{"success":true,"data":[{"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,"ScheduleSlotID":147},"total":8,"limit":false,"offset":false}