{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleSlotID":146},"total":7,"limit":false,"offset":false}