What's the real "Ferguson Effect" on schools? Are we any better at creating learning opportunities for racial justice now than we were before Black Lives Matter? What have we added to the curriculum? Join us to consider how a focus on racial justice is changing what and how we teach.
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).
What does it mean to educate the WHOLE child? How do we empower students to grow up with purpose, empathy, and agency? What collaborations and partnerships are critical for success? School leaders from three Ashoka Changemaker Schools will share how they are empowering whole children and whole communities, and equip participants to do the same.
Math can be a polarizing subject for students. By the time they reach middle and high school courses, many students, particularly students of marginalized populations, have decided that they “just aren’t good at math”. Shifting the emphasis from product to process and exploring the value of wrongness in the classroom can encourage students to bring their existing understandings into the classroom to provide a richer experience for all students. We see this shift in mindset as crucial to any math classroom, and we bring perspectives from SLA and Masterman to explore this concept.This conversation will focus on the learning processes of student teachers and their mentor teachers, utilizing projects to emphasize both process and final product, and being able to adjust the trajectory of curricula based on the varying comprehensions that students bring into the classroom.
What is it about filtering that instantly raises blood pressure? The law is clear, or is it. Everyone has an opinion, few have solutions. I prefer teaching consequences of actions over blocking globally. Is there a happy (reasonable) medium. Come be part of THAT conversation.
Creativity, ownership, collaboration, craftsmanship, problem solving, persistence, communication, citizenship, purpose. These qualities are critical to our students’ long-term success. And they are completely ignored in policy conversations about school quality. How can we develop tools, routines, and technologies that address this disconnect?
As more women prepare to graduate college with degrees in STEM fields, there is an increased need for career mentorship and leadership for women. This conversation will address ways to nurture confidence and leadership in girls interested in STEM as early as elementary school to maintain and motivate their interests.
Ed/EdTech revolutions are starting in many ways and places, but are challenging to sustain. We'll share victories and challenges from one K12 battlefield and discuss ideas and strategies for maintaining forward progress and your own sanity.
Reforming, reimagining, re-visioning, recreating and refreshing schools are difficult work. There are no short cuts, there are no switches to flip it is just a long term commitment to fundamentally shift the focus of a community of learners. At times this can feel like winning the championship game and at times it can feel like a building full of people all trying to quit smoking all at once. This is not work for the faint of heart. Join me to talk about all the possibilities for long-term, sustainable and modern approaches to educational reform.
What do you believe is the purpose of school? Your role as an educator? We believe a significant piece of both revolves around social justice teaching and learning. Preparing students to be active and engaged citizens requires having difficult conversations and exploring challenging topics. Together we’ll explore the possibilities across K-12.
The Student Assistant Teaching (SAT) Program is a chance for Senior SLA students to work with 9th and 10th (and sometimes 11th) grade students in SLA classrooms. SLA teachers serve as co-operating teachers. Seniors have elected into this program and presumably have an interest in teaching and learning. This is a great way for Seniors to take leadership, serve as role models to, and connect with underclassmen in myriad ways and to enrich and support their classroom experiences.
What if we didn’t measure student success in grades, but rather the depth and duration of good they create in the world? What if we placed “impact” at the forefront of conversations about students’ abilities and potential? This conversation is for anyone who is tired of pretending, playacting, and performing safe solutions. For anyone who is ready to give up the security of classroom-based projects, experiments, and simulations in pursuit of deeper purposes. This is a conversation for anyone who believes in our students’ capacity to shape our world for the better, and our ability to assess impact, not abstractions.