{"success":true,"data":[{"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":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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleLocationID":28},"total":6,"limit":false,"offset":false}