During each of the six breakout sessions throughout the weekend, a large number of conversations will take place. This site will help you organize your plan for the weekend and provide the relevant information for each conversation. After signing in, search through the conversations below and mark the sessions you are interested in to populate your personal schedule on the right (or below if on your mobile phone).
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.
How can a school’s 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.
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.
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.
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.
How can we ensure that educator voice is heard in critical conversations about teaching and learning and policy without adding yet another meeting?
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.
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:
These cross-class friendships — what the researchers called economic connectedness — had a stronger impact than school quality, family structure, job availability or a community’s racial composition. The people you know, the study suggests, open up opportunities, and the growing class divide in the United States closes them off.