019 and follow skill-based hiring practices.\r\n-Unlocking mobility and equity relies on a set of durable skills and technical abilities necessary to succeed in the workplace.","Link":["https:\/\/www.sharedlane.co\/"],"Audience":["High School"],"Practice":"Do some of these ideas resonate?  Join the conversation with your peers to brainstorm, look at some data and models, and leave with ideas and next steps for your practice.","Presenter":["Julian Cohen"],"PresenterAffiliation":["Shared Lane Services"],"PresenterEmail":["julian@sharedlane.co"],"ScheduleSlotID":142,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"I am not sure how long the workshops are - I can adapt the plan to 60 or 90 minutes.\r\nI will not be available on Sunday Feb 5","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1131,"Class":"Conversation","Created":1667316642,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Re-identifying levels for Special Education Students","Handle":"re-identifying_levels_for_special_education_students","ShortDescription":"The current method of identifying reading and math levels by grade association is archaic as compared to the levels used in ESOL. The WIDA scale identifies by ability and skill instead of grade level","Description":"Special education identifies students as having a 2nd or 3rd grade reading level or a 4th grade math level. In the last 10 years the curriculums of lower grades have changed such that 1st graders now are learning past 3rd grade skills. By defining a reading\/math identifier like the WIDA scale teachers would have more on the spot information of special education students. Additionally, in SIS a teacher can scroll over an ELL students red flag to know their WIDA level. Imagine if that were the case for special education students?","Link":[],"Audience":["All School Levels"],"Practice":"Conversational protocols will be used to discuss this idea\r\nPros\/Cons\r\nEducational practice","Presenter":["Frank Pinzarrone"],"PresenterAffiliation":["Kensington Health Science Academy"],"PresenterEmail":["fpinzarrone@philasd.org"],"ScheduleSlotID":142,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Special Education Level Identification System (SELIS) would be based on the 7 levels of comprehension in ELA and the set skills and applications in Math","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1106,"Class":"Conversation","Created":1666633989,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Self-Paced Learning For All Students","Handle":"self-paced_learning_for_all_students","ShortDescription":"Join a conversation about the benefits and challenges of a self-paced learning environment. We will begin with a case study,, identify the benefits and challenges inherent to this kind of teaching and learning, and brainstorm ways you can create and implement a self-paced unit of study in your own classroom.","Description":"Are you interested in self-paced learning but unsure of where to begin? Have you dipped a toe into a self-paced environment and long to share experiences and ideas with others? Are you a guru in your self-paced classroom and interested in inspiring fellow educators to embrace student-centered teaching? If you answered yes to any of these questions, join the conversation about the benefits and challenges of self-paced learning. We\u2019ll begin with a case study examining how self-paced learning has been rolled out in a 5th grade math class this year. We will identify benefits and challenges inherent to this kind of teaching, including student engagement, classroom management, access to resources, and meeting the needs of all learners. You will also have the opportunity to brainstorm ways you can create and implement a self-paced unit of study in your own classroom, and in so doing will reflect on some very  important questions. What do your students need to learn? Why is it important? How will they be using their new knowledge and skills? How will they receive help? What are their capabilities and limitations? Where can they find out what they need to know, and how will they know they were successful? With a spirit of collaboration and inquiry, we will deep dive into the possibilities that exist for students in a self-paced classroom to exercise agency, develop executive functioning skills, and increase their capacity for independent learning. Teachers of all age groups are welcome to participate and contribute their expertise.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This is my first foray into facilitating a conversation, but I am excited about the opportunity. My goal is to use personal narrative and student artifacts to showcase a self-paced unit of study in my own math classroom. Using this as an introduction, my hope is to group together like-minded educators (perhaps those who teach within the same discipline, but also those who want to think further about particular issues related to self-paced learning) who can then use the time to generate shared (or individual) learning maps they can use in their own classrooms for a particular unit of interest. It would be helpful if I could reach out to conversation participants in advance, though not necessary, so I could get a sense of why they are participating , what questions they have, and what they hope to get out of the conversation. If this is not realistic, then I will begin the session by asking those questions and try to tailor the conversation to respond in real time. I will make sure that there are resources available for research purposes, as well as a rubric participants can use as they design their learning maps. I do like the idea of creating a wiki that can be accessed after our conversation, when we head home, to continue the work of establishing self-paced learning practices.","Presenter":["Jessica Solomon"],"PresenterAffiliation":[],"PresenterEmail":["jsolomon@rashi.org"],"ScheduleSlotID":142,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":"This is an excellent opportunity for me to continue growing as an educator, especially as it pertains to my current interests in coaching and mentoring. I would really love the chance to learn and grow from this experience, not only as an attendee, but as a facilitator!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1139,"Class":"Conversation","Created":1667346360,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Student Engagement and the Creation of Student-Centered Space","Handle":"student_engagement_and_the_creation_of_student-centered_space","ShortDescription":"How do we make learning environments more engaging for students? Answer: Put students first.\r\n\r\nWe will explore seven proven engagement strategies that position students to contribute in profound and impactful ways throughout the design process. Together, we will identify tangible, real-world solutions that directly leverage student perspectives, experiences, and insight.","Description":"Overview\r\nOregon City School District recognized that gaining an authentic, first-hand understanding of how students viewed their middle school experience would be the key to reimagining traditional middle school education. District leaders partnered with the design team to convene a Design Committee that included 12 middle school students. This significant committee representation empowered students to contribute fully to design discussions and share their perspectives, experiences, and insights.\r\n\r\nOur proposed conversation will explore the seven proven student engagement strategies we developed to position students to contribute in profound and impactful ways throughout the design process. We will illustrate how design teams ultimately leveraged student contributions to create tangible solutions throughout the two new middle schools.\r\n\r\n\r\nOutcomes\r\nThrough the exploration of seven student engagement strategies, participants will understand the importance of the following key ideas:\r\n\u2022\tStudent-centered schools inherently look and feel different;\r\n\u2022\tSpaces that support deeper learning, exploration, and celebration of student accomplishment empower students to take ownership of their learning;\r\n\u2022\tFlexible, dynamic spaces stimulate engagement and respond to diverse needs;\r\n\u2022\tEnvironments that support individual needs can simultaneously foster a sense of community among learners;\r\n\u2022\tDaily access to trusted adults is an invaluable component of building equitable student-teacher relationships\r\n\r\nObjectives\r\n1: Describe strategies to successfully engage students in the design of educational facilities\r\n\r\n2: Identify examples of architectural solutions that resulted directly from student engagement and input\r\n\r\n3: Evaluate engagement strategies and resulting outcomes in relation to stated goals\r\n\r\n4: Identify lessons learned and opportunities for meaningful engagement moving forward","Link":["https:\/\/www.bric-arch.com\/","https:\/\/twitter.com\/bric_arch","https:\/\/www.instagram.com\/bric_arch\/","https:\/\/linkedin.com\/company\/bric-arch","https:\/\/twitter.com\/ruizpdx (Karina Ruiz \u2013 Twitter)"],"Audience":["All School Levels"],"Practice":"Student engagement is typically approached as a formality or smaller component of a larger engagement strategy. We will engage attendees in an interactive, multimedia conversation to explore what happens when sustained, meaningful student engagement is made to be a central pillar of the school design process. As a result, we will leverage the \u201ctransformational\u201d adult learning principle to illustrate how a shift in perspective can yield invaluable and unexpected insight to transform learning environments.","Presenter":["Karina Ruiz"],"PresenterAffiliation":["Karina Ruiz (BRIC Architecture) AIA","NOMA","LEED AP"],"PresenterEmail":["karina.ruiz@bric-arch.com"],"ScheduleSlotID":142,"ScheduleLocationID":29,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1095,"Class":"Conversation","Created":1664728899,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Case for Dreaming in Public","Handle":"the_case_for_dreaming_in_public","ShortDescription":"The process of igniting, sharing, and documenting public dreaming can lead to durable change and an increased sense of community. Hear about how this happened at SLA-MS and try it out for yourself.","Description":"Back in 2020-2021 Science Leadership Academy Middle School began to plot a significant physical redesign of our informal and classroom spaces. Faculty and kids met for a series of  interviews and design charrettes to dream about how we might want our spaces to be different, and what we could do to achieve those differences. The process led to significant new opportunities and more importantly, significant buy-in from students and staff. \r\n\r\nThis conversation seeks to wildly condense that experience so participants can begin to understand public dreaming as tool of community building and change management.\r\n\r\nSchool groups strongly encouraged.","Link":[],"Audience":["All School Levels"],"Practice":"After opening with sharing the last, best, dream folks had, presenter(s) will briefly describe a change process at SLA-MS.\r\n\r\nParticipants will then form ad hoc groups to sketch, write, vision board, what-have-you,  a dream for their school\r\n\r\nGroups will share the elevator pitch (seconds not minutes) version of their dream. The majority of the debrief will be on how the process of public dreaming about a change invited a diversity of perspectives, what conditions made collaboration easier or more difficult, what fodder for dreaming you might want to do this \"back home\", and consideration of the ways in which capturing and sharing thoughts would could be more inclusive","Presenter":["Timothy M. Boyle","David Jakes"],"PresenterAffiliation":["SLA-MS","Jakes Consulting"],"PresenterEmail":["tmboyle@philasd.org"],"ScheduleSlotID":142,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1132,"Class":"Conversation","Created":1667318035,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Formula For Equity in Advanced Mathematics","Handle":"the_formula_for_equity_in_advanced_mathematics","ShortDescription":"What does true equity look like in advanced math courses?  This conversation addresses two essential questions. How do we help every student achieve readiness for college-level math, regardless of their background?  How do we use an inquiry approach and standards-based grading to support students once they are in these courses?","Description":"Many students are effectively shut out of math courses beyond Algebra 2 because of groups they were placed in before high school.  Exposure to too much content too fast can be just as damaging as not having the opportunity to learn the content at all.  Participants will hear about a pilot program at NeoCity Academy in Florida called \u201cJourney 2 Calculus\u201d which is meeting students where they are as rising 9th graders.  Through various engagement and intervention strategies, this program is growing a calculus program at the school with a goal of 100% participation in calculus studies before graduation. \r\n\r\nEven for students who have gained access to courses at a precalculus level and beyond, our quest for equity is not over.  We must continue to support these students by creating learning environments in which curiosity is rewarded and failures are appreciated as opportunities for growth.  Participants will share ideas for adapting advanced math lessons to be more inquiry-based and systems for implementing standards-based grading within a skills-rich curriculum.","Link":[],"Audience":["High School","Middle School"],"Practice":"Journey 2 Calculus narrative:\r\n\u2022\tinteractive app (mentimeter.com) to utilize audience input. \r\n\u2022\tinspirational goal-setting\/action plan exercise for programs back home\r\n\r\nInquiry\/Standards-based grading Roundtable Problem Solving:\r\n\u2022\tParticipants will create & select \u201cburning question\u201d\/problem to pose to their group\r\n\u2022\tParticipants will record 1 idea\/resource\/contact to help with others\u2019 \u201cburning questions\u201d  \r\n\u2022\tMost participants will receive many ideas, and all will be invited to join an online community for ongoing discussion.","Presenter":["Kelli Bateman"],"PresenterAffiliation":["NeoCity Academy"],"PresenterEmail":["kelli.bateman@osceolaschools.net"],"ScheduleSlotID":142,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Kelli is an Instructional Mentor and teaches Calculus Honors & AP Calculus at NeoCity Academy in Kissimmee, FL.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1100,"Class":"Conversation","Created":1666059050,"CreatorID":736,"RevisionID":null,"Status":"Accepted","Title":"Transparent & Dehydrated: Innovating with a Minimum Viable Curriculum","Handle":"transparent-dehydrated--innovating_with_a_minimum_viable_curriculum","ShortDescription":"Join the co-authors of a high-school inNOVAtion Lab for Self-Determined Learning as they open their minimum viable curriculum up for observations, questions, and, hopefully, a bit of water (insights) from the audience.","Description":"Sharing and transparency is central in this conversation.  The curriculum document for a HS inNOVAtion Lab will be a central text for study and discussion as the authors seek to offer insights and get help in revising the curriculum.  Student projects, both past and in process, will serve as mentor texts in looking at issues central to this type of open-source learning such as:   project management, assessment methods, grading, real-world connections. \r\n\r\nIntroduction to Unrulr.com,  a microdocumentation platform for assessment and community building will also be featured.\r\n\r\nA successful program of 4 years, (see pvhsnovalab.com), NOVA Lab's authors are seeking to both showcase the work and gain valuable feedback and insights from attendees.","Link":["https:\/\/pvhsnovalab.com"],"Audience":["High School"],"Practice":"We will provide a brief genesis of the class and the 1st draft of our class's curriculum a text for others to learn from.  We also recognize the document as a work in progress and seek the input of others through open dialogue and interaction with the authors (adults and students) to help improve the curriculum.  Mindmaps, sketchnotes, and diagrams will serve to make the curriculum more visible and pliable.   \r\n\r\nWe will introduce and ask you to use Perusall.com and Unrulr.com to engage in social annotation and microdocumentation (respectively) to engage with documents as well as capture learning as it occurs.\r\n\r\nCode for perusall.com class for this session is:   HEIDT-72AAM \r\n\r\nHere is a copy of the curriculum document.  (https:\/\/tinyurl.com\/57zc96tr ) Reading through it ahead of time would be helpful for the work we will do in the session.\r\n\r\nHere is a link to a \"one pager\" about the class itself: https:\/\/tinyurl.com\/43a9ebpk","Presenter":["Garreth Heidt and Students"],"PresenterAffiliation":["Perkiomen Valley High School"],"PresenterEmail":["gheidt@pvsd.org"],"ScheduleSlotID":142,"ScheduleLocationID":35,"SubmitterID":736,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1096,"Class":"Conversation","Created":1664820050,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Using inquiry-driven practices to identify the intersectionalities of Social-Emotional and Academic Development","Handle":"using_inquiry-driven_practices_to_identify_the_intersectionalities_of_social-emotional_and_academic_development","ShortDescription":"The nation\u2019s largest school system has implemented a system-wide SEL Screener, that provides powerful data to all 1,700 schools. Central to this work, schools are expected to engage in inquiry-driven routines to reflect on how their practices support the ongoing development of students\u2019 social, emotional, and academic needs.","Description":"Helping students move from being passive recipients of content to active learners is a proven way to strengthen their academic and social-emotional skills. This happens when all members of a school community engage in inquiry-driven practices that help develop shared understandings of child and adolescent development via mutually supportive practices that help students develop socially, emotionally, and academically. Weaving Social-Emotional Learning (SEL) into instruction, and coupling this learning with social justice goals of culturally responsive education supports the teaching of valued skills and mindsets, and helps them take root. \r\n\r\nNYC Public Schools has undertaken the nation\u2019s largest administration of a system-wide Social Emotional Screener. This screener provides schools, for the first time, with comprehensive data on students\u2019 SEL competencies. However, most importantly, it provides them with opportunities to reflect on the systems, structures, and practices they have to strengthen those competencies via the instructional core: curriculum, pedagogy, and assessment \r\n\r\nWhile access to academic data has long been available, data identifying students\u2019 SEL competencies is relatively new and schools are, via inquiry-based systems, engaging in learning conversations about the intersectionality of SEL and academics, and how research-based instructional strategies can strengthen those competencies. The work occurring in NYC is to deepen schools\u2019 understanding that all learning is social-emotional learning and that effective inquiry-based systems allow schools to reflect on student outcomes, classroom practices, and schoolwide systems. Thus, we aim to develop the sense of collective efficacy necessary to actualize measurable improvements in student performance, and continually enhance schools\u2019 practices.","Link":[],"Audience":["All School Levels"],"Practice":"Attendees with replicate the type of participative decision-making processes that are at the heart of the work being undertaken in New York City. The overarching theory that all learning is social emotional learning, will drive the conversations and allow participants to engage in the adaptive task of unpacking the 8 competencies measured via the SEL Screener and identify the instructional intersections that most naturally align within and across those competencies. Ultimately, participants will be provided with the opportunity to look at sample SEL Screener data and engage in an inquiry-based conversation about the types of Tier 1, Tier 2, or Tier 3 approaches that can and should be considered as a result of their data analysis.","Presenter":["Andrew Gallagher","Julie Mchedlishvili"],"PresenterAffiliation":["NYC Department of Education"],"PresenterEmail":["agallagher@schools.nyc.gov","JMchedlishvili@schools.nyc.gov"],"ScheduleSlotID":142,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"We ask that participants bring a laptop to this session.\r\n\r\nWe would very much welcome the opportunity to share (and learn from others) how inquiry-driven practices are shaping the work of using the resulting data from the nation's first (and largest) large-scale SEL screener implementations.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1122,"Class":"Conversation","Created":1667249374,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"You Could Write a Book. Sharing Your Ideals with the World.","Handle":"you_could_write_a_book._sharing_your_ideals_with_the_world.","ShortDescription":"You\u2019ve got ideas and classroom expertise. Why not share it with others? This session will help you think about publishing a book, including planning, platforms, and publishing strategies.","Description":"The focus of this conversation is both practical and philosophical. Educators invested in project-based learning often wonder how to bring these ideas to larger audiences. Writing a book is a way to do this. It\u2019s also useful for building a professional brand and establishing yourself as an expert.\r\n\r\nPart 1 of this conversation will be an overview of how books get written and published today. Both e-books and physical books have evolved in recent years and the process has gotten easier and more accessible. Authors can choose to work with a publisher, or self-publish, and we will discuss the pros and cons of these choices.\r\n\r\nPart 2 will be about the process and logistics of writing a book, including tools and platforms, understanding the editing process, layout, and more.\r\n\r\nPart 3 will offer participants a chance to share their ideas for writing a book and get feedback from the audience.","Link":["https:\/\/sylviamartinez.com"],"Audience":["All School Levels"],"Practice":"Participants will share their ideas that might make a good book. We will workshop the ideas in groups and get feedback from the audience. Is it a good idea? Can it be better?","Presenter":["Sylvia Martinez"],"PresenterAffiliation":[],"PresenterEmail":["sylvia@inventtolearn.com"],"ScheduleSlotID":142,"ScheduleLocationID":27,"SubmitterID":79,"AdditionalComments":"Hi - I'm open to massaging this - it could be a panel with educators who have written books talking about how they did it. I should have thought of this earlier with enough time to ask people. But if you think that would be a good idea, let me know.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1121,"Class":"Conversation","Created":1667240495,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Asset Mapping for Sustainable Classrooms and Side Hustles","Handle":"asset_mapping_for_sustainable_classrooms_and_side_hustles","ShortDescription":"This interactive panel presentation will demonstrate the power of Asset Mapping to incubate school projects and sustainable educator and students side hustles. It will discuss how educators and students responded to the pandemic and racial unrest by developing cause-oriented businesses\/side hustles.  The presentation will focus on an entrepreneurial mindset and leadership development program based on design Connected Learning principles and the Arts and Business Council\u2019s Creative Exchange program.","Description":"Asset mapping is a powerful tool that can be used to empower, reveal strengths and uncover solutions. Our conversation will explore the difference between deficit-based education versus asset-based education. And provide models of asset-based programs that allow students to discover cultural, social, and economic solutions that can be applied to other areas of life \u2014 specifically small businesses and side hustles.\r\n\r\nThink of it this way, a constant mantra students are fed in school is that they need an education so they can get out of the \u201chood\u201d \u2014 the very communities that nurtured them and prepared them for the world. If these students\u2019 communities are only portrayed to them in this light, then students won\u2019t be encouraged to leverage the resources and tools that already exist in their communities, because they\u2019ll be more concerned with looking elsewhere. The models and conversations will encourage us to look inwards at our communities and take advantage of the resources that we already have. By doing so, we can reach potentials that might not have otherwise been reached.\r\n\r\n The presentation will share sustainable projects that were incubated at  U School\u2019s AFNR program (Agriculture, Food & Natural Resources). This program works to provide examples to students of Green and Sustainable Careers and Side Hustles, as well as provide fresh food and products from our Community garden to support the U School Community Fridge.\r\n\r\nParticipants will learn how to  \r\nCollaborate with other creators to promote sustainable projects\r\nGain funding from institutions and community groups\r\nExplore spaces\/institutions where you can develop sustainable classroom projects \r\nLook for resources in your community","Link":["http:\/\/www.uschool.org\/","https:\/\/www.sriiiconsulting.org\/"],"Audience":["High School"],"Practice":"The Conversation will provide model asset mapping and be co-led by educators, and students.   \r\n\r\nDesign Thinking and Connected Learning Principles will be anchored throughout the conversations. \r\n\r\nParticipants will be inspired to apply asset mapping for classroom projects or sustainable side hustles.","Presenter":["Samuel A. Reed III"],"PresenterAffiliation":["U School \/ AFRN Program","SriiiConsulting"],"PresenterEmail":["sriii2000@gmail.com"],"ScheduleSlotID":143,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"Co Presenters include :\r\nAnna Herman, AFNR (Agricultural, Food, and Natural Resource) CTE Educator The U School, School District of Philadelphia  - aherman@uschool.org \r\nRaniyah Lawrence Ashford, 11th Grade -The U School, School District of Philadelphia, SriiiConsulting - FinHtern ( Financial Hustle Intern) - rlawrence-ashford24@uschool.org","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1101,"Class":"Conversation","Created":1666111875,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building meaningful partnerships and adaptive toys","Handle":"building_meaningful_partnerships_and_adaptive_toys","ShortDescription":"How a summer Design Camp that brought together members of local hospitals, private practices, artists, and universities to develop a network for children with mobility challenges can inspire real-world collaboration and professional development at your school all year round.","Description":"Hear an example of how a summer camp brought together middle school students, local universities, artists, and hospitals to design toys for children with mobility challenges. By turning a classroom into a maker space, and go-carts into adaptive joyrides, this interdisciplinary camp provided an opportunity for professional development and outreach throughout the year. The session will inspire attendees to connect with community partners and bring joy to those that participate.\r\n\r\nObjective 1: Share a framework for interdisciplinary collaboration through an example of a service-based design camp for 5th - 8th graders. \r\nObjective 2: Inspire participants towards an openness to developing ideas without a fixed outcome in mind, while creating community in the process.\r\nObjective 3: Workshop with participants to reflect on their school to find opportunities for partnerships, and begin making connections with these partners before leaving the session.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants use design thinking tools to workshop potential opportunities with their community, connect with other participants, and create an outreach plan for when they return home. A shared resource in either a Google Slide or a Padlet will be created to keep the participants connected throughout the year as we develop our ideas.","Presenter":["David Ingenthron"],"PresenterAffiliation":["Beaver Country Day School"],"PresenterEmail":["dingenthron@bcdschool.org"],"ScheduleSlotID":143,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1142,"Class":"Conversation","Created":1667352586,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Challenging Traditional School Leader Pathways and PD: Growing and Sustaining Equity-Centered Leaders","Handle":"challenging_traditional_school_leader_pathways_and_pd--growing_and_sustaining_equity-centered_leaders","ShortDescription":"In alignment with our districtwide equity framework, our vision of an equity-centered school leader is a leader who cultivates prosperity and liberation for students and staff, starting with historically marginalized populations, by increasing access and inclusion, building trusting relationships, removing barriers, and creating a shared culture of accountability. This vision reflects the transformative leadership orientation which focuses on equity, inclusion, and social justice. In this session, we will share the actualization of this vision, organized around three core drivers: increasing the accessibility of pathways to potential leaders committed to equity; sustaining aspiring and current principals with transformational coaching; professional learning that is responsive to equity considerations.","Description":"In this interactive workshop, participants will engage in exploring the characteristics of leaders, typical and unconventional, and discuss how to challenge dominant cultural norms that often define leadership, in order to increase access for those who have historically been excluded from leadership opportunities. Additionally, we will share how our transformative leadership vision and programming reflect and emphasize equity, inclusion, and social justice, focused on three core drivers: increasing the accessibility of pathways to potential equity-centered leaders; sustaining aspiring and current principals with human-centered, relational coaching; professional learning that is responsive to equity considerations. In alignment with the School District of Philadelphia districtwide equity framework, our vision of an equity-centered school leader is a leader who cultivates prosperity and liberation for students and staff, starting with historically marginalized populations. We guide and support our leaders to do this by increasing access and inclusion, building trusting relationships, removing barriers, and creating a shared culture of accountability.","Link":[],"Audience":["All School Levels"],"Practice":"In this session, we aim to engage the audience around these three programs. For each program, leads and co-leads of our office will open with an overview of our progress in this area, followed by a series of discussion questions and activities to invite the audience into the conversation and solicit ideas for deepening the scope and impact of our work. Additionally, We need to be able to evaluate the impact of all three learning pathways in terms of how they might be sustaining our leaders differently based on their identities and trajectories, and how leaders are reimagining their practices to influence more equitable outcomes for their students. We hope that the session participants will help us brainstorm creative evaluation strategies and participate in an enlightening discussion regarding what is working and alternative considerations to our process and offerings.","Presenter":["Katie Culver","Brandon Cummings","Rosie Tarnowski"],"PresenterAffiliation":["School District of Philadelphia"],"PresenterEmail":["kculver@philasd.org"],"ScheduleSlotID":143,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1127,"Class":"Conversation","Created":1667261558,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Codesign and the Liberated Spirit of Your Learning Community","Handle":"codesign_and_the_liberated_spirit_of_your_learning_community","ShortDescription":"What if the spirit and nature of a learning community was grounded in codesign, not hierarchy? When young people construct experiences through codesign, the streetscapes of learning change, leading to unanticipated relationships, social connections, emerging strengths and talents, new expertise, and self-actuated learners. We\u2019ll share codesign stories and explore codesign together.","Description":"How do adults help young people get ready to succeed in an unpredictable future? Thinking of students as the owners of schools might sound like a radical idea, but if it is, codesigning learning represents just one of the radical reinventions our schools need as we educate children who will live into the 22nd century. If educators believe in a vision that young people own their own learning, how do we begin to see them as owning the environment and settings of their schools? What if the spirit of the community was grounded in learning partnership, not hierarchy?  \r\n\r\nThe young people we have known, in many places, at every age, are incredible humans who have not yet learned what they cannot do - unless we tell them that aggressively and continually. They are the definition of potential, living a \u201cgrowth mindset\u201d without any coaching. They are creative, communicative, investigative, exploratory - unless we stop them.\r\n\r\nDespite successes we have witnessed first-hand in alternative public schools such as the Science Leadership Academy and STEAM Academy in Lexington, Ky., it seems extraordinarily difficult for comprehensive public PK-12 systems to change to practices that lead to young people being fully participatory in designing their own learning rather than existing apart from it. Yet, it can happen. \r\n\r\nWe believe codesign is a solution path to making young people partners in and architects of their own learning. Let\u2019s imagine together how codesign can change cultural, social, economic, and generational norms usually held static in a school community.","Link":["https:\/\/www.socolmoran.com\/","https:\/\/vascl.org\/","https:\/\/learningcampfire.com\/"],"Audience":["All School Levels"],"Practice":"We\u2019ll share a few codesign stories and then explore codesign together through participant-generated questions, discussion, and collaborative experience. We\u2019ll kick out a few ideas from codesigners (learners and teachers) we have worked with, facilitate group conversation, and work together to construct how time, space, pedagogies, culture, and technologies shift in a codesigning learning community. Participants will exit with codesigned learning intentions to engage young people of all ages together in codesign with the aim of amplifying learners\u2019 agency, voices, and influence in their class, school, and greater community. In light of the intensity of the last few years of disruptions to and within school communities, we will focus on rejuvenation, reimagination, and reconnection through collaborative codesign processes.","Presenter":["Pam Moran","Ira Socol"],"PresenterAffiliation":["Virginia School Consortium for Learning","SocolMoran Partners"],"PresenterEmail":["irasocol@gmail.com","pammoran@socolmoran.com"],"ScheduleSlotID":143,"ScheduleLocationID":27,"SubmitterID":79,"AdditionalComments":"We are excited about the opportunity to return onsite to participate in Educon. We've valued our experiences facilitating conversations and learning from other presenters and school staff and students at SLA going back over a decade. This session proposal will build off our work with developing and using codesign concepts in classrooms, school communities, districts, and even regional and state consortia. We anticipate publishing a new book under contract - Codesigning School - by next summer.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1108,"Class":"Conversation","Created":1666711362,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Critical creativity for global learners: Tricks and tips for creative expression in any classroom","Handle":"critical_creativity_for_global_learners--tricks_and_tips_for_creative_expression_in_any_classroom","ShortDescription":"How might we provide learners around the world opportunities to develop deeper concept understanding, dynamic communication skills, and agile problem-solving mindsets? In this interactive workshop, explore 40+ strategies for creative expression in any classroom, whether an ESL class in Egypt or a civics seminar in New England.  Collaborate with colleagues as we practice and plan for applying these methods, designed to foster equity and accessibility for all learners and educators alike.","Description":"Participants will explore game-on-get-after-it strategies designed to grow and expand creative capacity by moving through 4 creative stations, where they can learn, share, and create to jumpstart their teaching and learning.\r\n\r\nDuring this session, participants will learn:  \r\nHow to identify a variety of strategies to grow creative capacity in learners & educators across ages, contents & contexts by using three classroom-tested strategies.\r\n\r\nParticipants will be able to apply these creative strategies to designing solutions for problems of personal, local & global concern using computational thinking skills, deconstruction, & abstraction techniques.\r\n\r\nParticipants will be able to assess the growth of their own creativity capacities over the course of this interactive session by documenting initial thoughts & key findings from start to finish. \r\n\r\nPart 1: \r\nWarm-up: What IS & what is NOT creative expression? (10 minutes) Brainstorm using a pen & paper or any preferred digital brainstorming tool.\r\n\r\nPart 2: \r\nIntros: 3 speakers talk about creativity & their backgrounds (10 minutes)  Dan & Jacquie will discuss their creative journeys & how they incorporate creativity into their daily lives & how they teach creative strategies to their learners.  \r\n\r\nPart 3:\r\n Quick-fire strategies: (25 minutes)  \r\nThe facilitators will introduce high and low-tech strategies for participants to practice.  Each strategy engages visual & linguistic modalities & can be amplified through technology tools & experienced through analog creation. A slide deck will include links to all resources & provide links to digital spaces for creativity include Google Slides, Sketch.io, Padlet & Noun Project.\r\n\r\nPart 4: Sharing out & reflection & Q&A (15 minutes)\r\nOur exit ticket reflection will ask participants to choose a color from a color palette selection to represent their takeaways from this session.","Link":["https:\/\/americanenglish.state.gov\/","https:\/\/www.linkedin.com\/in\/jacquiegardy\/","https:\/\/www.linkedin.com\/in\/danryder207\/","http:\/\/danryder207.com\/"],"Audience":["All School Levels"],"Practice":"Participants will actively practice using the strategies addressed in the session on the spot and will share them socially on collaborative slide decks. The slide decks will be open for others to view and comment on during and after the session.","Presenter":["Jacqueline Gardy","Dan Ryder"],"PresenterAffiliation":["U.S. Department of State","Community Regional Charter School","Skowhegan","Maine"],"PresenterEmail":["gardyJA@state.gov","danryder207@gmail.com"],"ScheduleSlotID":143,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1125,"Class":"Conversation","Created":1667258927,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Cultivate Thinking Skills Using Contemporary Art and PZ Routines","Handle":"cultivate_thinking_skills_using_contemporary_art_and_pz_routines","ShortDescription":"By using Project Zero\u2019s Thinking Routines, teachers across all disciplines can integrate the arts into their classrooms to activate student curiosity, promote critical thinking, and develop a spirit of inquiry.","Description":"Teachers across all disciplines can spark curiosity, promote a sense of wonder, and encourage critical thinking skills using Project Zero\u2019s Thinking Routines. Pairing works of art with Thinking Routines, attendees will practice techniques which introduce and explore, summarize and synthesize ideas, and find ways to dig deeper through perspective taking. In this conversation, fellow educators will be introduced to, practice and reflect on at least three routines using a variety of engaging contemporary artworks. \r\nTeachers hosting this conversation regularly use Thinking Routines with students. Thinking Routines \"deepen thinking and help make thinking visible.\"* Routines, such as Chalk Talk, encourage silent conversation and an opportunity for even the quietest students to participate. These routines value each student's perspective using open ended prompts.\r\nFounded at Harvard School of Education by Nelson Goodman in 1967, Project Zero is a research think-tank grounded in using the arts to dive into deep inquiry. Fifty-five years after its founding, Project Zero continues to work with schools around the globe. Howard Gardner, Ron Richart, and Shari Tishman are some of the principal researchers.\r\n*pz.harvard.edu","Link":[],"Audience":["All School Levels"],"Practice":"From the start, artwork will be projected on the screen. Attendees will be invited to look and notice details as we use the routine, \"What Makes You Say That?\".Right from the start, the group will use this routine, as well as other thinking routines.  Folks are encouraged to ask questions and reflect on the activities. Attendees will use as many routines as time allows. Participants will be able to look at the source of this routine and others using a QR code posted. The resource containing Thinking Routines will also contain a digital portfolio of contemporary artwork and biographical information of the artists.","Presenter":["Marita Fitzpatrick","Karen Rufino"],"PresenterAffiliation":["Philadelphia School District"],"PresenterEmail":["mfitzpatrick@philasd.org","krufino@philasd.org"],"ScheduleSlotID":143,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"Marita Fitzpatrick teaches art at Bodine High School for International Affairs in Philadelphia. Teaching for over 22 years, she was the 2022 Art Teacher of the Year for the Philadelphia School District, 2021 PAEA Outstanding Secondary Art Educator of the Year, and received the 2019 Lindback Award.\r\n\r\nKaren Rufino teaches art at William Rowen Elementary School in the West Oak Lane neighborhood. This is her 13th year teaching in public schools in Philadelphia. She has attended numerous Project Zero Workshops and is passionate about their impact on her teaching and students. She was awarded 2010-11 Pan American Academy Charter School Teacher of the Year.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1123,"Class":"Conversation","Created":1667250770,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Let's Talk School Board - Crowdsourcing Examples of How To Do It Right (and a few examples of where it has been done wrong)","Handle":"let-s_talk_school_board_-_crowdsourcing_examples_of_how_to_do_it_right-and_a_few_examples_of_where_it_has_been_done_wrong","ShortDescription":"As the work of EduCon community has wide-spread ripple, let's create a resource focused on what School Boards can do to help, and how they fit into the bigger picture.","Description":"I was recently appointed as a School Board Commissioner for Baltimore City Public Schools. As one who has been to EduCon over the years, I know the wealth of knowledge and insight here and think a collaborative conversation that is focused on building examples of school boards members doing it right, and a few lessons to learn from it being done wrong (if you all want to go there), could become a powerful Orientation Handbook for new School Board Members. I am looking to build a resource to help me and others who are interested, take the values of EduCon into my service.","Link":[],"Audience":["All School Levels"],"Practice":"We will be actively creating an outline and content for a School Board Member Handbook, EduCon-style. Included will be a database of current or prior school board members who subscribe to the values and work of EduCon, policies and approaches that they have championed, and how any school board member could find their way in supporting positive innovation in their school district.","Presenter":["Andrew Coy"],"PresenterAffiliation":["Digital Harbor Foundation"],"PresenterEmail":["andrew@digitalharbor.org"],"ScheduleSlotID":143,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Disclosure: My presentation and conversation is in my personal capacity and will not attempt to present or represent the Baltimore City Public School System.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1133,"Class":"Conversation","Created":1667325872,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Shifting to More Equitable Grading through Rubrics, Conferences, and Narratives","Handle":"shifting_to_more_equitable_grading_through_rubrics-conferences-and_narratives","ShortDescription":"How do we assess students on what they know and can do instead of how they behave? This is the question we\u2019ve been working through at Science Leadership Academy Middle School and are at the core of our new conference structure. We\u2019ll discuss changes big and small that can center student knowledge in grading.","Description":"As part of a multi-year process, inspired by Joe Feldman\u2019s \u201cGrading for Equity,\u201d Science Leadership Academy Middle School has been re-working and re-aligning how we assess students and communicate their progress. This year, we\u2019re piloting a new report card conference structure. Rather than meeting with families when report cards come out, we\u2019re meeting with students and families at the midway point of the quarter, with a graded rubric and project from each of their classes. Using these as the crux of the conversation, we\u2019re working as a team of advisory-student-family member to understand how learning at project-based SLA-MS works. These conversations are built around the questions: what do students need to keep doing, start doing, stop doing, and where they need help?\r\n\r\nThis process has pushed staff to question their own practices more deeply. What makes a good rubric? How do I write feedback that\u2019s helpful for students to revise specific work? How do I communicate with students and families to help students revise their school practices moving forward? This is work we\u2019re very much in the middle of and are eager to share what we\u2019ve tried, what\u2019s worked, what hasn\u2019t, and get others\u2019 opinions as we seek to better live our core values of inquiry, research, collaboration, presentation, and reflection.","Link":[],"Audience":["Middle School","All School Levels"],"Practice":"This session will include a series of discussion prompts for attendees to think together about their specific practice and the overarching school practices where they work. We will co-construct notes documents with takeaways for attendees.","Presenter":["Hilary Hamilton","Sarah Bower-Grieco","Timothy Boyle"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["hhamilton@philasd.org","smbowergrieco@philasd.org","tmboyle@philasd.org"],"ScheduleSlotID":143,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1152,"Class":"Conversation","Created":1667767935,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Attention Economy and Our Collective Responsibility","Handle":"the_attention_economy_and_our_collective_responsibility","ShortDescription":"Today, our devices are set to notify us about everything from a \"Like\" on Instagram to breaking news about the world. \r\n\r\nAttention has become a commodity, and schools are struggling to help students deal. Join a conversation around how we can help students learn in the Attention Economy.","Description":"Our phones, our laptops, our watches have become more and more sophisticated about how they demand our attention, and many adults (myself included) struggle to manage how we allocate our focus. For students, this problem is often even more acute.\r\n\r\nAs a result, the 2022-23 school year has seen a return of the \"Cell Phone Ban\" wars as schools struggle to help kids regain their in-class focus, post-Zoom school. Districts are buying Yondr pouches, students are posting TikTok videos on how to subvert cell phone bans, and teachers and administrators are often caught in the middle.\r\n\r\nBut - what if we considered that learning how to manage our attention was a fundamental part of being a fully engaged citizen of our world?\r\n\r\nCan we develop ways to teach kids to value their attention? Can schools be the place where students learn to understand the attention economy and to understand their role with in it?\r\n\r\nLet's spend 90 minutes thinking about how we could teach our way through the Attention Economy.","Link":["http:\/\/practicaltheory.org"],"Audience":["High School","Middle School"],"Practice":"5 minutes: Preparing yourself -- how many 'pings' do you get in an hour? \r\n\r\n15 minutes: Defining the problem. What is the attention economy? How do we help students understand the commodification of their own attention?\r\n\r\n20 minutes: Collaborative Goal Setting - What would be your desired outcomes for a unit on the attention economy? What would you like student to know more about? Be able to do? Understand?\r\n\r\n20 minutes: Collaborative Unit Planning - how might you structure a unit to achieve those goals? What would the activities be? What could a culminating project look like?\r\n\r\n15 minutes: Share out.\r\n\r\n15 minutes: Check your \"ping\" count. Discussion - what does this make you consider? What reflections does this cause you to make about you? Your students? How we all manage the attention economy?","Presenter":["Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":143,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1136,"Class":"Conversation","Created":1667336710,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Thinking, inside-out: creativity in learning and life","Handle":"thinking-inside-out--creativity_in_learning_and_life","ShortDescription":"Just about everyone agrees that creativity is important in both school and life. This conversation is about where creativity comes from, how it relates to both inspiration and critical thinking, and how we can cultivate it in our learning spaces.","Description":"Creativity is as complex as it is important. It requires imagination and inspiration but demands that they be called into some kind of action. It applies to situations where we need to understand problems, but also to our need to express an idea or a feeling. It asks us to break through constraints and limitations, yet the creative process often feeds on constraints. It is cognitive, linguistic, and emotional. It is punctuated by epiphanies, yet these breakthrough moments rest on a lifetime of experiences, thoughts and feelings. It can be both deeply personal and highly social. In schools, we mostly treat it as a step in the problem solving process: let's brainstorm!\r\n\r\nIn this conversation, participants will experience and reflect on different facets of the creative process with the goal of unpacking one big question: how do we cultivate creativity in our learning spaces? We will tackle questions such as: \r\n\r\n* Where does inspiration come from? How do we imagine? \r\n* How do we act on our imagination?\r\n* How do we get out of our own heads? How do we make peace with doubts and fears?\r\n* What do we need from each other to be, and feel, creative?\r\n\r\nThroughout, we will draw on the work of researchers, artists, and designers but keep the focus on our own experience and the learning environments in which we operate.","Link":["http:\/\/www.workshopschool.org"],"Audience":["All School Levels"],"Practice":"Parts of this conversation will feel like a seminar. I want to hear about what participants associate with creativity - what it means to them, how it has showed up in their lives, and what they think contributed to their own creative experiences. We'll use some structured prompts but will also allow for facilitated conversation.\r\n\r\nI'll share a diverse set of examples of creative process, and as a group we will unpack the stories behind them. The goal is not to define the \"recipe\" for being creative, but rather to tease out what makes creativity possible, and then reflect on how schools and classrooms can work more intentionally toward cultivating it. \r\n\r\nBecause these sessions are short, the conversation will not include as much hands-on work as I might ideally like. But I will intersperse our discussion with brief prompts and activities designed to reframe participants' understanding of the creative process and what inspires it.","Presenter":["Matthew Riggan"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":143,"ScheduleLocationID":29,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1146,"Class":"Conversation","Created":1667358586,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Using Community Based Partnerships to Foster Authentic Learning Experiences","Handle":"using_community_based_partnerships_to_foster_authentic_learning_experiences","ShortDescription":"Coming out of a turbulent and traumatic school year, schools around the country were looking for ways to re-engage and reanimate students in the process of learning. In order to do this, South Bronx Community Charter High School formed authentic, community-based partnerships with local cultural institutions.","Description":"The 2020 School Year was rough for all schools across America, but particularly for schools serving working class Black\/Latinx populations like our own due to students' lack of internet resources, home space, and family responsibility support. While we did our best to engage students, we did see a large number of student disengagement when remote. That is why during the summer of 2021, as schools were opening back up to in-person learning, we spent a lot of time brainstorming how we could reignite student engagement at the beginning of the year. Using design thinking processes, we eventually came up with the idea of using the first two months of the school year to engage in real-world project-based partnerships with NYC Cultural Institutions. We reached out to multiple institutions, but ultimately it was MCNY, The Bronx Zoo, the Schomburg Center, and the arts organization Thrive that agreed to develop a unique curriculum for our students.\r\n\r\nThe reason we reached out to MCNY in the first place was because one of our teachers had seen the Activist New York exhibit and thought that it was very aligned with our school mission of creating social justice leaders within our community. We were curious to see what working with a cultural institution could look like beyond a 1 day tour of an exhibit towards a more authentic engagement with the pieces and the history. The building of the curriculum was a true collaboration between the museum educators and our staff which resulted in answering the question, how can we get young people to express to their peers why this history still matters.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This session will be a panel discussion. In this panel, participants will hear from a variety of stakeholders-- the Director of Education at the Museum of the City of New York, a humanities educator, and a 10th grade student-- about their experience engaging in authentic project based learning.\r\n\r\nAttendees will see the power of authentic project based learning experiences in the eyes of students, staff and community partners.\r\n\r\nAttendees will understand how to form community-based partnerships that empower students.\r\n\r\nAttendees will hear about how to create empowering learning experience for young people from multiple perspectives.","Presenter":["Robert Gulya","Yohenni Evangelista","Angela Aponte","Maeve Montalvo"],"PresenterAffiliation":["South Bronx Community Charter High School and The Museum of the City of New York"],"PresenterEmail":["john.clemente@southbronxcommunity.org","robert.gulya@southbronxcommunity.org"],"ScheduleSlotID":143,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1114,"Class":"Conversation","Created":1667150516,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What in the World is Web3?","Handle":"what_in_the_world_is_web3","ShortDescription":"In this session, participants will get an overview of what is meant by the term \"web3\" and learn how schools and educators can begin to think about what it means to incorporate aspects of web3 and the next wave of technology innovations in their classroom and beyond.","Description":"If you have ever been curious about what an NFT is and why understanding this technology matters as an educator or if you have concerns about new blockchain technologies, bring them to this session.\r\n\r\nWeb3 is a new frontier.  Over a decade ago, Web 2.0 brought us a new way of thinking about how we use technology in the classroom. Similarly, web3's new token-based technology and ecosystem is growing fast and as educators there are opportunities in this technology as there were a decade ago with Web 2.0. It is important that we get out in front and understand its implications as many of our students are already in this space. This session is an opportunity to learn more about web3 technologies and start the process of imagining what impact they will have on education over the next decade and how we can play a part in that impact.","Link":["http:\/\/mbteach.com"],"Audience":["High School","Middle School"],"Practice":"After a brief intro to the term \"web3\" and its connotations, participants will get to dabble in AI generated art, explore NFT art galleries, and explore how blockchain technology applies to ownership and proof skill and knowledge acquisition.\r\n\r\nParticipants will have an opportunity to discuss what they know and what they want to know as well as concerns they have about the technology in the context of looking ahead to what this technology could look like over the next decade.\r\n\r\nParticipants will also be given the opportunity to set up their own digital wallet if they choose and receive a POAP (Proof of Attendance Protocol) NFT at the end of the session.","Presenter":["Mary Beth Hertz"],"PresenterAffiliation":["Science Leadership Academy at Beeber"],"PresenterEmail":["mhertz@slabeeber.org"],"ScheduleSlotID":143,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1120,"Class":"Conversation","Created":1667239708,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Design Thinking Beyond the Classroom","Handle":"design_thinking_beyond_the_classroom","ShortDescription":"Participants will consider how to use the design thinking model on a school wide level. Learn from our experiences as administrators from redesigning Back to School Night to reframing student support. Participants will explore how this model can center empathy, purpose, and a prototyping mindset to improve your school.","Description":"Starting with a short presentation on the design thinking model and how the presenters have used it to lead and redesign experiences at their own school, participants will have the chance to work with breakout groups to consider how design thinking can help them with their own challenges. Seeking empathy helps you understand experiences and challenges through a different lens. A prototyping mindset allows you to work and fail fast, while gaining critical feedback to improve an overall experience. Our experience has also helped us recognize the importance of setting a purpose for everything from large projects to the smallest team meetings. Participants should walk away with quick tips, useful strategies, and the motivation to work through school wide challenges with a new set of tools.","Link":[],"Audience":["All School Levels"],"Practice":"A short presentation will precede a mini-design thinking session and then small breakout groups. In the design thinking session, the group will choose one challenge and tackle it together to practice the steps of the process. Breakout groups will give participants the chance to think through the steps they can take to rethink their own challenge. With the support of group leaders and other participants, everyone should walk away with a plan to use empathy and prototyping to find a solution to one of their own challenges.","Presenter":["Chris Loeffler","Julie Rodowsky"],"PresenterAffiliation":["Wilmington Friends School"],"PresenterEmail":["cloeffler@wilmingtonfriends.org","jrodowsky@wilmingtonfriends.org"],"ScheduleSlotID":144,"ScheduleLocationID":29,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1148,"Class":"Conversation","Created":1667393862,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Designing and Refining a Makerspace\/Innovation Lab at the Middle Level","Handle":"designing_and_refining_a_makerspace-innovation_lab_at_the_middle_level","ShortDescription":"Are you interested in building a learning community where everyone is a teacher, students learn how to fail forward, and creativity is celebrated? Our middle school is in year two of operating  six different Innovation Labs that 6th graders visit daily. Come reflect on our journey to challenge and plan your own.","Description":"In our middle school, each sixth grader has a dedicated daily period of Innovation. Students spend six weeks in each lab: Coding and Robotics, Clean Tech, Humanities, Wellness, Makerspace, and Simulations. We would like to share how we got to this point, our ever evolving goals, how we used the ISTE Standards to guide us, connections across curricular areas, assessment practices, interdisciplinary collaboration, ongoing feedback, the development of guiding axioms and our ongoing evolution. We have used two different models to provide access to our 7th and 8th graders. \r\nWe will also engage the group in a short immersive hands on experience where facilitators will challenge participants following the model of the Innovation Axioms. \r\nAfter the immersive experiences, we will have an interactive discussion about the activity. that will be followed by an Open Space activity where participants can self-select into discussions around the following areas: \r\nGroup 1- My class\/school does not yet have a Makerspace\/Innovation experience but we are interested in designing one.\r\nGroup 2- My class\/school has a fledgling Makerspace\/Innovation experience and I would like to review our progress and plans.\r\nGroup 3- My class\/school has a Makerspace\/Innovation Program and I would like to review our learnings and future thinking around it \r\nGroup 4- I have additional questions for the presenter.\r\nThe conversation will close with a brief 3-4 question survey on the Padlet.","Link":["https:\/\/sites.google.com\/nccsk12.org\/smsinovspaces\/home?authuser=0"],"Audience":["Middle School"],"Practice":"Participants will access a Padlet using a QR code that will include all slides, resources and organizational tools for participants to engage in the Open Space portion of the conversation. This provides participants with a single point of digital access to the content, resources and their own reflective thinking.","Presenter":["Thea MacFawn","Catara Vinson-Westbrook","Mark Kaercher"],"PresenterAffiliation":["North Colonie Central Schools"],"PresenterEmail":["Thea.MacFawn@nccsk12.org"],"ScheduleSlotID":144,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1103,"Class":"Conversation","Created":1666183489,"CreatorID":736,"RevisionID":null,"Status":"Accepted","Title":"Gradelessness & Microdocumentation of Learning: Assessment through Learning Journeys","Handle":"gradelessness-microdocumentation_of_learning--assessment_through_learning_journeys","ShortDescription":"Teacher and Students from a gradeless class discuss different ways they assess learning and how students are guided to take charge of and tell the stories of their learning journeys.","Description":"Join a teacher with over 15 years experience (not all of it good...but better than grades) in a gradeless classroom as he and his students discuss the impacts of a gradeless classroom on their learning.\r\n\r\nWe will also have a math teacher from our high school who has created a grade-less method for assessment present to discuss her methods, successes, and opportunities.\r\n\r\nLearn how certain techniques and applications make the gradeless process a truer and more authentic assessment of student learning.\r\n\r\nConferencing, Student Narratives, Digital-Portfolios, Microducumentation  and Macrodocumentation of learning are the key methods of focus.  However, the impact of this session will be found when those with experience in Specs grading, Labor-based Grading, or in using grading contracts join us to add your knowledge and experience to the discussion.\r\n\r\nPlease see this slidedeck for other important links and research.  https:\/\/tinyurl.com\/5968r6sd","Link":["https:\/\/www.onlyconnects.wordpress.com","https:\/\/tinyurl.com\/5968r6sd","https:\/\/unrulr.com","https:\/\/spikeview.com"],"Audience":["High School","Middle School"],"Practice":"Student testimonials and teacher reflections form the basis for the background.  Current students will discuss their experiences.    \r\n\r\nDocuments, testimonials, and digital media will help develop background for teachers new to gradeless practices.","Presenter":["Garreth Heidt & Students"],"PresenterAffiliation":["Perkiomen Valley High School"],"PresenterEmail":["gheidt@pvsd.org"],"ScheduleSlotID":144,"ScheduleLocationID":30,"SubmitterID":736,"AdditionalComments":"This is one of two conversations I've proposed.  If they could be on the same day, that'd be great.  If not, I can swing that, too.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1107,"Class":"Conversation","Created":1666637387,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Making Meaningful Work or Making Work Meaningful?","Handle":"making_meaningful_work_or_making_work_meaningful","ShortDescription":"Join me in discussing the question that serves as the title to this workshop. Is one more important than the other? Can a classroom be a place where there is both meaningful work being produced  and how can writing act as a cathartic outlet for social emotional rigor? How can our classes offer a chance to bring students' most authentic selves into the classroom?","Description":"As an English teacher at a Project-based school, content classes can often feel  like the \"ugly step child.\" Yet, as a high school English teacher for the last thirteen years, I have strived to make English class a time of day that debunks those stereotypes. In my opinion, a teacher who makes meaningful units allows for students to produce meaningful work..and not all work is tangible. How do you make work meaningful? How can your class  offer a cathartic outlet for social emotional rigor?  I will share an example of a content-based project that I have created for my seniors around the idea of food and family that ultimately will result in a collection of stories as well as a cookbook.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School"],"Practice":"I'll share some of the meaningful work that we produced in English class.\r\n\r\nWe'll practice some writing prompts that act as a cathartic outlet. \r\n\r\nBuild an idea guide together.","Presenter":["Willa Deitch"],"PresenterAffiliation":[],"PresenterEmail":["willa.deitch@workshopschool.org"],"ScheduleSlotID":144,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1158,"Class":"Conversation","Created":1668139103,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Perhaps We\u2019re Past EdTech","Handle":"perhaps_we-re_past_edtech","ShortDescription":"EdTech has had its moment. Perhaps it\u2019s over. Come let\u2019s talk about what\u2019s next and what never worked out.","Description":"While it\u2019s good to look to what\u2019s next, EdTech has been promising an almost here future for a good 100 years or so. In this conversation, we will unpack some broken promises and redirect our efforts towards doing better today rather than waiting for tomorrow.","Link":["http:\/\/budtheteacher.com\/killingedtech"],"Audience":["All School Levels"],"Practice":"After a brief introduction of some historical trends and patterns of \u201cjust around the corner\u201d proclamations, we will open the floor to those who wish to interrogate the practices of \u201cinnovation,\u201d leaning in to attention around how we can build the learning environments of good habits and practices right now, rather than looking ahead to what might be if only. \r\n\r\nParticipants will share their \u201cif only\u201d moments and their \u201clet\u2019s do this now\u201d ideas as we unpack the promises of a future that never quite was.","Presenter":["Bud Hunt"],"PresenterAffiliation":["Poudre School District"],"PresenterEmail":["budtheteacher@gmail.com"],"ScheduleSlotID":144,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1147,"Class":"Conversation","Created":1667359301,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Preparing Students For Meaningful Work: Moving Beyond College Readiness","Handle":"preparing_students_for_meaningful_work--moving_beyond_college_readiness","ShortDescription":"How do you move beyond a narrow focus on college to preparing students for meaningful work?  At South Bronx Community a 60-hour internship is a graduation requirement. Learn how to weave career skills across student experiences from the classroom, to the internship, to the student capstone experience.","Description":"Participants will discuss how to move beyond a narrow focus on college towards a more expansive definition of life readiness and preparing students for meaningful work.  They will explore best practices at the school and classroom level with an opportunity for differentiated discussion based on role (principal, guidance counselor, career coordinator, teacher, etc.) Some of the areas explored will include defining competencies, setting a standard for work-based learning\/internships, and incorporating career readiness into curriculum.   \r\n\r\nAt SBC, all student apply to college as an option, but they also must complete a 60 hour internship that is aligned to the school's competency-based system in order to graduate.  A number of students also complete more in depth apprenticeships where they are working half of the time and in school half of the time.  Students begin career exploration early as a foundational project in their advisor space in 9th grade, and have authentic opportunities to build career skills over their four years (mock group interviews, career networking events, etc).  Students also present on their career plan each year as an element of their culminating gateway project, highlighting skills they are working on.  These same skills are a part of our competency framework which students receive feedback on across classroom spaces.\r\n\r\nWhile career readiness has always been at the center of SBC's framework, this is a timely topic given the number of students opting to not enroll directly in college post-COVID.","Link":[],"Audience":["High School"],"Practice":"The presentation will be tailored to the needs\/interests in the room. There will be differentiated break-out groups for deeper discussion based on role (eg classroom vs school level) and opportunity to explore artifacts.  Participants will discuss best practices but also walk away with an action plan to implement an element of what they learned.","Presenter":["Natalie Ferrell","Asia Cruz","Angela Aponte","Isaiah Williams"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["natalie.ferrell@southbronxcommunity.org"],"ScheduleSlotID":144,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1126,"Class":"Conversation","Created":1667259119,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reclaiming Our Why","Handle":"reclaiming_our_why","ShortDescription":"Participants, after discussing the importance of staying connected to our purpose for remaining in the profession, will reflect on (and maybe rediscover) their why. We\u2019ll culminate with the opportunity to create a short video exclaiming our \u201cWHY\u201d.","Description":"We chose to become educators because we are (were) passionate about [we each fill in the blank differently here]. Our time in (and out) of schools and collaborating with students and colleagues these past few years may have brought challenges that call this passion into question or buoy us with optimism for our students, their successes, and the future. For years, conversations about teachers staying or leaving the classroom have returned to a clear commonality amongst those who have stayed in teaching, or education more broadly: we are motivated by a strong sense of purpose (Nieto, 2003; 2015). Choi (2022), in his text Sparks into Fire: Revitalizing Teacher Practice through Collective Learning states\r\n\r\n\u201cSpending time to clarify and reconnect with our purpose as teachers and educational leaders seems like a luxury that there just isn\u2019t time for. And yet, if we don\u2019t attend to our purpose and continue to cultivate it, we may lose our passion for the work; we burn out\u201d (p.4).\r\n\r\n\u201cThrough the sharing of our stories, we are reminded about our purpose and what matters to us at a fundamental level. . . Stories of purpose give us . . . \u2018courage to act\u2019\u201d (p. 5). \r\n\r\nIn this session, we will engage in conversations about our purposes, perhaps even rekindling our respective purposes, through structured reflection, relevant discussion and writing prompts, and time to share. Participants will have the opportunity to record a short video (e.g. through flipgrid or on their devices) to document their purpose right now.","Link":[],"Audience":["All School Levels"],"Practice":"Using a combination of structured conversational protocols and discussion and writing prompts, participants will engage in conversations about our purpose for teaching or being in education. Participants will have the opportunity to record a short video (e.g. through flipgrid or on their devices) to document their purpose right now.","Presenter":["Walter Brown","Kate Spence"],"PresenterAffiliation":["Walter- Hudson High School of Learning Technologies (NYC Public School)","Kate Spence - Fairleigh Dickinson University"],"PresenterEmail":["wbrown@hudsonhs.nyc","kspence@fdu.edu"],"ScheduleSlotID":144,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1154,"Class":"Conversation","Created":1667840266,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Using Radical Roots to Create Deeper Learning Experiences","Handle":"tbd-something_about_pbl-pedagogy-inquiry","ShortDescription":"Join SLA teachers and students for an interactive workshop about the design of deeper school learning experiences. Collectively we will (re)read work from both widely known and frequently overlooked progressive and radical educators. Participants will then develop and share creative responses as we develop ideas about enacting a vision of deeper, democratic learning in the everyday reality of classrooms.","Description":"Join SLA teachers and students for an interactive workshop about the design of deeper school learning experiences. Collectively we will (re)read work from both widely known and frequently overlooked progressive and radical educators. Participants will then develop and share creative responses as we develop ideas about enacting a vision of deeper, democratic learning in the everyday reality of classrooms.","Link":["https:\/\/mrjblock.com"],"Audience":["High School","Middle School"],"Practice":"Workshop \/ Conversation","Presenter":["Joshua Block & Alexis Clancy"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jblock@scienceleadership.org","aclancy@scienceleadership.org"],"ScheduleSlotID":144,"ScheduleLocationID":27,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1159,"Class":"Conversation","Created":1670449741,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Visible Thinking: Note-Making Skills Across Disciplines","Handle":"visible_thinking--note-making_skills_across_disciplines","ShortDescription":"In this session, participants will engage with visible thinking strategies and note-making applications that support deeper learning and understandings across all disciplines.","Description":"Thinking happens mostly in our heads, invisible to others and even to ourselves. Research shows the effectiveness of making thinking visible: directing, improving, and documenting thoughts for reflection, collaboration, and application. In this session, participants will engage with visible thinking strategies and note-making applications that support deeper learning and understandings across all disciplines.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants will work with facilitators to experiment with visible thinking strategies.","Presenter":["Amal Giknis","Brad Latimer"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["agiknis@scienceleadership.org","blatimer@scienceleadership.org"],"ScheduleSlotID":144,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1119,"Class":"Conversation","Created":1667237735,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What's the deal with failure?  (Spoiler alert: this is not a session about grading)","Handle":"what-s_the_deal_with_failure--spoiler_alert--this_is_not_a_session_about_grading","ShortDescription":"We all fail. We all know it. But we are so afraid to talk about it. In this discussion we will talk about it...and see it as a superpower.","Description":"This conversation developed out of a collaboration between two friends\/colleagues who, for separate but similar reasons, found themselves wrestling with failure in their personal and professional lives. As educators, they did the only thing they could...they avoided it. That is, they avoided it until one day they were talking about how horrible life was, and they decided to start a podcast, Toasted, with the goal of opening a dialogue about how to see failure as a powerful learning tool. More importantly, they wanted people to know that there is supportive community out there for people who are wrestling with failure, which sometimes is all we need in order to rise through the challenges in our lives.","Link":["http:\/\/www.toastedpodcast.com"],"Audience":["All School Levels"],"Practice":"We will do a brief (10 minute) introductory talk and then spend the remaining time discussing failure and how to reframe our understanding of failure.","Presenter":["Dr. Margie Wright","Nicholas Fargnoli"],"PresenterAffiliation":["Toasted: a podcast about seeing failure as a superpower"],"PresenterEmail":["toastedthepodcast@gmail.com","nfargnoli@gmail.com","margiewrightca@gmail.com"],"ScheduleSlotID":144,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1099,"Class":"Conversation","Created":1665691980,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Wonder, Curiosity, Expeditions and Journeys","Handle":"wonder-curiosity-expeditions_and_journeys","ShortDescription":"Join a provocative conversation about the role that wonder, curiosity and imagination plays in the design of a new learning journey for students.  We\u2019ll focus on understanding that journey, how it can emerge and be sustained, and how professional educators must challenge themselves to invent and lead a new experience worthy of serving our students' future.","Description":"In the spirit of rejuvenation, there is an opportunity to reshape our practice as educators by rekindling the beliefs and actions that contribute to the design of an education that matters.  Moving beyond the expected and mundane, and past different and better, reimagining education means developing a new path and a new journey - one that leads to a remarkable future for learners.  This path, fundamentally grounded by the childlike learning behaviors of wonder and curiosity, requires that educators recapture the imagination required to think and act in completely new ways.  This conversation focuses on understanding that journey, how it can emerge and be sustained, and how professional educators must challenge themselves to invent and lead a new experience worthy of serving our students' future.","Link":["http:\/\/davidjakesdesigns.com"],"Audience":["All School Levels"],"Practice":"The session will begin with a short 5 minute presentation on the Shackleton Expedition to frame the concept of an expedition and journey where the destination is somewhat known but that the outcome is defiantly not known.  The conversation then initiates with a series of provocations associated with identifying key elements of a journey, the role that wonder and curiosity play in establishing a canvas for learning, with the upshot and final synthesis of the conversation being focused on the need to think big and with renewed vigor about the potential of the educational opportunity that schools offer.  I see too much of traditional, too much stagnant practice and too much acceptance of a pathway that leads to an unremarkable destination.  This session is about provocation, getting people to think bigger and in different directions and dimensions, while respectfully challenging them to reflect on their own practice and what the ideas discussed in the session mean to them.","Presenter":["David Jakes"],"PresenterAffiliation":["David Jakes Designs LLC"],"PresenterEmail":["david@davidjakesdesigns.com"],"ScheduleSlotID":144,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":"Glad to see Educon back!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1144,"Class":"Conversation","Created":1667357626,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Community Representation Matters: Centering Students Through Centering Their Community in Staffing","Handle":"community_representation_matters--centering_students_through_centering_their_community_in_staffing","ShortDescription":"An SBC leader, staff member and student will engage the audience in reflecting if the children they serve see themselves in their staff members, what are the benefits of community representation in staff hiring, and discuss what hiring practices can be implemented in order to create a school community reflective of the broader community.","Description":"A Washington Post analysis of school district data from 46 states and Washington DC finds that only 7% of Black students are enrolled in a district where the share of Black teachers matches or exceeds that for students. For Latinx students, it is 0.1%. In stark comparison, 99.7% of white students attended a district where the faculty is as white as the student body. We need a national movement aimed at ensuring that every school is composed of a team of adults that is reflective of the community it serves. \r\n\r\nIn response to this disparity, the leadership of South Bronx Community Charter School designed the Community Beacons Program - a strategy for schools to make bold strides towards a workforce reflective of the populations they serve. SBC has found that early career professionals from the community are ideally suited to take on new roles in education that support the mental health and social-emotional development of young people. Therefore, the school has pioneered a model for staffing that addresses both of these urgent needs and can be replicated in other communities nationally. \r\n\r\nDuring the session, an SBC leader, staff member and student will engage the audience in reflecting if the children they serve see themselves in their staff members, what are the benefits of community representation in staff hiring, and discuss what hiring practices can be implemented in order to create a school community reflective of the broader community.\r\n\r\nThe student facilitator will give voice to the impact having multiple staff members from their community has had on their sense of belonging and motivation. We believe that centering the community is centering our students. Through our model of having community members serve as staff members, specifically in our Youth Development department we have seen the following impact: \r\n91% of students feel safe in the hallways, bathrooms, locker rooms, and cafeteria \r\n96% of students say that students rarely or never harass, bully, or intimidate each other because of their race, religion, ethnicity, national origin, citizenship\/immigration status, gender, gender identity, gender expression, or sexual orientation at SBC.\r\nSBC\u2019s student attendance rates are consistently 5% above NYC\u2019s average high school \r\nOver 90% of the student body report that all staff care about their learning and success. \r\n100% of students apply to college and complete an internship.\r\n\r\nBy the end of the interactive discussion, participants will\u2026\r\nReflect on how much their current staff reflects the community they serve\r\nEvaluate what current hiring practices are creating the current makeup of their staff\r\nDevelop at least one change in hiring practices that will allow for more staff that is reflective of the community the school serves","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Community Representation Matters: Centering Students Through Centering Their Community in Staffing\r\n\r\nOutline:\r\n\r\n10 mins\r\nToday\u2019s Topic: Why Representation in Staffing Matters\r\nVideo: 'Black Panther' premiere in Oakland delights, inspires fans\r\n\r\nPair and Share: What is a moment where you saw an aspect of your identity whether it was your race, ethnicity, gender, hometown, etc. represented either on screen or in person that had an effect on you. What was that effect?\r\n\r\n10 mins\r\nThe WHY\r\nOpen Dialogue: Based on what you shared, why does representation matter?\r\nHow does representation connect to our goals of student-centered classrooms?\r\n\r\n20 mins\r\nWHAT IS THE OBSTACLE\r\nPair and Share: What are the obstacles that prevent community members from being staff members at your school? Think Nationally, State-wide, City-Wide, and Locally.\r\n\r\nFor example, lack of access to educational resources or degrees to become a staff member.\r\n\r\n20 Mins\r\nWHAT ARE SOLUTIONS:\r\nPair and Share: Choosing ONE obstacle mentioned, what is a specific creative solution that could be implemented in order to have more access to community members as staff members in schools?\r\n\r\n20 mins\r\nQUESTION AND ANSWER\r\nBrief Overview of SBC\u2019s Process and Journey to implement more community representation and the impact it has had on the school\r\nThen, Open Q&A about the model\r\n\r\n10 mins\r\nREFLECT: Share what you will leave this discussion with and what actions you will take in your school community","Presenter":["John Clemente","Maria Ventura","Glenn George"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["john.clemente@southbronxcommunity.org"],"ScheduleSlotID":145,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1156,"Class":"Conversation","Created":1667937865,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"For Us, By Us: Teachers of Color Leading Black and Brown Students in PBL","Handle":"for_us-by_us--teachers_of_color_leading_black_and_brown_students_in_pbl","ShortDescription":"Too often, Inquiry-Driven and Project-Based learning are left out of conversations about what benefits students of color. These pedagogies are often sacrificed in the name of either rote skill development or the dryness that passes for \"rigor.\" We'll talk about it, and figure out how to ensure that students of color aren't locked out of progressive education.","Description":"Too often, Inquiry-Driven and Project-Based learning are left out of conversations about what benefits students of color. These pedagogies are often sacrificed in the name of either rote skill development or the dryness that passes for \"rigor.\" We'll talk about it, and figure out how to ensure that students of color aren't locked out of progressive education.","Link":[],"Audience":["High School","Middle School"],"Practice":"Large and Small Group Discussions.","Presenter":["Matthew Kay","Alexis Clancy","Roger Bracy","Rea Gade"],"PresenterAffiliation":["SLA"],"PresenterEmail":["mkay@scienceleadership.org","agade@scienceleadership.org","aclancy@scienceleadership.org","roger.bracy@gmail.com"],"ScheduleSlotID":145,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1102,"Class":"Conversation","Created":1666138943,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Foresight Thinking & Future Scenario Design for Human Beings","Handle":"foresight_thinking-future_scenario_design_for_human_beings","ShortDescription":"How might we as educators think 'like futurists and foresight strategists' so that we can best help our students purposefully respond to their unique futures?\r\n\r\nThis interactive session will use recognized foresight strategies used by professional futurists to guide research and clients. Most importantly, it will help us consider ways we might adopt foresight practices and tools to empower our students.","Description":"As a diverse tribe of progressive learner-focused educators, we are well-versed in a wide array of agile 21st Century Learning principles and methods. \r\n\r\nWe work doggedly and creatively -- in every way and setting imaginable -- to help our young people to be prepared for the 'future'. It's just in our DNA. \r\n\r\nYet, when was the last time that you were purposefully trained in the same techniques that futurists use to guide leaders and organizations across different industries or societal sectors to prepare for what lies ahead?\r\n\r\nBetter asked, could you use the same practices professional futurists and foresight strategists use to mentor your own students to make confident decisions about their future? \r\n\r\nIn this interactive conversation, we will explore and test a series of 'foresight thinking' strategies developed by leading organizations including The Institute for The Future, The Smithsonian Institute, TeachTheFuture.org, and the d.school's K-12 Lab. Our session will use these recognized foresight strategies used by these professional futurists -- who understand the mindsets of both youth and educators -- to guide research and clients. \r\n\r\nMost importantly, it will help us consider ways we might adopt foresight practices and tools to empower our students both for their immediate future and the many scenarios that may define the world they step into next. \r\n\r\nOur shared Educon experience will focus on (5) specific areas areas:\r\n\r\nPart 1: Activity -- \"Go Ahead: Predict the Future\" -- Tomorrow Morning vs Ten Years from Now.\r\n\r\nPart 2: Presentation -- Trends, Signals, Scenarios (and Urgent Futures, via Jane McGonigal's \"Imaginable\")\r\n\r\nPart 3: Activity -- Deploying gameplay and future scenario modeling via \"Your Future Thing\" and other games\/decks.\r\n\r\nPart 4: Activity -- How might we design a 'futures' classroom project or design challenge that empowers our students?\r\n\r\nPart 5: Discussion -- Big Picture Thinking: Why should we and our colleagues develop foresight techniques and future thinking skills? What happens if we don't?","Link":["https:\/\/thinklearningstudio.org\/"],"Audience":["High School","All School Levels"],"Practice":"The session will be balanced in the following ways:\r\n\r\n* 40% - series of 'small group' micro activities \r\n* 40% - 'small group' \/ 'full room' conversations and final 'full room' 'how might we...' reflections\r\n* 20% - presenter talk (simply to introduce context and terms)","Presenter":["Christian Long"],"PresenterAffiliation":[],"PresenterEmail":["clong@thinkglobalschool.com"],"ScheduleSlotID":145,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1134,"Class":"Conversation","Created":1667332737,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Meaningful Making With Middle Schoolers","Handle":"meaningful_making_with_middle_schoolers","ShortDescription":"How can we create a multi-year, hands-on program to engage and educate middle school makers?  What best practices in STEM, STEAM, Makerspaces, Engineering, and more can be used to create an engaging and educational experience for our students?  What outcomes do we value when creating these programs?","Description":"Making in middle schools can be both exhilarating and frustrating in equal measure.  Planning hands-on projects for our students is a lot of fun, and also a lot of work.  From the initial planning to creating materials and activities, scaffolding lessons, managing projects, and designing assessments, a lot of work goes into a successful project.  Join a middle school Pre-Engineering teacher and Makerspace teacher for a discussion around best practices, planning, management, and projects for a broad spectrum of maker programs.  We\u2019ll dive into conversations around topics such as structuring a multi-year program, developing project ideas, managing creative spaces, and creating capstone projects.  Come prepared to share your experiences, both what has worked and what hasn\u2019t, as well as future goals and \u2018pie in the sky\u2019 ideas.  Don\u2019t have a standalone maker class?  No problem!  We\u2019ll also discuss ways to integrate these types of projects into more traditional classrooms.","Link":[],"Audience":["Middle School"],"Practice":"Presenters will facilitate conversation both within the whole group and in smaller breakout groups.  Ideas and suggestions will be compiled in a shared Google Doc.","Presenter":["Meredith Martin & Michael Franklin"],"PresenterAffiliation":["SLA Middle School"],"PresenterEmail":["mbmartin@philasd.org","msfranklin@philasd.org"],"ScheduleSlotID":145,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1157,"Class":"Conversation","Created":1668048075,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"New ways to assess learning in an engineering classroom","Handle":"new_ways_to_assess_learning_in_an_engineering_classroom","ShortDescription":"Join us in the SLA Shop to discuss new ways of assessing what students learn and of encouraging academic growth. New approaches like having students make their own midterms have provided opportunities for deeper learning across the spectrum of students we serve. These approaches when coupled with engineering projects rich in making allow students to internalize concepts and skills. We will look at how non-linear grading methods have helped challenge a broader set of students in the SLA engineering program. Come prepared to share your own experiences in encouraging every student in your program to stay engaged and succeed.","Description":"Join us in the SLA Shop to discuss new ways of assessing what students learn and of encouraging academic growth. New approaches like having students make their own midterms have provided opportunities for deeper learning across the spectrum of students we serve. These approaches when coupled with engineering projects rich in making allow students to internalize concepts and skills. We will look at how non-linear grading methods have helped challenge a broader set of students in the SLA engineering program. Come prepared to share your own experiences in encouraging every student in your program to stay engaged and succeed.","Link":[],"Audience":["All School Levels"],"Practice":"Small group and whole group discussion","Presenter":["John Kamal"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jkamal@scienceleadership.org"],"ScheduleSlotID":145,"ScheduleLocationID":38,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1124,"Class":"Conversation","Created":1667256357,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reclaiming Project-Based Learning","Handle":"reclaiming_project-based_learning","ShortDescription":"The growing popularity of learner-centered approaches, like project-based learning, are susceptible to being hijacked, trivialized, and then dismissed as \"ineffective\" by cynical critics. This session offers a coherent progressive vision of PBL, that withstands scrutiny and produces more productive contexts for learning. Practical strategies and learning adventures will be shared.","Description":"This session is an opportunity to think outside of the rubric and reclaim project-based learning for creative educators and students. The presenter will connect ideas developed in his four decades of work in schools around the world with progressive educational traditions, and lessons from the Reggio Emilia approach in a coherent fashion to inspire educators to embrace the best of what project-based learning has to offer.\r\n\r\nTopics discussed will include the following:\r\n\u2022 Why a project should be a teacher's smallest unit of concern\r\n\u2022 The limitations of instruction\r\n\u2022 A good prompt is worth 1,000 words\r\n\u2022 The subtlety of prompt setting\r\n\u2022 Making the case for project-based learning\r\n\u2022 Projects are not tests\r\n\u2022 Elements of rich projects\r\n\u2022\u00a0Playing a junior version of the whole game\r\n\u2022 Moving beyond inquiry\r\n\u2022 The critical role of computing\r\n\u2022 Teacher as researcher\r\n\u2022 Going big\r\n\u2022 Constructionism\r\n\u2022\u00a0Habits of Mind\r\n\u2022 You don't have to put on a show\r\n\u2022 How do you know they're learning?\r\n\u2022 What do you mean by \"real world?\"","Link":["http:\/\/professorgarystager.com"],"Audience":["All School Levels"],"Practice":"In addition to sharing examples from learning environments around the world, situated in a historical perspective of PBL's roots, the presenter will engage participants in the process of designing and evaluating effective prompts for project-based learning.","Presenter":["Gary Stager"],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":145,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1138,"Class":"Conversation","Created":1667345930,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Redesigning the Process: Transforming Facilities and Culture with an Equity-based Approach","Handle":"redesigning_the_process--transforming_facilities_and_culture_with_an_equity-based_approach","ShortDescription":"Historically, traditional community engagement processes to have served to reproduce inequitable learning environments. Join us as we explore case studies rooted in critical race-spatial praxis and Liberatory Design principles to identify innovative institutional planning strategies that promote racial equity and social justice and amplify the voices of BIPOC communities.","Description":"Overview\r\nHistorically, traditional community engagement processes to have served to reproduce inequitable learning environments. When applied to the planning and design of education spaces, Critical Race Spatial Theory offers an innovative approach to amplify the voices of BIPOC communities and identify institutional planning strategies that promote racial equity and social justice. By exploring case studies anchored in critical race-spatial praxis and Liberatory Design principles, learn how BRIC has partnered with multiple school districts to develop equitable and inclusive community engagement approaches that result in rich tapestries of conversations, trust, and actionable solutions.\r\n\r\nOutcomes \r\nFrom educators and district leaders to designers and architects, participants will build a collective understanding of design\u2019s power to serve as a catalyst for positive change. Participants will learn from feedback compiled through the deep engagement of traditionally marginalized communities. They will examine how the implementation of culturally responsive and inclusive practices \u2013 along with the prioritization of well-rounded, student-centered outcomes \u2013 yields invaluable insight from diverse groups of people. Participants will understand how educators can apply these processes and inquiry models to foster culturally responsive and inclusive learning experiences\/environments.\r\n\r\nObjectives\r\n1: Identify ways to shape the inquiry phases of projects to improve physical, emotional, and cultural wellbeing of building occupants.\r\n\r\n2: Develop toolkit of approaches that promote equitable access to planning\/design conversations for BIPOC communities.\r\n\r\n3: Analyze planning\/design practice elements that reproduce inequity and promote continued systems of oppression in built environments.\r\n\r\n4: Apply case studies to create equitable planning\/design practices to disrupt traditionally racist design processes.","Link":["https:\/\/www.bric-arch.com\/","https:\/\/twitter.com\/bric_arch","https:\/\/www.instagram.com\/bric_arch\/","https:\/\/linkedin.com\/company\/bric-arch","https:\/\/twitter.com\/ruizpdx (Karina Ruiz \u2013 Twitter)"],"Audience":["All School Levels"],"Practice":"Through an interactive conversation that encompasses elements of lecture and Q&A, we will leverage the \u201ctransformational\u201d adult learning principle. Throughout our presentation, we\u2019ll invite attendees to consider how the design and engagement strategies we\u2019ve all participated in have served to replicate systems of inequity. As we explore new \u2013 and potentially revolutionary \u2013 holistic, equity-based approaches to educational design, we\u2019ll encourage people to begin to shift their long-standing world views and acknowledge that the preconceived notions we\u2019ve subscribed to for years have served to perpetuate systemic injustice in schools.","Presenter":["Karina Ruiz","Allison Brown"],"PresenterAffiliation":["Karina Ruiz (BRIC Architecture) AIA","NOMA","LEED AP; Allison Brown (BRIC Architecture)"],"PresenterEmail":["karina.ruiz@bric-arch.com","allison.brown@bric-arch.com"],"ScheduleSlotID":145,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":"This presentation will explore Critical Race-Spatial Theory, Liberatory Design, and anti-racist inquiry, three evidence-based and equity-centered practices. We will examine these practices through the lenses of educational designers, community facilitators, and district leaders.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1111,"Class":"Conversation","Created":1666815865,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Secret Is Out: Recipes for Reinventing and Making a Difference in Your School with a Creative Credentialled Librarian","Handle":"the_secret_is_out--recipes_for_reinventing_and_making_a_difference_in_your_school_with_a_creative_credentialled_librarian","ShortDescription":"Discover how credentialed librarians are a recipe for low stress success as they partner with educators to enhance learning experiences through inquiry-based learning, instructional design, literacy, technology, SEL, and design thinking for every learner.","Description":"Rethinking the traditional role of the library and the librarian can make an exponential difference for stressed educators and our learners who are struggling to achieve. Unbelievable? YES! We\u2019d like to engage administrators, school board members, teachers, and parents in a major grassroots and free initiative at www.alivelibrary.info. Be invigorated by building your own recipe for success through combining your ideas with new strategies.  Be ready to go back home equipped and empowered to make a difference!","Link":["https:\/\/sites.google.com\/view\/alivesuperschoollibraries\/home"],"Audience":["All School Levels"],"Practice":"Our presentation will facilitate a conversation through:\r\n\r\n-Ten minute introduction of the problem and possibilities using alivelibrary.info\r\n-Five minute Idea Blitzes from expert librarians\r\nFifteen minute topical Table talks think tank about how 21st Century Librarians and Libraries collaborate to support and enhance instruction for literacy, inquiry, and technology.\r\n-Repetition of these two activities up to 90 minutes\r\n-All participants (both virtual and in person) will contribute to the conversation by adding resources to a shared interactive Wakelet document.\r\n-A backchannel communication app will be employed to inclusively customize the presentation and facilitate communication between participants and presenters \r\n-Encouragement throughout the conversation to keep a personal list of action steps when returning home.\r\n-Handouts with QR code with curated information \r\n-All activities available both virtually and in person.","Presenter":["Dr. David Loertscher","Dr. Brian T. Johnson","Dr. Melaney Sanchez"],"PresenterAffiliation":["San Jose State University School of Information","Lakeside Junior High School","Calvert County Public Schools"],"PresenterEmail":["reader.david@gmail.com","bjohnson3@sdale.org","sanchezm@calvertnet.k12.md.us"],"ScheduleSlotID":145,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"Topics that might arise during the conversation would include: literacies, information, inquiry, instruction, innovation, technology, expertise, service and space. See details on the www.alivelibrary.info site! \r\n\r\nPresenter Qualifiers:\r\nMelaney Sanchez, NBCT,  Ph.D.\r\nMt. Harmony Library Website:https:\/\/calvertnet.libguides.com\/mheslibrary \r\nFulbright Capstone Project: https:\/\/drmelaneysanchez.weebly.com\/\r\nTeacher Librarian, Mount Harmony Elementary School\r\nCalvert County Public Schools\r\nTeachers for Global Classrooms France Fulbright Fellow 2022\r\nAASL National School Library Program of the Year, 2021\r\nCalvert County Teacher of the Year 2018\r\nTwitter: @TheLibraryDr\r\nYouTube Channel: The Library Dr.  https:\/\/www.youtube.com\/channel\/UCFBIpq0-tEacQtM1dM2__Lw \r\n\r\nDr. Brian T. Johnson, NBCT, EdD\r\nProfessional Website (https:\/\/sites.google.com\/site\/briantjohnsoneddportfolio\/home)\r\nRobert M. Gagn\u00e9 Award for Graduate Student Research in Instructional Design\r\nArkansas School Librarian of the Year 2020\r\nTeacher Librarian, Lakeside Junior High School\r\nSpringdale Public Schools, Springdale, Arkansas. USA\r\nLakeside Library Website (https:\/\/sites.google.com\/sdale.org\/lakesidelibraryservice\/home)\r\nLakeside Library YouTube Channel (https:\/\/www.youtube.com\/channel\/UChfYkTD8x9fMGuLP_lsXY7w)\r\nInstagram: @GoldenEagleLMC (https:\/\/www.instagram.com\/goldeneaglelmc)\r\nTwitter: @GoldenEagleLMC ; @Brian_librarian\r\n\r\nDr. David Loertscher has degrees from the University of Utah, the University of Washington and a Ph.D. from Indiana University. He has been a school library media specialist in Nevada and Idaho at both the elementary and secondary school levels. He has taught at Purdue University, The University of Arkansas, The University of Oklahoma, and is presently a professor at the School of Library and Information Science at San Jose State University. He served as head of the editorial department at Libraries Unlimited for ten years and is President of Hi Willow Research & Publishing LMC Source.  He has been a president of the American Association of School Librarians. \r\nTwitter: @davidloertscher","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1112,"Class":"Conversation","Created":1666981764,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"An Interdisciplinary Educational Lab - the \u201cConstructionist\u201d Approach","Handle":"an_interdisciplinary_educational_lab_-_the-constructionist-approach","ShortDescription":"In our interdisciplinary lab for innovation where every voice matters, students implement their learning from multiple disciplines into new domains (Constructionism). Through their mastery based projects, students create digital portfolios, reflecting on their growth, product, and performance. Through digital escape rooms, participants of this session, based on their level of mastery, will try hands-on how to design a similar course\/project.","Description":"The Constructionist approach developed by Seymour Papert, suggests that students through a discovery approach and the use of previously acquired knowledge, gain new skills and implement them in a new learning domain. Our interdisciplinary learning implements this approach throughout the entire school. Each grade has a year-long essential question that is attended to, by each of the disciplines, demonstrating the complexity and the multiple approaches which each problem can be dealt with. In a new learning space, coined the Kol-lab (kol, in Hebrew - voice, meaning where every voice, that of the learner and that of the client, is being celebrated), our students further practice the constructionist approach. They implement knowledge acquired in one or more disciplines, into hands-on projects, integrating maker, arts, engineer, computer science, science, music,  and design process to execute their products. Students interact with professionals and clients to inspire and elicit feedback on their design. Throughout their projects, students are required to create a digital portfolio where they document their progression and mastery of skills. These portfolios are presented side by side with the end products. Finally, students discuss their portfolios and products with their mentors using a  one point rubric.","Link":["https:\/\/sites.google.com\/rashi.org\/kol-lab\/home"],"Audience":["Middle School","Elementary School"],"Practice":"After a brief introduction, participants of this session will be introduced into our virtual escape rooms. In these rooms and based on their needs and level of expertise, participants will progress individually, or in teams, designing their own course or parts of it. \r\nThe experience will be divided into four parts\/rooms, and participants based on their needs and choice will progress from one room to another. The rooms are: Implementing learning (in any discipline or grade) to another domain, mapping skills from each domain that have to be mastered for a successful completion of the project, crafting tools and steps towards the creation of a digital portfolio, and lastly, creating one point rubrics (a conversational tool for both teachers and students) to assess multifaceted projects.\r\nTowards the last part of the conversation participants will be asked to create their own digital portfolio for this session, including a personalized logo, and to attend to the new skills they mastered, including social emotional skills, and to their satisfaction\/reflection on the process and the product.","Presenter":["Melissa Rosenblatt","Michelle Bernstein","Patrick Kerrigan","Jen Blum","Nitzan Resnick"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["mrosenblatt@rashi.org"],"ScheduleSlotID":146,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Some members of the STEAM Team will be joining to present, but we have not yet decided which members.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1143,"Class":"Conversation","Created":1667354381,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Creating a Learner-Centered School Through Personalized Learning","Handle":"creating_a_learner-centered_school_through_personalized_learning-2","ShortDescription":"Connect authentically with learners by assessing learning behaviors and cataloguing their metacognition. Join an interactive session exploring how self-awareness and personalized learning can be used as approaches to meet the challenges you face. Discover how a common vocabulary describing learning can make a measurable difference in instruction and student support!","Description":"Learn to build a learning community based on the most common denominator\u2014how people learn. Using both real life examples and engaging participants in first hand experiences, the presenter will help participants identify, 1) their personal learning processes; 2) declare what each brings to a learning community; and 3) listen for what each needs from that community in order to be a successful student. \r\n\r\nGain insights from formulating a learning community on the basis of this type of communication and determine how this will help them build on this foundation. \r\n\r\nCome away with resources you can use immediately upon returning to your institution. \r\n\r\nGet equipped to connect as members of a learning community in an authentic manner. \r\n\r\nLeave the session with two work products: \r\n\u2022\ta full page personal learning profile describing how each uses their individual Learning Processes; and \r\n\u2022\ta template for exploring how their Learning Processes can contribute to developing a learning community for study, support, and personal development.","Link":["http:\/\/www.compassacs.org"],"Audience":["All School Levels"],"Practice":"Participants will:\r\n1.\tdevelop a Personal Learning Profile;\r\n2.\tdiscuss how to use the outcome of each to foster a dialogue between the instructor\/tutor and student as well as enhance communication during team-based tasks; and\r\n3.\tlearn how to process and decode an instructor\u2019s assignment and then generate personalized learning strategies that carefully direct them in completing the assignment.","Presenter":["Joel Johnston"],"PresenterAffiliation":["Compass Academy Charter School"],"PresenterEmail":["jjohnston@compassacs.org"],"ScheduleSlotID":146,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1094,"Class":"Conversation","Created":1664640133,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Developing a Sense of Place, Peace, and Purpose: Using Urban Neighborhoods as Classrooms and Textbooks","Handle":"developing_a_sense_of_place-peace-and_purpose--using_urban_neighborhoods_as_classrooms_and_textbooks","ShortDescription":"The STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia highlights how an urban neighborhood can become a powerful extension of the classroom. This conversation will discuss ways that teachers can connect with their neighborhoods in the service of inquiry-driven learning and culturally responsive teaching.","Description":"A Google search of \u201cplace-based learning\u201d brings up idyllic images of young, suburban children exploring a natural area. The STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia breaks that stereotype and highlights how an urban neighborhood can become a powerful extension of the classroom. STRIPES is an 11th grade, semester-long, elective program: Exploring Parkside (sem 1) and Designing Parkside (sem 2). Students apply into the program and participate in either\/both semesters. Through the pandemic, STRIPES has taken different forms but has stayed true to its mission: Students learn through real-world, local experiences in the city of Philadelphia to develop a sense of connection, purpose, and possibility that empowers them to shape and impact their communities. STRIPES relies on three main pathways to attain its mission: authentic partnerships, integrated learning, and self-knowledge.\r\n\r\nIn this conversation we will discuss with participants the ways that they can connect with their neighborhoods and develop partnerships within the larger community. This is all done in the service of centering students\u2019 identity and experiences through inquiry-driven learning and culturally responsive teaching. There is a recent move in Philadelphia to focus entire school programming around particular industries. STRIPES offers a way to introduce such meaningful experiences on a smaller scale. It is a flexible format that can adapt to many themes and can exist within the public-school system. We will discuss both the curriculum planning and the logistics needed to implement this kind of program.","Link":[],"Audience":["All School Levels"],"Practice":"At EduCon we will offer breakout sessions\/discussions centered around the main pathways of STRIPES: authentic partnerships, integrated learning, and self-knowledge. How do they work and what do they look like? Former and current STRIPES students will be among the facilitators.\r\n\r\nThe conversation will wrap up with a focus on the nuts and bolts: the logistical pieces of implementing such a program, including scheduling and rostering, grading, permission slips, and other logistical pieces. We will also share larger evaluation methods in place to gauge the effectiveness of STRIPES in meeting its stated mission. Participants will leave with the information and inspiration needed to propose a place-based unit or program at their school.","Presenter":["Virginia Friedman","Michael Friedman","Alyssa Ripley","Olivia Vazquez"],"PresenterAffiliation":["Belmont Charter Network"],"PresenterEmail":["virginia.friedman@belmontcharternetwork.org","michael.friedman@belmontcharternetwork.org","alyssa.ripley@belmontcharternetwork.org","olivia.vazquez@belmontcharternetwork.org"],"ScheduleSlotID":146,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":"\u200b\u200bhttps:\/\/www.belmontcharternetwork.org\/bchs\/stripes\/\r\n\r\nBlog posts about STRIPES:\r\n* https:\/\/www.belmontcharternetwork.org\/news\/2021\/05\/stripes-program-helps-students-start-new-businesses\/\r\n* https:\/\/www.belmontcharternetwork.org\/news\/2021\/10\/stripes-partners-with-landhealth\/\r\n* https:\/\/www.belmontcharternetwork.org\/news\/2021\/11\/stripes-students-party-with-the-stars\/\r\n\u200b\u200b* https:\/\/www.belmontcharternetwork.org\/bchs\/stripes\/\r\n* https:\/\/www.belmontcharternetwork.org\/news\/2021\/11\/stripes-students-party-with-the-stars-2\/","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1116,"Class":"Conversation","Created":1667230226,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How Immediate and Meaningful Learning Data deepens student - teacher connections and Enhances Math Instruction","Handle":"how_immediate_and_meaningful_learning_data_deepens_student_-_teacher_connections_and_enhances_math_instruction","ShortDescription":"Formative data, in the hands of teachers and students puts the focus on learning rather than getting problems right or wrong. Attendees will role-play as teachers, students, and instructional coaches using data analytics scenarios from live classroom experiences with ASSISTments, a forever free math learning platform.","Description":"Participants will be given a brief tour of the ASSISTments Teacher platform where they\u2019ll learn how to find and assign problem types from an extensive content library. Participants will see how the problem types look from the students perspective and how immediate corrective feedback supports learning.\r\nOnce the overview is complete the class will be split into two groups, and a hands-on \u2018 experience role play will follow. A small group will be given the teacher role, to assign math work in Google Classroom from her curriculum. The larger group will be students who will complete the assignments in \u2018their\u2019 Google Classroom work stream. Then together, in small groups, teams will draw conclusions and conversation entry points from the teacher\u2019s class report. \r\nFinally, the teachers will play the role of instructional leaders and use a data dashboard, Insights Hub, to share data and interact with teachers, all with a focus on building stronger relationships through data, feedback and support.\r\nTo close, participants will share how and where they see potential uses of this type of data, support, and feedback in their school communities.","Link":["https:\/\/new.assistments.https:\/\/new.assistments.org\/webinar\/from-learning-data-to-learning-growth-taking-action-with-assistments-dataorg\/product\/teacher"],"Audience":["High School","Middle School"],"Practice":"The conversational practice will be small group and coaching. Initially, the group will be led to log in to free ASSISTments accounts on their devices, accounts they\u2019ll be able to access whenever they choose after the session and after EduCon. Then the conversation will be a role play where \u2018students\u2019 will work on problems together, sharing challenges and successes while the \u2018teachers\u2019 will ask questions to help \u2018students\u2019 direct and own their learning. The conversation will be rich as the groups look for conversation entry points based on data from the perspectives of teachers, students, and instructional coaches","Presenter":["Lee Finkelstein","Nicole Fisher"],"PresenterAffiliation":["The ASSISTments Foundation","School District of Philadelphia"],"PresenterEmail":["lee.finkelstein@assistments.org","ncfisher@philasd.org"],"ScheduleSlotID":146,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1115,"Class":"Conversation","Created":1667161173,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Let's Design a School!","Handle":"let-s_design_a_school","ShortDescription":"Students from SLA Beeber share their vision of what school could be and work with participants to design the ideal school.","Description":"The session will begin with a brief panel discussion around what students envision for what school should be and could be. Participants will then be given a framework to design a school that meets the moment and considers what school is for and how it can be done.\r\n\r\nParticipants will break into small groups and, assisted by students, will complete a design exercise that explores the structure of school, the hows and whys of school and learning experiences. Participants will leave with concrete ideas to bring back to their schools and classrooms.","Link":["http:\/\/mbteach.com"],"Audience":["All School Levels"],"Practice":"Participants will have an opportunity to ask questions of students and after the brief panel discussion (~15 minutes) students will circulate to groups working through small group work around building a simple framework school plan and engage in discussions around what school could look like. Time permitting, groups will get to share their ideas with each other.","Presenter":["Mary Beth Hertz"],"PresenterAffiliation":["Science Leadership Academy at Beeber"],"PresenterEmail":["mhertz@slabeeber.org"],"ScheduleSlotID":146,"ScheduleLocationID":29,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1140,"Class":"Conversation","Created":1667347512,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Navigating Mental Health in Schools","Handle":"navigating_mental_health_in_schools","ShortDescription":"With mental health resources overburdened, schools are increasingly finding themselves on the front lines of a larger mental health crisis. In this conversation, we will explore ways to meet the needs of our learners, support faculty and staff members, and continue to center joy.","Description":"As schools continue to assess the impact of the COVID-19 pandemic on community members, one thing is for certain\u2013 mental health challenges loom large. In the context of overburdened traditional mental healthcare resources, schools are often left as the support system for students and families struggling to maintain mental and emotional well being. \r\n\r\nOur community, John Hancock Demonstration Schools, is a neighborhood public K-8 school in the School District of Philadelphia. In the previous two years, it became abundantly clear that declining student mental health, manifesting in ways ranging from academic struggles to unsafe behaviors, was taking its toll not only on the students themselves, but also on families and staff members. In response, we have become more deeply interested in exploring ways to empower all community members to understand student mental health challenges and to meet students where they are as we work together to foster healthy 21st century citizens.\r\n\r\nIn this conversation we will intentionally avoid \u201cadmiring the problem,\u201d while also allowing the space for participants to speak openly about problems of practice and build community around a common challenge. Our school will share how our community meetings, use of data, and the practice of centering joy have kept us afloat during these difficult times, though we are primarily interested in facilitating a conversation that pulls together best practices and deeper questions from all participants.","Link":[],"Audience":["All School Levels"],"Practice":"Facilitated by the Hancock administrative team and Philadelphia Inquirer mental health reporter Abraham Gutman, the goal of this conversation is to promote networking among educators from a variety of school contexts who are wrestling with the common challenge of student mental health, as well as to share solution-oriented strategies for maintaining healthy school communities. As such, this session will be interactive with time set for individual reflection and sharing of ideas.","Presenter":["Melissa Bragg","Abraham Gutman","Kevin Kelly","Christopher Oswald","Stacy Schwab"],"PresenterAffiliation":["School District of Philadelphia","Philadelphia Inquirer"],"PresenterEmail":["mbragg@philasd.org","agutman@inquirer.com","kmkelly@philasd.org","ceoswald@philasd.org","sschwab@philasd.org"],"ScheduleSlotID":146,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1151,"Class":"Conversation","Created":1667753613,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"We're Gonna' Keep on Talking!: Leading Conversations about Race in the Elementary Classroom","Handle":"we-re_gonna-keep_on_talking--leading_conversations_about_race_in_the_elementary_classroom","ShortDescription":"In this session, author-educators Matthew Kay and Jennifer Orr will lead a discussion that tackles the biggest questions head-on: \"Are students ever too young for race conversations?\", \"What does success in race conversations look like with our littlest learners?\", and \"Can I even do ANY of this without getting in trouble?\"","Description":"In this session, author-educators Matthew Kay and Jennifer Orr will lead a discussion that tackles the biggest questions head-on: \"Are students ever too young for race conversations?\", \"What does success in race conversations look like with our littlest learners?\", and \"Can I even do ANY of this without getting in trouble?\" \r\n\r\nJenn and I will lead discussions around these questions, and then share some of the more useful strategies from our upcoming book on the topic.","Link":[],"Audience":["Elementary School"],"Practice":"Discussion, Building a Toolkit together.","Presenter":["Matthew Kay","Jennifer Orr"],"PresenterAffiliation":["SLA\/Stenhouse Publishers"],"PresenterEmail":["jenorr@gmail.com","mkay@scienceleadership.org"],"ScheduleSlotID":146,"ScheduleLocationID":27,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1135,"Class":"Conversation","Created":1667334195,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Connecting Philadelphia students with the world: skill-building programs to empower global awareness.","Handle":"connecting_philadelphia_students_with_the_world--skill-building_programs_to_empower_global_awareness.","ShortDescription":"The World Affairs Council will be discussing effective ways to engage Philadelphia students in educational opportunities fostering cross-cultural collaboration, core skills of diplomacy, STEM entrepreneurship, and social innovation towards well-informed citizenship and 21st-century competencies.","Description":"The World Affairs Council of Philadelphia has been a leader in education in the Greater Philadelphia area since 1949. Now merging with Citizen Diplomacy International of Philadelphia, educational programming will be targeting students in Philadelphia and worldwide. Middle and high school students have access to international exchange programs, leadership workshops, community service projects, scholarship and mentorship opportunities, speaker events, and private briefings with some of the leading public figures and scholars on the world stage today. Programs offer a suite of role-playing, virtual and in-person opportunities and aim to introduce students to international relations, diplomacy, global awareness, STEM entrepreneurship, and social innovation. Students are exposed to the world's most pressing issues while developing their critical thinking, digital literacy, problem-solving,  interpersonal skills, and cross-cultural collaboration. The proposed conversation will be an opportunity to discuss the best practices for promoting dialogue with other stakeholders in education, including students, families, educators, and other local and global education leaders, on how to better help meet the growing demand for global affairs curricula in local schools. We also propose a Q&A opportunity about our educational offerings to discuss the best way to serve the Philadelphia community.","Link":["https:\/\/wacphila.org\/education"],"Audience":["High School","Middle School"],"Practice":"Participants will be invited to engage in a participatory activity in a shared digital space using Jamboard, which will direct the conversation, inviting all the attendees to engage in active dialogue.","Presenter":["Kristin Hutchinson","Sara Raposo"],"PresenterAffiliation":["World Affairs Council of Philadelphia","Citizen Diplomacy International Philadelphia"],"PresenterEmail":["KHutchinson@wacphila.org","sara.raposo@cdiphila.org"],"ScheduleSlotID":147,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1130,"Class":"Conversation","Created":1667312208,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Creating and Strengthening Resilient Communities through PK-12 School Design and Partnerships","Handle":"creating_and_strengthening_resilient_communities_through_pk-12_school_design_and_partnerships","ShortDescription":"How can a school\u2019s design and programming enhance learning, resiliency, and wellness for not only students and teachers, but the community as a whole?  Exploring one promising strategy, this session will share on-going research into community school models and environments that offer a wider array of services than conventional schools.","Description":"Schools, now more than ever, are anchors in communities and require intentional programmatic and physical designs to support their communities.  This leads us to ask, how can a school\u2019s design and programming enhance learning, resiliency, and wellness for not only students and teachers, but the community as a whole? After engaging with stakeholders across the country, we have seen growing interest in community school models that offer a wider array of services than conventional schools.  \r\n\r\nWhile each school and community context is unique with regard to student population, geographical location, funding, and leadership, there are existing best practices for building resiliency within communities that can be applied at various levels in each context.   The physical and programmatic design of schools can support programs and communities, and fill gaps to increase resilience and community wellbeing.  Applying these practices, community partners can ensure the programmatic and physical designs of schools best serve their students, staff, and families, while ultimately enhancing resiliency of the whole community.  \r\n\r\nThese communities need tools to assess the unique needs and assets of their schools and communities to create sustainable change and growth. To help, we are creating a toolkit with interactive resources and actionable plans that they can use to start the conversation. This session will provide a summary of our research to date, focused on community school partnerships with a variety of organizations (health, food access and nutrition, and social emotional learning\/support) and community schools in different geographical contexts (rural and urban).","Link":["https:\/\/www.drexel.edu\/soe","https:\/\/www.perkinseastman.com"],"Audience":["All School Levels"],"Practice":"The participants will have the opportunity to discuss, review and provide inputs on the draft toolkit, helping the team refine the resources to be leveraged by communities pursuing these expanded services.","Presenter":["Sean O'Donnell & Katrina Struloeff"],"PresenterAffiliation":["Drexel University School of Education","Perkins Eastman Architects"],"PresenterEmail":["s.odonnell@perkinseastman.com"],"ScheduleSlotID":147,"ScheduleLocationID":29,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1145,"Class":"Conversation","Created":1667358107,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"From DEI to Antiracist","Handle":"from_dei_to_antiracist","ShortDescription":"What is the difference between DEI and Antiracist efforts in education? In this interactive workshop, participants will come together to support each other in furthering antiracist education and activism. Participants will work in groups and apply a Design Thinking framework to examine an issue related to Identity, Equity and Diversity. Groups will investigate persistent racist policies and practices in education and generate innovative solutions  to mitigate these issues within schools and organizations. Additionally, data demonstrating inequity in education and practices that are yielding more equitable student outcomes will be shared and discussed. Participants will collaborate to set actionable goals and commit to holding themselves and their schools more accountable to antiracist education.","Description":"While we continually discuss and advocate for DEI work and multicultural education, and are making strides in uncovering oppressive systems in classrooms, we seem to overlook or avoid two major strategies that would move the needle towards antiracist action in dismantling oppressive systems, structures and practices at the school level. The first obstacle to progress is status quo leadership\u2013a reluctance to turn the lens inward to examine our own leadership practices which may inadvertently reinforce oppression and inequity. The second obstacle is the inability to recognize ingrained, status quo pedagogical, assessment, organizational and disciplinary practices that perpetuate oppression and racism. In this session, we hope to have a discussion that illuminates where we might be stuck in schools, where DEI work might derail antiracist action, what is working and how students are thriving. Participants will collectively generate innovative, critical actions to address unjust practices that do not serve the best interest of students.","Link":["https:\/\/www.equicentric.org\/"],"Audience":["All School Levels"],"Practice":"After recording answers, concrete ideas around increased antiracist leadership capacity and overall activism will be developed and any successful strategies\/experiences shared. Participants will consider data that substantiate racism in education; they will think critically about their own educational practices and continued professional development; they will connect with other educators who want to work for antiracist education; and they will collaborate, using a Design Thinking framework to name, identify and generate solutions to combat racist practices and policies in their school spaces.","Presenter":["Katie Culver","Carissa Casey"],"PresenterAffiliation":["EQuientric Consulting","the School District of Philadelphia","Westover School"],"PresenterEmail":["culverkatie@gmail.com"],"ScheduleSlotID":147,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1150,"Class":"Conversation","Created":1667752310,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Let's go to the Tape!: Breaking Down Two Filmed High School Race Conversations.","Handle":"let-s_go_to_the_tape--breaking_down_two_filmed_high_school_race_conversations.","ShortDescription":"SLA Teacher and author Matthew Kay will lead educators in collectively breaking down film from two class conversations, one about the Confederate flag, and one about Colin Kaepernick. Both will force us to test what we *think* we believe about how (or if) such conversations should happen in our classrooms.","Description":"SLA Teacher and author Matthew Kay will lead educators in collectively breaking down film from two class conversations, one about the Confederate flag, and one about Colin Kaepernick. Both will force us to test what we *think* we believe about how (or if) such conversations should happen in the classroom.\r\n\r\nThe act of breaking down and discussing film will force us to leave the theoretical space and ask ourselves what we would do in certain situations. It will also allow us to see the real-time impact of certain prompting styles. There will be disagreement among like minds in the room, which should make the conversation useful, and not just a back-patting session.","Link":["https:\/\/www.notlight.com\/"],"Audience":["High School","Middle School"],"Practice":"Discussion. Building a list of guidelines.","Presenter":["Matthew Kay"],"PresenterAffiliation":["SLA"],"PresenterEmail":["mkay@scienceleadership.org"],"ScheduleSlotID":147,"ScheduleLocationID":27,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1155,"Class":"Conversation","Created":1667859245,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"STEM Student-Teaching in Philadelphia: Observations & Insights on Pre-Service Work + Participatory Discourse Workshop","Handle":"stem_student-teaching_in_philadelphia--observations-insights_on_pre-service_work-participatory_discourse_workshop","ShortDescription":"Recent student-teachers now working in Philadelphia will share their experience with pre-service teaching in an urban district. Their experiences will be shared in the form of an interview protocol which participants of this session will use to interview each other about their own experience as pre-service teachers or in leadership.","Description":"From magnet schools to neighborhood schools, recent student-teachers and graduates of the Urban Teaching Apprenticeship Program at Penn GSE now working in Philadelphia will share their experience with pre-service teaching in an urban district. Their experiences, as well as those of their peers, will be shared in the form of an interview protocol which will be shared with the participants of this session, who will take their turn to interview each other about their own experience as pre-service teachers or even in leadership.  Additional insights will be drawn from peers, colleagues, and workshop participants, and collected at the end of the session.","Link":[],"Audience":["High School","Middle School"],"Practice":"Introducing the interview protocol used to gather pre-service teacher experiences to the participants for use within the workshop itself is sure to lend itself to effective engagements and collaboration among the participants, contributing to a collective advancements in understanding for all who attend.","Presenter":["Alexander Kruszewski"],"PresenterAffiliation":["School District of Philadelphia (The U School & Science Leadership Academy CC); Woodrow Wilson PA Teaching Fellowship; Urban Teaching Apprenticeship Program (Penn GSE)"],"PresenterEmail":["anakruszewski@gmail.com"],"ScheduleSlotID":147,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"This conversation\/workshop is still in development.\r\nAdditional presented will likely be Ashley Bernardo, fellow UTAP graduate and Wilson Teaching Fellow currently teaching Horticulture at Saul HS.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1149,"Class":"Conversation","Created":1667423940,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teacher Voice Without More Teacher Time","Handle":"teacher_voice_without_more_teacher_time","ShortDescription":"How can we ensure that educator voice is heard in critical conversations about teaching and learning and policy without adding yet another meeting?","Description":"The only people who know what it's like to work and learn in schools in 2023 are those who are doing it.  As the need to elevate educator voice and listen deeply to it is at an all time high, the structures we've built over time to do this are failing. Leadership teams, committees, professional development, forums, convenings, conventions, policy fellowships, political and social activist spaces, all demand extra time from teachers. Nobody wants to fill out another survey.  In this conversation we'll reflect on our experiences of being heard and consider how to create opportunities for educator voice to inform the changes we need to keep the work sustainable and sustaining.","Link":[],"Audience":["All School Levels"],"Practice":"We will use a modified circle practice, and create a resource for participants to bring back to their own contexts.","Presenter":["Paul Tritter"],"PresenterAffiliation":["Boston Teachers Union"],"PresenterEmail":["ptritter@btu.org"],"ScheduleSlotID":147,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1137,"Class":"Conversation","Created":1667338167,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Twenty Things to Do with a Computer - Your Tech Plan for the Next 50 Years","Handle":"twenty_things_to_do_with_a_computer_-_your_tech_plan_for_the_next_50_years","ShortDescription":"Cynthia Solomon and Seymour Papert's 1971 paper \"Twenty Things to Do with a Computer,\" predicted 1:1 personal computing, the maker movement, computational thinking, robotics, Computer Science for All, and computing across the curriculum. They not only predicted much of the educational technology to have emerged over the past fifty years, they demonstrated how it might amplify learning and democratize knowledge construction.","Description":"Educators benefit when they understand that they stand on the shoulders of giants. Without the vision of Seymour Papert and Cynthia Solomon educational computing and the maker movement might not exist. They created a progressive vision for the field and many of the tools and many of the pedagogical metaphors that continue to guide effective practice.\r\n\r\nIn 1971, they not only predicted 1:1 computing for every child, physical computing, computer science for all, and the maker movement, but they demonstrated what it looked like in practice. Despite that, their provocations remain unrealized in far too many schools a half century later.\r\n\r\nThe presenter's recent book project assembled nearly four dozen of the world's leading technologists, educators, scholars, educators, and visionaries to explore the wisdom of Twenty Things to Do with a Computer, reflect on our progress, and set a course for the next 50 years.\r\n\r\nSchools seeking a tech plan, would be well served by recognizing that we stand on the shoulders of giants and that the goals of a 1971 document remain sadly elusive for too many of our students. This workshop hopes to help remediate that situation.\r\n\r\nThe scenarios presented not only inform technology planning, but prepare educators to be sufficiently future-ready to sustain pedagogical progress and maintain the viability of schooling.\r\n\r\nAt EDUCON, the presenter and author of the new book, \"Twenty Things to Do with a Computer - Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon\u2019s Seminal Work,\" recounts the vision of Papert and Solomon, share the reflections of the book's extraordinary contributors, and propose epistemic lenses for guiding educational progress over the next fifty years.","Link":["http:\/\/constructingmodernknowledge.com\/?p=38865"],"Audience":["All School Levels"],"Practice":"Discussion, question, scenarios, historical perspective, exploration of emerging technologies, planning exercises.","Presenter":["Gary S. Stager"],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":147,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1090,"Class":"Conversation","Created":1663880476,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Why it may be more important for schools to provide networks than knowledge.","Handle":"why_it_may_be_more_important_for_schools_to_provide_networks_than_knowledge.","ShortDescription":"A recent article from the New York Times highlights how cross-class relationships are a key indicator of student mobility after high school. In particular the article pointed out:\r\nThese cross-class friendships \u2014 what the researchers called economic connectedness \u2014 had a stronger impact than school quality, family structure, job availability or a community\u2019s racial composition. The people you know, the study suggests, open up opportunities, and the growing class divide in the United States closes them off.","Description":"There is research that challenges the historic assumptions about the role of school in the lives of young people. Specifically, we are learning that the ability of school to provide diverse networks of 'who students know' may offer more post-school opportunity than 'what students know' through core-content instruction. As a recent NYT times article called out:\r\n\"[W]hat the researchers called economic connectedness \u2014 had a stronger impact than school quality, family structure, job availability or a community\u2019s racial composition. The people you know, the study suggests, open up opportunities, and the growing class divide in the United States closes them off.\"\r\n\r\nThis assertion may challenge the traditional notion of the educator as deliverer of content, but it also may be an opportunity for educators to redefine their role in an age of just-in-time online learning for digital natives. In this proposition, educators can begin to support and measure not just what students know, but also who they know.\r\n\r\nThis session gives an overview of some of the emerging research and offers insight and disruptive tools that allow educators to shift to this new reality of their role in the lives of young people.","Link":["https:\/\/www.nytimes.com\/interactive\/2022\/08\/01\/upshot\/rich-poor-friendships.html?referringSource=articleShare","https:\/\/www.amazon.com\/Who-You-Know-Unlocking-Innovations\/dp\/1119452929","https:\/\/www.bigpicturelearning.org"],"Audience":["High School"],"Practice":"I would like to include practitioners in this work from the Philadelphia. Those folks can offer insight. I will also challenge attendees to offer tips and hacks for providing students enduring connections to a broad array of people. This is an inherently disruptive topic, so we are looking forward to facilitating an active conversation. This will include prompts and table-group conversations.","Presenter":["David Berg"],"PresenterAffiliation":["Big Picture Learning"],"PresenterEmail":["david@bigpicturelearning.org"],"ScheduleSlotID":147,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"As part of the BPL network and co-creator of the ImBlaze platform, I would be eager to include other Real World Learning practitioners from the region. I am also happy to modify this proposal if needed to align to the Educon intent.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10}],"conditions":{"Status":"Accepted","ConferenceID":10},"total":58,"limit":false,"offset":false}