{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleSlotID":143},"total":12,"limit":false,"offset":false}