{"success":true,"data":[{"ID":564,"Class":"Conversation","Created":1446323856,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Building Sustained Student Organizing and Struggle by Cultivating Student Voice and Power","Handle":"building_sustained_student_organizing_and_struggle_by_cultivating_student_voice_and_power","ShortDescription":"Develop your own strategies for supporting student movements through a mixture of authentic experiences and practice scenarios across classroom and community. (Additional focus on students of color and high need students)","Description":"We use the following structure:\r\n1) Intro: Short share from faciliators (Inspired by success stories, set general philosophy)\r\n\r\n2) Small group triage\u2014facilitators each lead small group discussion to understand participants\u2019 individual environments, hopes and fears around organizing. (Reflect on our setting)\r\n\r\n3) Real or practice scenario work in small affinity grouping (Develop an action plan, develop own philosophy)\r\n\r\n4) Whole group strategic planning and exchange of support (Share materials and tools to use in classroom, plan how to support each other moving forward)","Link":[],"Audience":["High School","Middle School","All School Levels"],"Practice":"The structure of the conversation will ensure that it\u2019s interactive and people are encouraged to be the experts of their own communities and experiences.\r\n\r\nWe will have norms based on Free Minds, Free People and EduCon\u2019s general norms and protocols. We will especially focus on equitable voice along race\/class\/gender\/sexual orientation\/ability\/occupational lines.\r\n\r\nIt would be fine to broadcast our work.\r\n\r\n*I\u2019m not sure how to make a wiki, but a \u201cHow to\u201d wiki on student activism is desperately needed.","Presenter":["Melinda Anderson","Rusul Alrubail","Xian Franzinger Barrett","Jennifer Nava","Alicia Jones and Ameena Atif"],"PresenterAffiliation":["CPS","Educolor*","etc."],"PresenterEmail":["xianbchi@gmail.com"],"ScheduleSlotID":61,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"We have also reached out to members of the Philadelphia Student Union who may join us in the final planning, we are still working that out. \r\n\r\n*We are waiting for the Educolor steering body to decide if this is an official Educolor conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":526,"Class":"Conversation","Created":1444683666,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Can students find their passions through independent study?","Handle":"can_students_find_their_passions_through_independent_study","ShortDescription":"We know that students learn best when they seek answers to their own questions, but what happens when they aren\u2019t sure what those questions are? How might we empower students not only to follow their passions but to discover them as well? Let's discuss.","Description":"What if you told a group of high school students, \u201cYou can study anything you want this semester. What\u2019s it gonna be?\u201d Would you get excited smiles? Blank stares? A little of both? How would you guide that group of folks to explore their passions in an academic setting, focusing on the growth and discovery instead of on acquiring someone else\u2019s content?\r\n\r\nBy their freshman year, the majority of students in the US have been trained to define academic success as being sufficiently engaged in what others have told them to do. While most of this has been identified as developmentally appropriate education (though the jury\u2019s still out on that, depending on whom you ask), schools like SLA have proven that high school is a powerful time to begin empowering students to explore their own interests. \r\n\r\nRather than asking young people what they want to be when they grow up, The Miami Valley School in Dayton, OH is asking high school students what they want to be NOW. We are currently in the third year of an experimental course we\u2019re calling \u201cThe Learning Project\u201d that has aspects of traditional group-taught courses and independent study. Come hear what we\u2019ve learned so far about the differences between engagement and empowerment, what our students have had the most difficulty with, and what processes we\u2019ve built to support this work.","Link":["http:\/\/www.bryanlakatos.com","http:\/\/www.newteachingnewlearning.com","http:\/\/www.mvschool.com"],"Audience":["High School"],"Practice":"We\u2019ll include time throughout for us all to discuss ideas of academic ownership, engagement, and empowerment. At the end, after we get a definition of student \u201cempowerment,\u201d we\u2019ll share stories of successes and not-yet-successes when empowering students. Also, if at all possible given bandwidth and time, we\u2019ll set up a live vidchat with Learning Project students so that participants can find out what it\u2019s like to be a student in such an environment directly from the source.","Presenter":["Bryan Lakatos"],"PresenterAffiliation":["www.mvschool.com","www.dtk12chat.com"],"PresenterEmail":["bryan.lakatos@gmail.com"],"ScheduleSlotID":61,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Thanks for continuing to make space in this world for the important conversations!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":596,"Class":"Conversation","Created":1446435732,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Coalition of Essential Schools: Help Tell the Story of Its Legacy and Impact","Handle":"coalition_of_essential_schools--help_tell_the_story_of_its_legacy_and_impact","ShortDescription":"What is the legacy of the Coalition of Essential Schools (CES) and the educators who are most closely associated with it, including but not limited to Ted Sizer and Deborah Meier? This conversation is for those who want to add their voices to the effort to understand CES\u2019s powerful impact.","Description":"Long regarded as the starting point of the movement to create and sustain powerful student-focused, educator-driven schools, the Coalition of Essential Schools (CES) has created an extraordinary network to which most influential schools, educators, and thinkers in progressive education can trace their roots. In order to add to an archive that will help tomorrow\u2019s educators understand the impact of the powerful ideas that gave life to CES, we are reaching out to everyone who would like to share thoughts, stories, experience, reflections, critiques, and ideas about the Common Principles and related practices. This session will open with storytelling about various phases of CES\u2019s existence, starting with Ted Sizer\u2019s Horace\u2019s Compromise and moving through history to today\u2019s CES schools. We invite educators who have connections with CES at any or multiple points of its existence to share experiences, ask questions, and connect with the ongoing effort to document the CES\u2019s impact and influence. In addition to inviting stories from those who have had firsthand experience with CES as students or educators, we also welcome those who want to know more about the ways CES\u2019s founders captured the nation\u2019s interest with clear expressions and demonstrations of student-centered, teacher-driven progressive education. Please know that we\u2019re not seeking hagiography. We\u2019re also interested in input from those who feel that CES\u2019s impact was insufficient, or who otherwise have serious critiques of the organization. We also want to know what you hope a national organization that stands for academically vibrant, personalized, equitable, and challenging schools could and should do to influence supportive national, state, and local policies.","Link":["http:\/\/www.essentialschools.org"],"Audience":["All School Levels"],"Practice":"This conversation will connect to CES\u2019s Year of Demonstration, a more extensive, year-long effort to document stories about and gain insight into the work and influence of the Coalition of Essential Schools. We will use conversational protocols and grouping to organize the participants into groups that include CES experts\/veterans, those who have some connection, and those who are new to the work. After a short presentation, groups will ask and answer questions, share stories, and distill themes and big ideas that shed light on CES's extensive influence on educational policies and practices in and beyond the United States. Participants will also add to a CES influence map that's being collaboratively constructed to document CES's reach and influence.","Presenter":["Jill Davidson"],"PresenterAffiliation":["Coalition of Essential School"],"PresenterEmail":["jill.davidson@gmail.com"],"ScheduleSlotID":61,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"I -- Jill Davidson -- am organizing this conversation in anticipation of specific activities that are likely to happen in 2016 related to the Coalition of Essential Schools' ongoing activities and future. I am likely to pull in additional participants and co-facilitators who have experience with CES and who want to share and learn more from others about the ways it has shaped our work as progressive educators.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":618,"Class":"Conversation","Created":1449601155,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Collaborative Teacher Leadership at the Workshop School","Handle":"collaborative_teacher_leadership_at_the_workshop_school-2","ShortDescription":"Teaching in transformative ways requires a robust support network for teachers and a new vision of leadership. At the Workshop School, we call on teachers to shape the school\u2019s mission, curriculum, assessment system, PD, and more. Our model presents challenges as well as exciting opportunities for growth and innovation.","Description":"At the Workshop School, we teach through projects and put community and relationships at the center. As one of very few public high schools to serve an urban population with this model, we look to one another to learn the lessons that will drive the school's continued growth. In addition to collaborating to plan interdisciplinary projects, we work together to build the professional skills, processes, and systems that are unique to our context. Teachers have both authority over and responsibility for many functions typically assigned to administrators - from rostering to school culture, from curriculum development to assessment systems. This collaborative, school-based teacher leadership has offered us an array of benefits and challenges. We enjoy meaningful support from our colleagues and a deep commitment to our school, and we struggle to balance the (sometimes) competing demands of short-term and long-term planning. We hope to explore the following questions: How do we build the professional relationships that will sustain our work (both day-to-day and for the long haul)? What are the connections between daily work with students and bigger picture planning? What makes meaningful teacher leadership possible in schools? What are the constraints? We hope to gain insight from our peers as well as share lessons from our first three years.","Link":["http:\/\/www.workshopschool.org\/"],"Audience":["All School Levels"],"Practice":"","Presenter":["Kathleen Melville","Helen Rowe","Katrina Clark"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["kathleen.melville@workshopschool.org"],"ScheduleSlotID":61,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":604,"Class":"Conversation","Created":1446441785,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Engineering as a Catalyst for School Wide Change","Handle":"engineering_as_a_catalyst_for_school_wide_change","ShortDescription":"What would it look like to use engineering as a catalyst to change your school\u2019s physical environment and culture?  This conversation will be moderated by SLA's resident engineers who have recently rebuilt the SLA engineering program as a centerpiece to school wide tinkering, making, and creative solution-finding.","Description":"This conversation will examine how engineering can be used to empower students to build community through design, to take control of their physical environment, to use making as a path to expression, and to build confidence in solving large scale problems in the world.   Chris Pilla and John Kamal teach students engineering at SLA\u2019s two campuses.  They will lead a discussion about ways to leverage engineering as a way to reconnect kids with their innate drive to tinker, build, and solve problems.  The discussion will take place in SLA\u2019s makerspace and machine shop where these concepts are carried out by kids every day.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"TBD - but we know we want to hold it in SLA Room 304.","Presenter":["Chris Pilla","John Kamal"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["cpilla@slabeeber.org","jkamal@scienceleadership.org"],"ScheduleSlotID":61,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":"We would like to host this conversation in room 304 so we can incorporate the makerspace into the discussion.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":558,"Class":"Conversation","Created":1446250991,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Four Perspectives on Navigating the Student Privacy Landscape","Handle":"four_perspectives_on_navigating_the_student_privacy_landscape","ShortDescription":"Over the last few years, awareness of student data privacy and information security within educational technology has grown. While significant improvements have been made, no one feels that the job is done, or that the issue will recede into the background.\r\n\r\nThis session pulls together four distinct perspectives on best practice and experiences ensuring that good educational technology use is grounded in an awareness of student privacy needs.","Description":"In this session, we will look at the current state of best practice in privacy, discuss challenges and potential solutions, and delve into the connections between technology, privacy, learning, and trust. As part of what we discuss and address in the session, we hope to provide practical advice that can be implemented by participants in their schools or organizations. Too often, conversations about privacy remain mired in abstract terms that never move beyond legal compliance with privacy law. Our conversation is grounded in practical implementation, and informed by the experiences supporting teachers use technology in effective and secure ways.\r\n\r\nThis session pulls together four distinct perspectives on best practice and experiences ensuring that good educational technology use is grounded in an awareness of student privacy needs. Fran Newberg is the Deputy Chief in the Office of Educational Technology in the School District of Philadelphia, where she oversees a team of educators that support the effective use of technology resources across the School District of Philadelphia. The resources include Google Apps for Education, Blended Learning programs, the District-wide Instructional Management System and the support and successful integration of computers and mobile devices throughout 218 schools in Philadelphia. Jim Siegl is a Technical Architect at Fairfax County Public Schools. His work there includes designing systems that support the learning environments for approximately 175,000 students and 22,000 faculty and staff. As part of this, Jim has pioneered systems for evaluating privacy and security protections for a range of software and hardware. Jeff Graham is a software developer who has supported Learning Management Systems within higher education, built tools to support multilingual learning environments and peer based learning. He is currently building a suite of tools at Common Sense Media that streamline evaluating policies. Bill Fitzgerald is also part of the team at Common Sense Media; as part of his work there he works with a coalition of school districts (30 and growing) who have been working together on privacy related issues for the last 2 years.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"In this session, we will share experiences and lessons learned, and what we see as opportunities moving forward. We also want to dedicate a good portion of the event to identifying common issues related to privacy among participants, and addressing these issues. \r\n\r\nPrior to our session, we will also solicit input via Twitter and blog posts about privacy issues faced by students, teachers, parents, and district staff. These concerns will be shared asynchronously prior to the event, and will be incorporated into our presentation. \r\n\r\nAfter the event, in addition to the video archive of the session, we will write out lessons learned, key takeaways, and next steps that were highlighted during the session. We view this session as a single stop on the larger road toward better privacy practice in our learning environments.","Presenter":["Fran Newberg","Jim Siegl","Jeff Graham","Bill Fitzgerald"],"PresenterAffiliation":["School District of Philadelphia","Fairfax Public Schools","Common Sense Media","Common Sense Media"],"PresenterEmail":["bfitzgerald@commonsense.org"],"ScheduleSlotID":61,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":597,"Class":"Conversation","Created":1446436525,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How can we ensure our school culture welcomes our students\u2019 racial, ethnic, and cultural identities?","Handle":"how_can_we_ensure_our_school_culture_welcomes_our_students-racial-ethnic-and_cultural_identities","ShortDescription":"This conversation will center on environmental cues in our school cultures that trigger, perpetuate, and rely upon stereotypes of the identities of our culturally and linguistically students. We will dialogue how we can combat stereotypes and negative value messaging by intentionally fostering inclusive cultures for all of our students.","Description":"In our schools today, White students hold the social and cultural capital that norm their identities and lived experiences as the default. What does this mean for our culturally and linguistically diverse (CLD) students? This conversation will center on environmental cues in our school culture that trigger, perpetuate, and rely upon stereotypes and misconceptions of the identities of our CLD students. We will begin by exploring what Purdie-Vaughns, Steele, Davies, Ditlmann, & Crosby (2008) call social identity contingencies, or \u201cjudgments, stereotypes, opportunities, restrictions, and treatments that are tied to one\u2019s social identity in a given setting.\u201d We will then discuss some examples of social identity contingencies that are present in our school cultures including: negative stereotypes about the intellectual ability of CLD students, lowered academic and behavioral expectations of CLD students in comparison to White students, implications that the identity of CLD students is different or \u201ccounternormative,\u201d  and the suggestion that CLD students will face either \u201csocial exclusion\u201d  or \u201cadded scrutiny\u201d  if they fail to conform to White norms for behavior and communication. Once we have grounded participants in these social identity contingencies, we will then ask them to discuss how our schools might be sending environmental cues that communicate the value and status afforded to CLD students. We will uncover the cues sending negative value messages to CLD students about their social identities and brainstorm how to create more welcoming, inclusive environments.","Link":["http:\/\/steinhardt.nyu.edu\/metrocenter\/center\/strategic_solutions"],"Audience":["All School Levels"],"Practice":"We will begin the conversation by offering a series of provocative images of classrooms and schools to have participants identify some of the messages these images send to our CLD students. After thinking about these messages, we will introduce the concept of social identity contingencies  and how they can be triggered by some of the messages, or cues, our school environments send to culturally and linguistically diverse students. Then the majority of the time will be spent dialoguing how to combat and reframe environmental cues that are sending negative value messages to our CLD students.","Presenter":["Natalie Zwerger","Chemay Morales-James","Khalilah Brann"],"PresenterAffiliation":["NYU Metropolitan Center for Research on Equity and the Transformation of Schools"],"PresenterEmail":["nz11@nyu.edu","cm146@nyu.edu","ksb5@nyu.edu"],"ScheduleSlotID":61,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":572,"Class":"Conversation","Created":1446397592,"CreatorID":355,"RevisionID":null,"Status":"Accepted","Title":"It's Complicated--Being a Teenager in the Digital World","Handle":"it-s_complicated--being_a_teenager_in_the_digital_world","ShortDescription":"Participants will discuss the online lives of teens and how schools can help students navigate this world. Students from SLA Beeber will be present to give their perspective.","Description":"Facilitator will present research and selections from danah boyd's book, \"It's Complicated: The social lives of networked teens.\" Discussions will also center on the realities of running a 1:1 program with students who are connected 24\/7 and the role of the school in guiding students through their \"networked lives.\"","Link":["http:\/\/mbteach.com"],"Audience":["High School"],"Practice":"Facilitator will present guiding questions and statements for discussion and share her experiences teaching digital citizenship to freshmen at SLA Beeber here in Philadelphia. Participants will also be encouraged to share their own experiences.","Presenter":["Mary Beth Hertz"],"PresenterAffiliation":["Science Leadership Academy at Beeber"],"PresenterEmail":["mhertz@slabeeber.org"],"ScheduleSlotID":61,"ScheduleLocationID":12,"SubmitterID":355,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":619,"Class":"Conversation","Created":1449785034,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Philadelphia Education Moving Forward","Handle":"philadelphia_education_moving_forward","ShortDescription":"Talk with the new Chief Academic Officer of Philadelphia about the challenges and opportunities facing Philadelphia education. This session is both an opportunity to listen to Mr. Hackney's ideas and give critical feedback as Mr. Hackney begins his tenure as CAO of this city.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"Q&A","Presenter":["Otis Hackney"],"PresenterAffiliation":["Mayor's Office","City of Philadelphia"],"PresenterEmail":["odhackney3@gmail.com"],"ScheduleSlotID":61,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":563,"Class":"Conversation","Created":1446306240,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Students and Teachers Growing with Project-Based Learning","Handle":"students_and_teachers_growing_with_project-based_learning","ShortDescription":"Teachers from SLA@Beeber will share their real experiences developing and implementing project-based learning experiences with students. Students will be present to discuss their perspective with these experiences.","Description":"SLA@Beeber is in its third year of growth, and each year we are all trying to develop our sophistication and authenticity around the strategies we use to develop projects that represent real learning experiences for our students. This is hard work, and it requires constant reflection on our practice and past projects. We would like to share our successes and struggles as we try to grow as teachers with our students.","Link":["http:\/\/slabeeber.org"],"Audience":["High School"],"Practice":"We will make this a conversation by pairing SLA@Beeber students with teachers to sit in small groups with attendees. We will be able to discuss our projects and strategies in depth from a student and teacher perspective.","Presenter":["Luke Zeller"],"PresenterAffiliation":["SLA@Beeber"],"PresenterEmail":["lzeller@slabeeber.org"],"ScheduleSlotID":61,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":547,"Class":"Conversation","Created":1446073293,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Course of True Mastery Never Did Run Smooth: What Measuring It Looks Like in Humanities Classrooms","Handle":"the_course_of_true_mastery_never_did_run_smooth--what_measuring_it_looks_like_in_humanities_classrooms","ShortDescription":"In humanities courses, teaching skills with an eye toward student mastery can be a tricky endeavor. What does it mean to measure mastery in reading and writing, when these skills overlap to such a degree that they can\u2019t be isolated from each other? How can the measuring ever be authentic?","Description":"I have been in long pursuit of a pragmatic and effective method of giving students feedback about their writing that actually means something. Written comments at the end of an extended assignment, despite the conventional wisdom, does not seem to actually push students forward. Instead, we need to tell students precisely what is missing from their writing, why it needs to be there, and what they can do to put it there.\r\nWe first need to unpack the standards into measurable skills that students can work on in their writing (example: How can you use connecting words and phrases to show relationships between ideas?). Next, we need to prioritize having as many authentic conferences with individual students as possible in one given class. These conferences, in which the teacher makes comments like, \u201cYou haven\u2019t told me why you think what you think in your claim,\u201d will be the vehicle through which specific suggestions are given to each student. In order to make this happen, we also need to start thinking about how we can expand the opportunities for independent work on a daily basis, for extended periods of time, so that we\u2019re able to devote our attention to these one-on-one sessions.\r\nKeeping specific skills in mind and giving feedback on those skills during brief, one-on-one conferences will ensure that students more effectively respond to teacher feedback. They will rise to our expectations and come to see themselves as capable of growing in their writing.","Link":["http:\/\/www.nycischool.org\/"],"Audience":["High School","Middle School"],"Practice":"Teachers will discuss how they handle feedback on the written work of students, and whether or not they\u2019ve made any conscious adjustments to their instruction with the goal of promoting a growth mindset, as well as mastery learning over assignment completion.\r\nWe will also explore how to reconcile the tension inherent in attempting to measure mastery while, at the same time, being obliged to assign a numeric grade to a student\u2019s work at the end of each quarter. We\u2019ll discuss the challenges that come with trying to find the right things to say to students in conferences, given the realities of time constraints. \r\nThrough a sharing of best practices and conversational protocols, participants will walk away with some new ideas for how to approach the establishment, promotion, and assessment of mastery learning in their English and social studies classrooms.","Presenter":["Tom Jones"],"PresenterAffiliation":["NYC iSchool (H.S. 376)"],"PresenterEmail":["tjones@nycischool.org"],"ScheduleSlotID":61,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":550,"Class":"Conversation","Created":1446133506,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"What are they thinking?  Understanding the Adolescent Mind","Handle":"what_are_they_thinking-understanding_the_adolescent_mind","ShortDescription":"Have you ever wondered, \"What is going on inside their heads?  Why do they put themselves at risk when they understand and know the consequences involved?  Why aren't they focused?  How can I motivate them?\"  This conversation will explore brain research to understand how changes in the adolescent brain impact their decisions and what interventions can be taken to help teens develop a healthy mind while and boost their learning.","Description":"Based on the research of Daniel Siegel, M.D. and his book Brainstorm we will discuss myths about teenagers and the qualities of teens that Dr. Siegel describes as the ESSENCE of adolescence (Emotional Spark, Social Engagement, Novelty, and Creative Exploration).  We will look at the research and discuss implications for our teaching.  If we know how the adolescent brain develops, how does this impact the way we think about teaching and learning in our classrooms.  We will also look at some of the strategies proposed by Dr. Siegel for fostering, nurturing, and exercising the adolescent brain so that students are able to link the limbic (emotion generating) area with their frontal lobe (thinking and decision making).  We will discuss how we can integrate these exercises into our teaching.  This discussion will be structured using an adaptation of the reflective conversation proposed by Dr. Siegel and the Harkness discussion model.  This will allow participants to engage the ideas proposed by Dr. Siegel through a modification of one of his strategies for promoting brain integration.","Link":[],"Audience":["High School","Middle School"],"Practice":"Teachers will be a part of the conversation by following the reflective conversation protocols I've developed for use in my classroom.  Teachers will go through the process while also discussing and sharing ideas.  I will also use TAG cards at the end of the session for teachers to Tell what they liked, Ask a question, or Give advice.  These responses will be posted (anonymously) on a weebly site dedicated to this conversation.","Presenter":["Carl Ackerman"],"PresenterAffiliation":["Constitution High School"],"PresenterEmail":["ackermancarl@gmail.com"],"ScheduleSlotID":61,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":580,"Class":"Conversation","Created":1446409424,"CreatorID":4,"RevisionID":null,"Status":"Accepted","Title":"What We Talk About When We Talk About Education","Handle":"what_we_talk_about_when_we_talk_about_education","ShortDescription":"Language is messy and imperfect, perhaps especially so in education. In this conversation, we'll explore words that are commonly used in educational circles. Where do they come from? What assumptions do we make about their meaning that might not be shared by others? How does their use impact students?","Description":"I'd love to facilitate a conversation about the words we use when we talk about education. Words like- Accountability. Disruption. Innovation. Priviledge. Blended. Project-Based. Collaboration. Technology. Maker. Power. I'd like to really dig into some of the words, to try to get at why we use them and how. I'd also hope that in the midst of conversation we come to some understanding about the ways in which others might understand these words differently than we do. I also hope we'll consider how students might understand the words that we use.","Link":["http:\/\/tinyurl.com\/talkedu"],"Audience":["All School Levels"],"Practice":"Planning to go old school word wall style and use online mind mapping tools and TodaysMeet for folks to share their impressions\/immediate associations. We'll then share out in a large group and return to smaller groups for concluding conversation.","Presenter":["Meredith Stewart"],"PresenterAffiliation":["Cary Academy"],"PresenterEmail":["MeredithLStewart@gmail.com"],"ScheduleSlotID":61,"ScheduleLocationID":16,"SubmitterID":4,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":566,"Class":"Conversation","Created":1446333374,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"When will IEP Meetings be student led?","Handle":"when_will_iep_meetings_be_student_led","ShortDescription":"How is a conversation about your education a conversation without you? What are the benefits of having a student led IEP meeting where the students actually ask for what they need and what they want? How will this change compliance and implementation?","Description":"Learning disabled students have long been left out of conversations regarding their personal, academic and professional potential. We\u2019ve been moved to devise a solution to help improve dropout rates among the LD students, increase students use of school assistance and provide LD students with a self-directed assistive technology that will enable them to reach their highest potential.\r\n\r\nThe IEP is a collaborative tool that develops an action plan for all parties that interact with the student to communicate, report and remediate. What if there was a way to develop a plan of action that incorporated technology? If student's knew their rights and understand the outcome of an IEP meeting and it's future implementation, it would develop a sense of true autonomy for the student and the school. \r\n\r\nOnly recently student's have been invited into their IEP meetings but only in eighth grade. In the 90s, when I was a student with an IEP, I was never allowed to be in an IEP meeting. I believe that even being able to have a voice in my education would have developed my self advocacy vocabulary. If the student doesn't know what their learning disability is and what the plan is then how can they know what to ask for?\r\n\r\nHow can we improve the IEP system in order for everyone who's involved to feel supported both in compliance and the process?","Link":["http:\/\/www.workshopschool.org","http:\/\/www.processthis.org"],"Audience":["High School","Middle School"],"Practice":"This conversation will use design thinking in order to develop different solutions for each player within this conversation of the IEP. We will discuss ways to improve communication, user experience, and access to information about IEPs for both student and school.","Presenter":["Megan Hayden","Emilia Giordano","Adin Michelen"],"PresenterAffiliation":["Workshop School","Gill St. Bernard's","Workshop School"],"PresenterEmail":["megan.hayden@workshopschool.org","egiordano@gsbschool.org","adin.michelen@workshopschool.org"],"ScheduleSlotID":61,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":535,"Class":"Conversation","Created":1445608331,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"5 Principles of the Modern Math Classroom","Handle":"principles_of_the_modern_math_classroom","ShortDescription":"Everyone is a math person, until we train it out of them in school. In this session, we will debunk 4 dangerous math myths and explore ways to build a school culture of problem solving and innovative thinking through the common language of math.","Description":"Students pursue problems they're curious about, not problems they're told to solve. Creating a math classroom filled with confident problem solvers starts by encouraging students to investigate provocative questions, not by prescribing a sequence of mechanical exercises. In this session, participants will debunk 4 pervasive myths about math learning. They will also explore and develop a thoughtful approach for instilling a culture of innovative thinking in the math classroom through five powerful, yet straightforward principles: Conjecture, Collaboration, Communication, Chaos, and Celebration. 5 Principles of the Modern Mathematics Classroom offers new ideas for inspiring math students by building a more engaging and collaborative learning environment.\r\n\r\nThis session will enable attendees to:\r\n\r\n1. Embrace collaboration and purposeful chaos to help students engage in productive struggle, using non-routine and unsolved problems. \r\n2. Apply all five principles through practical strategies, activities, and digital tools. \r\n3. Introduce substantive, lasting changes in the classroom culture through a manageable but meaningful shift in processes and behaviors.","Link":["http:\/\/www.geraldaungst.com\/5cmath"],"Audience":["All School Levels"],"Practice":"Small groups will work together to solve problems and use structured conversation protocols to reflect on how their experiences translate into classroom practice. We will also use a Slack team to further develop and record the conversation both during and after the session.","Presenter":["Gerald Aungst"],"PresenterAffiliation":["Cheltenham School District"],"PresenterEmail":["geraldaungst@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":575,"Class":"Conversation","Created":1446399421,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Advisory 101: Getting Started","Handle":"something_advisory","ShortDescription":"A conversation about healthy advisory programs in functioning school communities","Description":"Thinking about creating an advisory program at your school? This session is designed to help attendees workshop and share ideas, challenges, rewards and questions about creating an advisory culture and curriculum at your school.","Link":["http:\/\/www.scienceleadership.org"],"Audience":["High School","Middle School"],"Practice":"","Presenter":["Zoe Siswick"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["zsiswick@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":514,"Class":"Conversation","Created":1442874897,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Becoming a Community that Learns: Extending the Lessons of Edcamp","Handle":"becoming_a_community_that_learns--extending_the_lessons_of_edcamp","ShortDescription":"This session will explore the underlying beliefs that have made Edcamp such a phenomenon and highlight ways to embrace participatory leadership, solve tough problems, and ultimately, change school from a community of learners to a community that learns.","Description":"In just 5 short years, Edcamp has become an international phenomenon. People accredit this to autonomy, choice, and personalized PD but, the real driver behind the movement is a redistribution in power - decreasing the power of the hierarchy and distributing it more evenly across the community. Approaching professional development from this perspective has broad implications for schools. It opens opportunities for collaborative decision making, to learn through problems, co-create solutions, and to create true communities of practice that continually regenerate schools.\r\n\r\nBuilding from the success of Edcamp, we will explore how a wider array of dialogic processes can be employed to move school from a community of learners to a community that learns.","Link":[],"Audience":["All School Levels"],"Practice":"We will be using the following conversation protocols to model the processes we will be discussing:\r\nPeer Circle\r\nWorld Cafe\r\n\r\nThis session will require an open room where chairs may be re-arranged.","Presenter":["Mike Ritzius","Dan Callahan","Christine Miles"],"PresenterAffiliation":["NJ Education Association","Massachusetts Teacher Association","Cherry Hill School District"],"PresenterEmail":["mritzius@gmail.com","danielcallahan@gmail.com","ritzius2@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":610,"Class":"Conversation","Created":1446513521,"CreatorID":477,"RevisionID":null,"Status":"Accepted","Title":"Crossing the Tracks: creating new resources through interdisciplinary projects","Handle":"crossing_the_tracks--creating_new_resources_through_interdisciplinary_projects","ShortDescription":"an investigative conversation centered on an interdisciplinary project between English 3, US. History and Intermediate Media Studies to develop topic driven new media resources. Students and teachers will discuss the process and experience of the project and share existing artifacts.","Description":"In this year-long project students identify a contemporary issue for independent study in an effort to create comprehensive resources for future research. This project is in response to standing needs of teaching traditional research paper writing skills, providing students with creative freedom to write on topics they feel passionate about and integrating new media techniques and platforms for distribution. \r\n\r\nComponents of this research project serve as the basis for writing in English 3, historical research in US History and the incorporation of new media in Intermediate Media Studies. Student work is then gathered into a comprehensive web-based resource in the fall and a formal research paper in the spring.","Link":["http:\/\/tinyurl.com\/EduconInterdisciplinary"],"Audience":["High School"],"Practice":"Teachers and students involved in the project  will lead this conversation about the experiences, both positive and negative, of this interdisciplinary approach to project based learning. Sample artifacts of student work and professional models will be shared and dissected. Participants in the conversation who have experience with similar projects are encouraged to join the discussion.","Presenter":["Larissa Pahomov","Matt Baird","Douglas Herman"],"PresenterAffiliation":["SLA"],"PresenterEmail":["dherman@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":8,"SubmitterID":477,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":559,"Class":"Conversation","Created":1446263924,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Defining \"Prepared\"","Handle":"defining-prepared","ShortDescription":"If extended, self-propelled, challenging learning experiences are critical preparation for life, what do we mean by \"preparation\"? How can we know whether students have learned how to learn--enough to thrive in the next stage of their education? How can we help them document and demonstrate their readiness?","Description":"That standardized tests don't measure the essence of what we are trying to teach through inquiry has been much discussed. So just what are we trying to teach? How do we know it's been learned? What models and milestones can we hold up for students so they can envision and mark their growth toward being effective independent learners? How do we know whether a student is ready for the coursework he is likely to encounter once he leaves us? How can we know, and how can we show, that a student currently unfamiliar with content x is nonetheless academically mature enough to learn it on her own when needed? No prepared answers to these questions will be offered. The aim is to give you the chance to work with colleagues to form and articulate your own responses. While these questions apply to all ages and subjects, there may be some emphasis on secondary mathematics, since existing measures of \"college-readiness\" in math are particularly specific.","Link":["http:\/\/dangoldner.wordpress.com"],"Audience":["High School","All School Levels"],"Practice":"Combination of modified focus\/framing question protocol with \"build a wiki\" or similar simultaneously-editable document.","Presenter":["Dan Goldner"],"PresenterAffiliation":["Boston Public Schools"],"PresenterEmail":["dangoldner@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"I learned of the existence of EduCon at 10pm on October 30th, and proposals are due Nov 1, so I haven't fully thought through which conversational practices to use. At a prior conference (#TMC13) I had participants answer some questions for themselves briefly, then discuss\/digest in small groups, then we bubbled up some ideas and summarized in tweets. I'm imagining doing something similar but ideally with more real-time visibility of what small groups are producing.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":545,"Class":"Conversation","Created":1446052796,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Effective Project Based Learning in High School","Handle":"effective_project_based_learning_in_high_school","ShortDescription":"Presenters will discuss the writing of original high school curricula grounded in inquiry and PBL. Participants will learn effective project design and assessment and view examples of student work created in high school subjects. Students from Philadelphia Performing Arts\u2026 will participate in the conversation. Participants can contribute ideas and practices.","Description":"This conversation will explain how two teachers at Philadelphia Performing Arts: A String Theory Charter School write original curricula for their high school math and English courses that is grounded in projects that drive student inquiry and learning. The facilitators will address and explain how teaching in a 1:1 iPad and Apple Distinguished School enables them to use the iPad, iTunes U, and iOS apps to enhance and up-level student learning and create rich learning experiences via these tools and project assignment. Both facilitators have multiple years of experience teaching in a 1:1 learning environment and graduate degrees (in instructional technology and school leadership respectively). Facilitators plan to bring student guest to share work and participate in the discussion.\r\n\r\nParticipants will gain an understanding of what project based learning is and why it is successful in high school classrooms. Participants will also gain an understanding of how to create an effective project based learning experience in each major academic subject area. Participants will see and be inspired by specific examples of project based learning experiences originally designed by the presenters and their colleagues for the major academic subject areas and student work created for these projects that show the success these projects have met. Additionally, participants will have the opportunity to share knowledge and experiences and interact with the presenters so that conversation can be tailored to the specific interests of the participants.\r\n\r\nThroughout our presentation we will demonstrate the ways we present our projects and material to students through iTunes U and iOS apps.","Link":["https:\/\/about.me\/cohencasey","http:\/\/www.ledfordbarbara.com"],"Audience":["High School"],"Practice":"Student guest speakers and participants will participate in the sharing of ideas and best practices throughout the conversation. Today\u2019s Meet will be used as a back channel and a reference. The #educoninquiry will be used to continue to the conversation.","Presenter":["Casey Cohen","Barbara Ledford"],"PresenterAffiliation":["Philadelphia Performing Arts: A String Theory Charter School"],"PresenterEmail":["ccohen@stringtheoryschools.org","bledford@stringtheoryschools.org"],"ScheduleSlotID":63,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Vote for us. :)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":553,"Class":"Conversation","Created":1446185224,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How Teachers Can Co-Opt the Lean Startup Model for the Classroom","Handle":"how_teachers_can_co-opt_the_lean_startup_model_for_the_classroom","ShortDescription":"When it comes to teaching, being able to quickly understand whether or not students are learning\u2014and then adjusting practice accordingly\u2014is crucial to the profession. So how can educators co-opt \u201cLean Startup\u201d methods, with series of rapid testing processes designed to test and scale businesses popularized by Eric Ries\u2014to design the best possible classroom? This conversation will follow a step-by-step process to demonstrate how educators can turn classrooms into hotbeds of experimentation.","Description":"See if this problem-solving technique sounds familiar: form a hypothesis, design an experiment, measure the results, and use the findings to inform the follow-up experiment.\r\n\r\nScience teachers might recognize that as the \u201cScientific Method.\u201d Entrepreneurs have their own name for it, too: the \u201cLean Startup,\u201d popularized by Eric Ries\u2019 book of the same name, which has been canonized in the lore of entrepreneurship.\r\n\r\nThe core tenets in these two approaches are not all that different: Like any startup, a classroom must deliver services under unpredictable conditions. Like entrepreneurs, teachers continuously improvise new approaches, measure if they work, and learn from their successes (or failures) immediately. Are the students learning? What\u2019s working? For all students, or for some?\r\n\r\nNo solution is perfect, but few emotions are as draining as finding out that a product or teaching method ultimately doesn\u2019t work\u2014and not knowing it until it\u2019s too late (or at the end of the school year).\r\n\r\nAlready, the lean process is being used for new instructional approaches in places like Summit Public Schools. In fact, CEO Diane Tavenner gave a talk in 2012 on how she and her team used the method to test and refine Summit\u2019s instructional practice. And the result? Since launching in 2003, Summit has graduated more than 1,700 students, 100% of whom meet or exceed 4-year college entrance requirements.\r\n\r\nWhen it comes to teaching, being able to quickly understand whether or not your students are learning\u2014and then adjusting your practice accordingly\u2014is crucial to the profession. So how can educators co-opt Lean Startup methods\u2014a series of rapid testing processes designed to test and scale businesses\u2014to design the best possible classroom?","Link":["https:\/\/www.edsurge.com\/writers\/mary-jo-madda","http:\/\/twitter.com\/mjmadda"],"Audience":["All School Levels"],"Practice":"This \"conversation\" will consist of a brief description of the following article (https:\/\/www.edsurge.com\/news\/2015-10-28-how-teachers-can-run-classrooms-like-lean-startups), followed by a Gallery Walk activity. Groups of 3-4 participants will pair up and engage in the teacher-centric lean classroom process--together creating a hypothesis, defining metrics, and theorizing a minimum viable product that an educator could test in the classroom with students.","Presenter":["Mary Jo Madda (with help from Leonard Medlock)"],"PresenterAffiliation":["www.edsurge.com"],"PresenterEmail":["maryjo@edsurge.com"],"ScheduleSlotID":63,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":607,"Class":"Conversation","Created":1446487542,"CreatorID":4820,"RevisionID":null,"Status":"Accepted","Title":"Inundated with Initiatives. How do we honor the teacher\u2019s voice?","Handle":"inundated_with_initiatives._how_do_we_honor_the_teacher-s_voice","ShortDescription":"New initiatives can inspire and burden teachers. When we try to do what\u2019s best for students, do we lose sight of what\u2019s best for teachers? We will introduce our district\u2019s Innovation Incubator group, explain how it empowers teachers, and pose questions about what\u2019s next.","Description":"In an effort to address various issues and allow teachers opportunity to experiment, our district created an Innovation Incubator last year. We will describe the group\u2019s inception, the application of Design Thinking, and will share our progress. We will also explain an unintended consequence: the positive effect on teachers\u2019 feelings of efficacy and motivation. As a group we will explore what else we can do to honor teachers\u2019 voices.","Link":["https:\/\/docs.google.com\/presentation\/d\/1I8bsjDVFI-6grrmvr5ezxEj-2O6er1HY9RuQXHyKyvI\/edit?usp=sharing"],"Audience":["All School Levels"],"Practice":"Engage in a collaborative discussion protocol","Presenter":["Amy Gorzynski","Amy Stolarsky"],"PresenterAffiliation":["Leyden High Schools"],"PresenterEmail":["agorzynski@leyden212.org","astolarsky@leyden212.org"],"ScheduleSlotID":63,"ScheduleLocationID":7,"SubmitterID":4820,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":586,"Class":"Conversation","Created":1446418768,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Not Playing School - How can asynchronous learning empower students in their own education?","Handle":"not_playing_school_-_how_can_asynchronous_learning_empower_students_in_their_own_education","ShortDescription":"Students, educators, and partners from The U School, a Philadelphia high school in its 2nd year, will share work we have done to design our spaces, systems, and curriculum to support students in an asynchronous, competency-based learning model. Participants will engage in a discussion of the implications of our design.","Description":"The U School is an Innovation Network school in the School District of Philadelphia. We accept students through a blind lottery, with half of our students coming from the region around our school and half from the rest of the city. Currently in our second year, we are designing The U School with our users (youth, educators, parents\/guardians) at the center. As a part of this work, our staff spent this summer\u2019s professional development designing spaces, systems, and curriculum to engage students in asynchronous, competency-based learning. \r\n\r\nOur students come to us with vastly different experiences of and attitudes towards schooling. With that in mind, we know that we need to work intentionally to invest our students in the idea that they have agency in their own education. In our work last summer, we reenvisioned the way our classrooms are laid out, the way students access our curriculum, and our role as educators in the classroom with the goal of allowing students to learn at their own pace and in their own ways.\r\n\r\nThrough this conversation, members of The U School community including our educators, community partners, and students will share stories, artifacts, and data from our work, and will engage participants in a conversation of the implications of our design work for our students, our city, and our education system more broadly.","Link":["http:\/\/www.uschool.org\/"],"Audience":["High School","Middle School"],"Practice":"Our session will take the form of \u201cSharing Best Practices\u201d.  Members of the U School community will share vignettes, artifacts, and data from our work designing and implementing spaces, culture, and curriculum to support asynchronous learning towards the goal of student empowerment. The \u201cSuccess Analysis\u201d protocol will be used to allow conversation participants to engage in a discussion of the implications of our work for different school models, and to our vision for education, in large urban districts and beyond. Through this conversation, we will also use a similar form to engage participants in a discussion of the challenges of implementing this model, and to allow for critiques of the work. Ultimately, in sharing our work with educators from across the country, we hope to receive feedback from other educators on our model and design process.\r\n\r\nQuestions for Discussion: \r\nWhat happens when students engage in asynchronous learning? \r\nHow can educators create conditions for optimal asynchronous learning?","Presenter":["Charlie McGeehan","Sam Reed","Jessica Shupik","Sophie Date","Maggie Stephan"],"PresenterAffiliation":["The U School","Penn GSE"],"PresenterEmail":["cmcgeehan@uschool.org","sreed@uschool.org","jshupik@uschool.org","sdate@uschool.org","mstephan@uschool.org"],"ScheduleSlotID":63,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"Additional educators, students, and partners will be added to this presentation. Is there a way for me to make sure they are added once they decide to join for EduCon?","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":562,"Class":"Conversation","Created":1446300924,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"POP POP POP UP!   Designing Pop Up Books as a STEAM Project","Handle":"pop_pop_pop_up-designing_pop_up_books_as_a_steam_project","ShortDescription":"Creating a pop-up book is a STEAM project that allows students to\r\nthink spatially, engineer complex paper mechanisms, and express their\r\nown creativity! In this conversation we  will discuss the student\r\nexperience in Pop Up Design, a maker education course offered at the\r\nNYC iSchool and help participants make their own pop up cards!","Description":"","Link":["http:\/\/www.ischoolpolymath.com"],"Audience":["All School Levels"],"Practice":"","Presenter":["Sarah Prendergast"],"PresenterAffiliation":["NYC iSchool"],"PresenterEmail":["sprendergast@nycischool.org"],"ScheduleSlotID":63,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":573,"Class":"Conversation","Created":1446398258,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"School 2.0","Handle":"school_2.0","ShortDescription":"Join Chris Lehmann and Zac Chase in an examination of key theses from their book - Building School 2.0: Creating the Schools We Need. The discussion will center around how participants can return to their places of learning to begin the shift to a more modern education.","Description":"In their book, Building School 2.0: Creating the Schools We Need, Lehmann and Chase outline 95 theses arguing for the best paths forward to modern, humanist schools that effuse and ethic of care. In this conversation, we will examine key theses from the text and discuss what it might mean for participants to return to their places of learning to begin to build these modern schools and shift the course of existing skills. Come join us in a conversation focused on moving from our best theories to authentic practice.","Link":["http:\/\/www.practicaltheory.org","http:\/\/www.autodizactic.com"],"Audience":["All School Levels"],"Practice":"","Presenter":["Chris Lehmann","Zac Chase"],"PresenterAffiliation":["SLA"],"PresenterEmail":["chris@practicaltheory.org","zac.chase@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":515,"Class":"Conversation","Created":1442932997,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Startup 101: Entrepreneurialism for K-12 Classrooms","Handle":"entrepreneurialism_for_the_k-12_classrooms","ShortDescription":"What happens when learning at school is more like working at a startup? Let's get together, talk about, and build out ideas around how to leverage the creativity and the experiences of young people to help them solve problems they are genuinely connected to and passionate about.","Description":"I'll repeat the question: What happens when learning at school is more like working at a startup? No homework. No grades. No exams. No scheduled class periods. No teachers. A starting point and ending point. A space to gather and work. Opportunities to expand networks and gain experiences. Near continuous feedback. Guidance. If this sounds more like the \u201creal world\u201d and less like \u201cschool,\u201d then perhaps schools are not following the wisdom of John Dewey who stated that school must reflect life, and life must reflect school. Through a combination of storytelling, small group brainstorming, and a mini design project of our own, the goal of this session is for participants to leave with ideas for encouraging entrepreneurial and innovative thinking at any scale and for any age group.","Link":["http:\/\/www.constructivisttoolkit.com","http:\/\/startup101.mka.org"],"Audience":["All School Levels"],"Practice":"Participants will work together to brainstorm and build out plans for supporting entrepreneurial thinking for whatever age levels, discipline, and time and effort commitment they can realistically support. This will not be a lecture by any means, and I will always be the first to admit that I am no expert on the topic but rather an very interested and enthusiastic learner about it!","Presenter":["Reshan Richards"],"PresenterAffiliation":["Teachers College","Columbia University"],"PresenterEmail":["reshanrichards@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":611,"Class":"Conversation","Created":1447976351,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Street Art and World Languages","Handle":"street_art_and_world_languages","ShortDescription":"During the session, participants will investigate street art's potential as a viable and powerful teaching and learning tool. The presenter will model activities and a SCRATCH game using street art that increase engagement, integrate the arts and move students to experience the 5C's particularly Communities, Culture and Connections.\r\n\r\nThe purpose of the session is:\r\n- to provide authentic material and instructional strategies using street art\r\n- to share lessons designed collaboratively with Chilean educators and artists\r\n- to promote arts integration in the world language classroom\r\n- to elevate appreciation of street art not only for its aesthetics, but its cultural value","Description":"Participants will leave with instructional strategies, lesson plans, authentic materials and other resources for using street art. Because the presenter will model the use of these resources (not merely present them), participants will know how to use them in their own classrooms to develop their students' language and cultural competence.\r\n\r\nIn this session, the presenters will model instructional strategies and lessons that use street art to engage students and to improve their language and cultural competence. The session is ideal for educators interested in arts integration and exploring the 5C's in innovative ways. In order to experience the material as students, attendees need to participate actively in the lessons as they are modeled. The format will be highly interactive and resources shared will include video, still images, audio clips and interview transcripts. Participants will leave with instructional strategies, lesson plans, and authentic materials.","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Melanie Manuel"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mmanuel@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":621,"Class":"Conversation","Created":1452544804,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Intangibles: What It Really Takes To Manage An Effective School","Handle":"the_intangibles--what_it_really_takes_to_manage_an_effective_school","ShortDescription":"","Description":"During our childhood, there were moments when we felt particularly\r\nsafe (or unsafe) in school, when we felt particularly connected to a\r\ncaring adult, when we felt particularly engaged in meaningful learning\r\n(or not). These are the school memories that we all tend to vividly\r\nremember: good and\/or bad. It is not surprising that these kinds of\r\nexperiences shape learning and development.\r\n\r\nHowever, effective schools are larger than any one person's experience.\r\nWhen the schools community work together, a group process emerges that\r\nis bigger than any one person's actions. A comprehensive assessment of\r\nschool climate and culture includes major aspects of school life such\r\nas safety, relationships, teaching and learning, and the environment\r\nas well as larger organizational patterns (e.g. from fragmented to\r\nshared; healthy or unhealthy). How we feel about being in school and\r\nthese larger group trends shape learning and student development. A\r\npositive school climate is associated with academic achievement,\r\neffective risk prevention efforts and positive youth development.","Link":["http:\/\/slabeeber.org"],"Audience":["All School Levels"],"Practice":"","Presenter":["Chris Johnson"],"PresenterAffiliation":[],"PresenterEmail":["cjohnson@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":585,"Class":"Conversation","Created":1446418493,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"#GoOpen: Personalize Future Ready Learning through OER","Handle":"the_future_for_opportunity_youth","ShortDescription":"Join us for a conversation about the #GoOpen initiative with the US Department of Education. More information here: tech.ed.gov\/open-education","Description":"","Link":["http:\/\/tech.ed.gov\/open-education"],"Audience":["All School Levels"],"Practice":"","Presenter":["Katrina Stevens and Diana Laufenberg"],"PresenterAffiliation":["US Department of Education; Inquiry Schools"],"PresenterEmail":["katrina.stevens@ed.gov"],"ScheduleSlotID":64,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":511,"Class":"Conversation","Created":1442515478,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Accelerating Expectations","Handle":"accelerating_expectations","ShortDescription":"Join some of the founders--staff and students--of a pioneering public school that has been celebrated by President Obama for a discussion on the value of school culture. We will discuss the unique impact of the 9-14 public-private partnership school model that raises expectations for underrepresented youth by preparing them for careers in the tech industry. Also, we will share ideas for how to improve school culture through external partnerships.","Description":"Join some of the founders--staff and students--of a pioneering public school that has been celebrated by President Obama, PM Tony Abbott of Australia, and public officials and business leaders from around the world for a discussion on the value of school culture. The P-TECH movement now includes over 40 sites, including schools throughout New York State, Connecticut and Chicago. We will discuss the unique impact of the 9-14 public-private partnership school model that has raised expectations for underrepresented youth by preparing them for careers in the tech industry and share ideas for how to improve school culture through external partnerships. The presence of committed, well-trained mentors in the school on a consistent basis, along with college professors and other caring adults, creates a college-going culture that transforms the school experience for young people who, demographically, are unlikely to earn college degrees. In addition, providing workplace experience in a corporate environment allows students to see themselves in a new light, with the accompanying elevated expectations that go along with a middle class career. In particular, we will investigate the effects of accelerated progress for students on their peers through the lens of 18-year-old young people who have earned both a high school diploma and an associate in applied sciences degree and, in three cases, full-time jobs at IBM.","Link":["http:\/\/www.ptech.org"],"Audience":["High School","All School Levels"],"Practice":"Students in their 5th year of the 9-14 program will share their experiences through brief presentations and Q&A. Then, the whole group participates in a question formulation protocol around school culture and the influences that affect culture in schools and organizations.","Presenter":["Will Ehrenfeld","Joel Duran","Kevin Garcia"],"PresenterAffiliation":["P-TECH"],"PresenterEmail":["wehrenfeld@ptechnyc.org"],"ScheduleSlotID":64,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":520,"Class":"Conversation","Created":1443620762,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Asking Beautiful Questions: A reflection protocol to align mission with the stories we tell","Handle":"asking_beautiful_questions--a_reflection_protocol_to_align_mission_with_the_stories_we_tell","ShortDescription":"We'll use participant\u2019s conference experiences as a jumping off point to explore current mission-driven successes and challenges in their own schools. Using \"How might we\" and \"What if\" questions and peer-to-peer feedback, participants will uncover new possibilities for better addressing Educon themes in their schools.","Description":"The school mission drives in ways direct and subtle the stories that we tell within and beyond our school communities.  We will leverage the collective wisdom of the participants in the workshop to explore current successes and challenges in realizing the promise embedded in each of our school\u2019s missions. We\u2019ll engage in active learning together using a design thinking approach as we ask \"How might we\" and \"What if\" questions to uncover new possibilities for better addressing emerging Educon themes in our schools and classrooms. Participants will receive focused feedback on a pressing issue that they identify and will give feedback to other participants about challenges that they are facing in their schools. Participants will leave with an actionable plan to address their mission-focused challenge. We hope that our shared thinking will create the beginnings of a professional learning community that can continue beyond the workshop conversation.","Link":["http:\/\/blog.lrei.org\/progressive-practice\/author\/msilberberg\/","https:\/\/alexragone.wordpress.com\/ http:\/\/www.lrei.org\/"],"Audience":["All School Levels"],"Practice":"We will use design thinking activities to drive the workshop activities. Participants will be active throughout the workshop and not simply be passive listeners of a presentation. We want to create a space where participants can take a risk and explore new ideas to inform their work. Participants will work in small groups as they cycle through a \"What if\" consultancy protocol. Work produced in the consultancies will be posted and a gallery walk will allow all to view and offer additional feedback.","Presenter":["Mark Silberberg","Alex Ragone"],"PresenterAffiliation":["Little Red School House & Elisabeth Irwin HS","City & Country School"],"PresenterEmail":["msilberberg@lrei.org","AlexR@cityandcountry.org"],"ScheduleSlotID":64,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"If selected, we'd would prefer to do as an afternoon session so that folks can use\/reflect on workshops attended earlier in the day.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":601,"Class":"Conversation","Created":1446437964,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Back(ground) to Front","Handle":"back-ground-to_front","ShortDescription":"Inquiry requires students to consult sources, but those sources often assume that audiences have background knowledge that not all students possess. This session will help educators be conscious of the tools that they use to fill in background knowledge and plan strategies to help students build those tools for themselves.","Description":"Participants will begin in small groups reading articles about subjects that they are likely to be unfamiliar with. (Examples: articles from the Guardian about a Test cricket match or a British parliamentary procedure.) They will identify phrases or references that they are unfamiliar with and share how this unfamiliarity made them feel about finishing the article. This will lead to a brief session-wide discussion of the importance of background knowledge for inquiry. \r\n\r\nIn the small groups again, participants will brainstorm a list of the types of sources that they might expect their students to consult during an inquiry process, and the background knowledge that these sources might expect from their audience. The groups will then share out their results.\r\n\r\nThe presenter will describe a couple of techniques for providing students with background knowledge, including prepared vocabulary lists and the use of \u201cexplainer\u201d sources. Them the small groups will brainstorm additional techniques and resources and share those results with the group.","Link":["http:\/\/www.notnews.org"],"Audience":["High School"],"Practice":"Throughout each round of brainstorming and sharing, the presenter and participants will work on creating a shared Google doc that will serve as a reference guide and record of the proceedings.","Presenter":["Dave Thomer"],"PresenterAffiliation":["Parkway Center City"],"PresenterEmail":["davethomer@comcast.net"],"ScheduleSlotID":64,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":537,"Class":"Conversation","Created":1445719465,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Educon U 2017?","Handle":"educon_u_2017","ShortDescription":"How about an Educon for university educators? Educon mainly serves the K-12 community, but its educational principles apply at all levels.\r\n\r\nLet's consider making an \"Educon U.\" for university educators and if it makes sense to plan one (next year?).","Description":"The choices for Audience in creating an Educon conversation include \"High School,\" \"Middle School,\" and \"Elementary School,\" but not past 12th grade.\r\n\r\nAs a university professor, Educon has changed my teaching practice and my student evaluations show they appreciate it deeply. Many practices and beliefs translate from K-12 to universities.\r\n\r\nStill, many don't. I believe we would benefit from extending the Educon community to university educators and administrators.\r\n\r\nWhat are the similarities and differences? What can the communities learn from each other? What would university communities have to figure out on their own? Would it make sense to try to extend Educon?\r\n\r\nIf so, how would \"Educon U.\" differ? Would people attend? What are the logistics? What can we learn from Educon?","Link":["http:\/\/joshuaspodek.com"],"Audience":["All School Levels"],"Practice":"The conversation will begin (after introductions) with comparing the K-12 community with the university community (diverse as both are) and seeing if something like an \"Educon U.\" would work for the latter.\r\n\r\nIf it would, we would consider if we could make it happen and logistics.","Presenter":["Joshua Spodek"],"PresenterAffiliation":["Columbia University \/ NYU"],"PresenterEmail":["josh@spodek.net"],"ScheduleSlotID":64,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":589,"Class":"Conversation","Created":1446419200,"CreatorID":477,"RevisionID":null,"Status":"Accepted","Title":"From the Horse's Mouth: Talking with Kids about Influential Media","Handle":"from_the_horse-s_mouth--talking_with_kids_about_influential_media","ShortDescription":"In a follow-up to \"Empowering Critical Relationships with Media\" (Educon '14, '15), this conversation opens up a dialogue with a diverse panel of students from SLA regarding the media they consume and find influential. Hearing from this group of active media consumers will help teachers develop engaging educational approaches and materials with, rather than, for their students.","Description":"At a base level of media consumption we need to consider \u201cWhat are we watching? (or listening to, playing, etc.).\u201d This is engagement in its simplest form, and gets us to think about the encoded messages that generally wash over us without question or interpretation. Asking ourselves \u201cWhy are we watching this?\u201d begins the process of thinking about the constructs of media and how they serves our needs. As new technologies have lowered the barriers to creation the framing question, \u201cWhat are we making?\u201d asks us to think about the elements identified in the curate stage and how they work within our own creations. \u201cWhy are we making this?\u201d helps us look at our own creations from a more critical perspective with greater understanding of production, our relationship to media and the encoding\/decoding process.\r\n\r\nAs teachers \"Who is this for?\" is a given, but how much time do we spend truly considering the audience? Are they part of this curation and creation? If so, how? If not, why? How well do we fully grasp the additional layer of understanding new platforms of distribution our students are predominantly using for media consumption? This conversation aims to gain a better understanding of what it is like from the other side of the lecture, assignment and project.","Link":["https:\/\/www.roughcutschools.org","http:\/\/tinyurl.com\/influentialmedia"],"Audience":["All School Levels"],"Practice":"This conversation will be guided by Josh Weisgrau and Douglas Herman of Rough Cut Schools, as well as current and former SLA students who have made the critical leap from consumers to creators of media.\r\n\r\nAfter engaging in conversation with this panel of students, our attendees will have the unique opportunity of being \"schooled\" in the ways of modern media consumption, interaction, interpretation and creation.  \r\n\r\nRough Cut Schools aims to inspire critical and creative approaches to consuming and creating media for all students that will lead to an empowered relationship with media in an overwhelmingly mediated society.","Presenter":["Douglas Herman","Josh Weisgrau and a panel of SLA students"],"PresenterAffiliation":["SLA","Friends Central","Rough Cut Schools","Rough Cut Productions"],"PresenterEmail":["doug@roughcutschools.org"],"ScheduleSlotID":64,"ScheduleLocationID":8,"SubmitterID":477,"AdditionalComments":"This is a direct extension of a previous conversation (Empowering Critical Relationships with Media- Educon '14, '15), which was also proposed for '16.\r\n\r\nThis conversation, \"From the Horse's Mouth: Talking with Kids about Influential Media\" will be directly used to craft a new article for Edutopia. So, if there is only room for Rough Cut to have one conversation during sessions this year, we would prefer this to be the one.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":540,"Class":"Conversation","Created":1445804430,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Generation Z -- It's Complicated","Handle":"generation_z_--_it-s_complicated","ShortDescription":"Generation Z: Born after the late 90s. Today\u2019s K-12 learners. Do we really know this generation and their learning needs and preferences? What are our adult assumptions regarding their identity, privacy, social media addiction, online danger, bullying, digital inequity and digital literacy? Let\u2019s have a conversation about today\u2019s generation.","Description":"We\u2019ll use danah boyd\u2019s research (It\u2019s Complicated) and the research of a contemporary marketing firm to challenge\/affirm our assumptions and brainstorm strategies\/actions that we as educators can take to best meet the needs of today\u2019s digital generation.\r\n\r\nThis conversation will be driven by participant inquiry and will have three objectives: (1) identify the participants\u2019 current understanding of Generation Z; (2) expand participants\u2019 understanding of Generation Z through the examination of research; (3) brainstorm strategies\/actions to address identified assumptions\/myths and\/or counter the prevailing paradigm.","Link":["http:\/\/workginattheedge.org","http:\/\/rosscoops31.com"],"Audience":["All School Levels"],"Practice":"Participant inquiry in small and large group will result in a deliverable consisting of common adult perceptions of Generation Z, research-based explanations, and strategies\/actions to best design learning opportunities for Generation Z.","Presenter":["Randy Ziegenfuss","Ross Cooper"],"PresenterAffiliation":["Salisbury Township School District"],"PresenterEmail":["rziegenfuss@salisburysd.org","rcooper@salisburysd.org"],"ScheduleSlotID":64,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"Twitter handles - Randy (@ziegeran) and Ross (@rosscoops31)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":598,"Class":"Conversation","Created":1446436903,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How to Build Teacher Tools That Work","Handle":"how_to_build_teacher_tools_that_work","ShortDescription":"When visitors come to SLA, our tools of the trade get lots of attention, from our school-wide rubric to our peer observation forms to our student surveys. Come learn about our design process and workshop your own ideas to create effective tools for both classroom and administrative purposes. Conversation participates will be invited (but not required) to actually build an online tool that they will take back to their school. Copious examples will also be shared during the session for reference.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Larissa Pahomov"],"PresenterAffiliation":["SLA"],"PresenterEmail":["lpahomov@scienceleadership.org"],"ScheduleSlotID":64,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":560,"Class":"Conversation","Created":1446285125,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Is the PLN Dead? The Reality of Networks in Education","Handle":"is_the_pln_dead-the_reality_of_networks_in_education","ShortDescription":"With many years of hype behind us around the value of personal networks\/networking, this conservations aims to uncover the realities of social networking in teaching, learning, and professional development. Is the PLN dead? Or, do we need to reimagine the role of networks in education?","Description":"For many years, the development of personal learning networks has been touted as an essential activity toward the improvement of teaching, learning, and professional development activities for educators and students. Subsequently, professional development events are abuzz with educators touting the value of Twitter often sharing rich anecdotes of connection and collaboration. Yet, the landscape around social networking services has changed dramatically. As more people come online and accumulate followers, there is often more noise than there is signal. Additionally, algorithms employed by major social networking services create filter bubbles and alter the nature of our activity streams. Network fatigue and emerging new services make it more difficult to \"ask of the network\" and there seems to be fewer success stories as compared to the golden years of the PLN. In this session, we aim to guide participants in interrogating their successes and failures with social networking tools and methodologies in their educational practice. Through this conversation, we hope to uncover the reality beyond the hype and work towards a new paradigm for the use of social networking by educators and students. If the PLN is truly dead, this session will allow us to move forward and reimagine the role that ubiquitous social technologies have in our professional and personal lives.","Link":[],"Audience":["All School Levels"],"Practice":"This conversation will begin with a short historical overview of growth and hype cycle of personal learning networks. Then, through a focus on personal storytelling by the participants, we will collectively begin to develop a framework (or frameworks) for a renewed vision for networks in education. Such concept development will certainly rely on a number of recording, diagramming, and charting tools, but more so, on the creativity of the participants in co-developing and sharing their ideas.","Presenter":["Alec Couros","Dean Shareski"],"PresenterAffiliation":["University of Regina","Discovery Education"],"PresenterEmail":["couros@gmail.com","shareski@gmail.com"],"ScheduleSlotID":64,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":599,"Class":"Conversation","Created":1446436904,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Race for Dummies 2.0: Continuing to Navigate Loaded Conversations about Race","Handle":"race_for_dummies_2.0--continuing_to_navigate_loaded_conversations_about_race","ShortDescription":"These days, many agree that it's time to talk about Race with our students; however, professionals rarely learn how to effectively do so. In this session, teachers will not only learn time-tested dialogic techniques, but will discuss how to navigate the minefield of Race when things go \"wrong.\"","Description":"In this session, we will discuss how to set up a classroom environment that is ready for conversations about Race. Then, I will model come conversational structures, followed by a discussion where teachers share their own best practices. Finally, each teacher will design a conversation that they can take back to their classrooms.","Link":[],"Audience":["All School Levels"],"Practice":"We will use large and small group conversations - the same ones that I will be suggesting that they take home to their students.","Presenter":["Matthew Kay"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mkay@scienceleadership.org"],"ScheduleSlotID":64,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"This will be a different version than last years conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":617,"Class":"Conversation","Created":1449090645,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"So We're Making A Middle School - SLAMS","Handle":"so_we-re_making_a_middle_school_-_slams","ShortDescription":"\u200bWe are in the middle of a Design Year for Science Leadership Academy Middle School. What makes Middle Schools great? What makes SLA great?","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"\u200bLarge Venn diagrams posted in the room. What are great\/promising Middle School practices. What are great\/promising SLA practices. Where do they intersect, What is missing. Post it noting, then gallery walking, then group conversation.","Presenter":["Timothy Boyle"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["tboyle@scienceleadership.org"],"ScheduleSlotID":64,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":570,"Class":"Conversation","Created":1446392689,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Students helping Students use Tech","Handle":"students_helping_students_use_tech","ShortDescription":"How can we include students in conversations about using technology to transform our teaching and learning? At UMW, the new Digital Knowledge Center was designed to provide peer-based student support for digital projects, and, through this mission, to help place student voices squarely in conversations about transforming our scholarly digital practices.","Description":"In 2014, the University of Mary Washington opened the Digital Knowledge Center (DKC) to provide peer-based tutoring on digital assignments. With a model that is based, in part, on the school\u2019s Writing Center, students can seek assistance at the DKC for digital projects they\u2019ve encountered in classes; students can also seek help on using technology, more generally, to achieve academic or personal goals. \r\n\r\nOn face-value, the DKC may seem like nothing more than a digitally-focussed tutoring center, but, on a more fundamental level, the mission of the Center is also to develop student voices within conversations about the role of digital technologies at our school. Within its first year, the DKC has received overwhelmingly positive feedback, and we continue to explore ways to further employ tutors as ambassadors on digital issues within the larger university culture. \r\n\r\nDuring this presentation, we will share three unique perspectives on the vision behind the DKC and its current programming. Special Assistant to the Provost, Jeff McClurken, will discuss the original plan for the Center and how it came to exist; Director of the DKC, Martha Burtis, will share lessons learned from the first year; and former DKC tutor and current Instructional Technology Specialist, Jess Reingold, will share her perspective as a student who helped launch the Center. \r\n\r\nWe believe organizations like the DKC can become transformative catalysts for cultural change around digital issues at our schools. We hope to be able to impart some lessons and inspire others to explores similar endeavors.","Link":["http:\/\/dkc.umw.edu"],"Audience":["All School Levels"],"Practice":"After the three presenters briefly introduce their three topics, we will invite attendees to group around these three different perspectives, aimed at helping participants imagine how they can approach developing similar organizations within their own schools or districts:\r\n\r\n* how to \u201csell\u201d a center like this as a school\r\n* how to program and manage a center like this at a school\r\n* the student experience of a center like this (and how to make this as positive and fruitful as possible)\r\n\r\nEach member of the UMW team will lead a brainstorming discussion on their topic. At the end of the session, we will regroup to share ideas and strategies that we all uncovered.","Presenter":["Jeff McClurken","Martha Burtis","Jess Reingold"],"PresenterAffiliation":["University of Mary Washington"],"PresenterEmail":["jmcclurk@umw.edu","mburtis@umw.edu","jreingol@umw.edu"],"ScheduleSlotID":64,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":512,"Class":"Conversation","Created":1442603194,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The DEEP Practitioners Program: Pushing the Practice of Excellent Teachers","Handle":"the_deep_practitioners_program--pushing_the_practice_of_excellent_teachers","ShortDescription":"Research has shown that good teachers are leaving schools, particularly in urban settings, at alarming rates. Mentorship and coaching could work to retain our best teachers, help push their practices forward, and also engage school administrators in meaningfully aiding the growth of these educators. The DEEP Practitioners Program in the School District of Philadelphia is a specialized coaching program designed to reach talented educators. Come here what we do and collaborate with us on how to take a coaching program like this back to your school or district!","Description":"Driven by the desire to keep our best teachers in the School District of Philadelphia (SDP), the District launched a pilot study based on The New Teacher Project's (TNTP) The Irreplaceables study during the 2014-2015 school year. Branding this group as the DEEP (Dynamic, Effective, Evolving, Passionate) Practitioners Program by Teacher Coach Alexa Dunn and the pilot's participating 15 educators, the year-long program investigated the coaching and retention of the SDP's great teachers. Focus was on facilitative and collaborative goal setting and coaching styles. The DEEP Program is now in its second year, keeping the original 15 educators involved in the first coaching cycle and bringing on a new crop of 15 DEEP Practitioners. \r\n\r\nThis workshop will be led by Alexa Dunn, some of her DEEP Practitioners from the 2014-2015 program, and a few new 2015-2016 members. Attendees will participate in round table collaborative conversations and activities that will help them envision what teacher coaching of our excellent teachers could look like, and what it means to push teacher practice from good to great. Attendees will leave the session with ideas and practical tools to use in their schools and networks to grow coaching at this level.","Link":[],"Audience":["All School Levels"],"Practice":"Workshop style, collaborative conversations, practical tool exploration.","Presenter":["Alexa Dunn (and DEEP Practitioner Members-teachers in the School District of Philadelphia"],"PresenterAffiliation":["The School District of Philadelphia","Science Leadership Academy","University of Pennsylvania Graduate School of Education"],"PresenterEmail":["adunn@philasd.org"],"ScheduleSlotID":64,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"Chris et al: \r\n\r\nI'd want to rework some of this verbiage as we get closer. Also, I will have more presenter names to add and their affiliations.\r\n\r\nThanks!\r\nAlexa","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":594,"Class":"Conversation","Created":1446433998,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Transforming Silence into Genius","Handle":"transforming_silence_into_genius","ShortDescription":"The award winning PYPM (Philly Youth Poetry Movement) creates safe spaces for young people to expand their critical thinking and enhance creative expression with a focus on literacy, youth development, life skills, using poetry, and spoken word.","Description":"In the midst of an educational crisis, where the arts and extracurricular activities are being eliminated from schools it has been challenging to expand the imagination and vision of today's student. Participants will explore the many facets of poetry, spoken word performance, and hip hop as it relates to youth culture and cultural responsive pedagogy. By investigating identity students learn more about themselves and their own voice, which encourages value in self. This workshop\/conversation will give educators tools to connect with students on a deeper level while simultaneously building ownership in the classroom while increasing student engagement. Participants will be asked to share their insights, experiences.  This workshop will recommend culturally responsive curriculum engagement, strategies, critical media literacy, creative writing reflective practices, internal conflict resolution, as it uses critical lenses to share ideas and strategies to increase the authentic student voice and innovation.","Link":["http:\/\/www.pypm215.org"],"Audience":["High School","Middle School"],"Practice":"This presentation will not only share pedagogical practices, but it will also place the participants in the positions that their students experiences daily. We our students to take risk, but we do not take them as educators. Participants will share and exchange ideas as they also explore their own creative abilities. Get ready to have some fun!","Presenter":["Gregory Corbin"],"PresenterAffiliation":["PYPM\/City of Philadelphia"],"PresenterEmail":["greg@pypm215.org"],"ScheduleSlotID":64,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":569,"Class":"Conversation","Created":1446384408,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Adding Value: A conversation on making difference","Handle":"adding_value--a_conversation_on_making_difference","ShortDescription":"Each school year we begin with high hopes and plans to make our job and our lives easier or better. By the end of January, however, we as teachers are maxed out in what we can do because there are too many things pulling us in various directions. This conversation is an attempt to gain some traction in our teaching lives by reflecting upon the question of where can we make the most difference and how.","Description":"Each school year we begin with high hopes and plans to make our job and our lives easier or better. By the end of January, however, we as teachers are maxed out in what we can do because there are too many things pulling us in various directions. This conversation is an attempt to gain some traction in our teaching lives by reflecting upon the question of where can we make the most difference and how. \r\n\r\nThe workshop will be an opportunity for participants to think about where they are in the current teaching year and what they have to do to move the needle on the important parts of their lives- including their life at school. What is needed is open mind, a hot cup of tea, a calendar and a small group of colleagues to provide the emotional support you need to make the small changes that can produce big results.","Link":[],"Audience":["All School Levels"],"Practice":"Work groups will be based in triads to share ideas and to help create an agenda of next steps for participants to make their ideas come to life. There is a framework to keep people on track but this is a workshop where people put ideas and plans into place to take forward rather than being presented to.","Presenter":["Matt Baird"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mbaird@scienceleadership.org"],"ScheduleSlotID":69,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"At the moment this is similar to the workshop I did last year which seemed to go pretty well. The description I am using is language that may have been included in last year's guide. Over the next couple of months I hope to differentiate the focus slightly but it will be similar.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":546,"Class":"Conversation","Created":1446055075,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"An Insider View of Inquiry and Project-Based Learning","Handle":"an_insider_view_of_inquiry_and_project-based_learning-4","ShortDescription":"SLA students and teachers will lead an interactive workshop on inquiry and project based learning. Examples from SLA will be used to spark larger discussions about pedagogical strategies and challenges.","Description":"SLA students and teachers will lead an interactive workshop on inquiry and project based learning. Examples from SLA will be used to spark larger discussions about pedagogical strategies and challenges.","Link":["http:\/\/mrjblock.com\/"],"Audience":["All School Levels"],"Practice":"Interactive workshop","Presenter":["Joshua Block","Tim Best"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jblock@scienceleadership.org","tbest@scienceleadership.org"],"ScheduleSlotID":69,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":525,"Class":"Conversation","Created":1444507924,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Create Something Great","Handle":"create_something_great-2","ShortDescription":"How do you bring the most innovative teachers in a school district together to network with experts in education, industry, and technology to shift instructional practice? You Create Something Great! Join the conversation about a think tank that ignited passion and enthusiasm for innovation with teaching and learning.","Description":"Create Something Great: an innovative shift in instructional practice. \r\nShifting instructional practice from a traditional model to an innovative constructivist learning model for a large school district can be a daunting task. It starts with one small statement between two educators. The statement, \u201cWhat we need is a think tank for teachers.\u201d became a catalyst for change in the Douglas County School District.  It just takes a vision for collaboration and networking.  You can do this too. \r\n\r\nA think tank was created for teachers by teachers to come together for a three day think tank to reinvent American education. Incorporating the design thinking protocol participants created prototypes for shifting instructional practice. This highly successful think tank has transformed teaching and learning from an event to a culture of innovation.  As a follow-up the teachers created a network that has evolved into monthly meetups to support the implementation of their prototypes. \r\n\r\nTo quote some of our participants, \r\n\u201cI loved being pushed to think outside the box and develop truly innovative ideas.\u201d\r\n\u201cOne of the best professional development opportunities in my 21 years as a teacher.\u201d\r\n\u201cI feel incredibly inspired about next year.\u201d\r\n\u201cThis was a fabulous experience. I can\u2019t wait to continue the journey.\u201d\r\n\r\n\r\nJoin us in a conversation and share ideas regarding the expansion of this local network to a national conversation that will empower educators, community members, and industry to collectively transform the culture of American education by building common understandings, designing specific solutions, and implementing sustainable reform.","Link":[],"Audience":["All School Levels"],"Practice":"Presenters will share the change that they have experienced through this think tank in their district. We will show a video with students and teacher members of CSG network to hear how it has impacted instruction and learning. The idea building and conversation will continue through the Create Something Great site.\r\nA challenge will be provided for the participants and the Sharing Best Practices protocol will be used to guide participants to explore ideas and ways to expand this project. \r\nChallenge: How do we expand this local conference to a national think tank for shifting instructional practice?\r\nParticipants will address and share with others through empathetic dialogue three items that address issues that can shift mindsets.\r\nThe changes that have happened with instructional practice in their own school district\r\nHow they can scale the positive direction of any change in instructional practice,\r\nDetermine whether a shift in practice is or can actually grow, or if it resides in pockets without a way to expand and grow.","Presenter":["Mary Murphy","Russell Loucks"],"PresenterAffiliation":["Douglas County School District Colorado"],"PresenterEmail":["mary.murphy@dcsdk12.org","russell.loucks@dcsdk12.org"],"ScheduleSlotID":69,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"We presented at the 2015 EduCon conference and we are excited about the possibility of presenting at the 2016 conference.  Thank you for extending an invitation to us!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":527,"Class":"Conversation","Created":1444697243,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Culture Trumps Strategy, Every Time","Handle":"culture_trumps_strategy-every_time","ShortDescription":"The easy part is recognizing 21st century schools need to change. The hard part is convincing people to give up familiar routines and practices. In this conversation, we will explore ways of enhancing the positive elements of a school culture needed to encourage risk taking and outside the box thinking.","Description":"We recognize that schools need to change dramatically in order to prepare students for tomorrow\u2019s world. At the same time, we also know that changing educational institutions is difficult because people find comfort in familiar routines. Conferences such as Educon and Edcamps are integral to this change process.  However, they often create more questions than they answer.  How do we take these ideas, or pieces of them, back home and APPLY them?  How do they fit into a \u201cregular\u201d public school?  How can we reconcile Educon ideas with federal, state, and local restrictions, and colleagues who have different philosophies on teaching?  With a healthy culture, schools can better hope to encourage and sustain the changes needed to improve outcomes for kids. Without a healthy culture, even the most dynamic and innovative ideas can lead to increased frustration or fail to take hold. Please join us to share ideas and brainstorm answers for building healthy cultures capable of sustaining change.","Link":["http:\/\/www.naples.k12.ny.us\/district.cfm?subpage=1872884","https:\/\/sites.google.com\/a\/naplescsd.org\/teaching-with-technology\/"],"Audience":["All School Levels"],"Practice":"The Conversation will begin with a brief 5-10 minute overview of the topic.  This will be followed by an interactive large group discussion and small group conversations.  Key points will be captured digitally and shared.","Presenter":["Matthew Frahm","Anneke Radin-Snaith"],"PresenterAffiliation":["Naples Central School District (NY)"],"PresenterEmail":["aradinsnaith@naplescsd.org","mfrahm@naplescsd.org"],"ScheduleSlotID":69,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":565,"Class":"Conversation","Created":1446326596,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Escaping the Acronym: moving making beyond STEAM","Handle":"escaping_the_acronym--moving_making_beyond_steam","ShortDescription":"A focus on STEM has helped push making into schools. However, learning by making is not limited to one subset of academic fields. Extending the acronym to include arts and\/or humanities is not enough. This conversation will focus on situating making in schools using cross-curricular values rather than disciplines.","Description":"Even with the addition of \"A\" for art, STEAM is too limiting an approach for thinking about the potential for maker and constructionist education. Making can provide opportunities to learn not only academic content, but also skills and ideas that have been underrepresented in traditional academic contexts. Learning through making can recalibrate the balance between discursive knowledge and embodied knowledge, challenging students to think in different ways and providing onramps for a wide audience of students. In our school makerspace we found success by choosing to define our program by the core values of agency, authenticity, and audience, rather than a discrete set of academic disciplines. These values, drawn from Seymour Papert's learning theory of constructionism, also line up with Deci and Ryan's self determination theory and we have seen that projects that embrace these values increase student engagement.\r\n\r\nParticipants will gain an understanding of how making in schools can support much more than just STEM, or even STEAM, learning. They will leave the session with ideas for maker projects that support a wide range of learning and learners as well as ideas for how to present these concepts to their own school communities.","Link":["http:\/\/makerspace.friendscentral.org"],"Audience":["High School","Middle School"],"Practice":"After a brief presentation on how we have used a values-based approach to situate our school makerspace, all participants will engage in an open discussion around this topic.\r\n\r\nWe will share some specific projects we have done with our students and will encourage participants to share projects as well.\r\n\r\nWe will conclude the session with a \u201cthink-pair-share\u201d activity that will allow participants time to collaborate with each other to help each other plan or modify value-driven maker projects for their own schools and practice.","Presenter":["Colin Angevine","Josh Weisgrau"],"PresenterAffiliation":["Friends' Central School"],"PresenterEmail":["jweisgrau@gmail.com","cangevine@gmail.com"],"ScheduleSlotID":69,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"Read more about the ideas we will present here: http:\/\/www.hybridpedagogy.com\/journal\/situating-makerspaces-in-schools\/","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":577,"Class":"Conversation","Created":1446404732,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Framing Social Studies Education in the STEM Era","Handle":"framing_social_studies_education_in_the_stem_era","ShortDescription":"The relevancy of social studies education has been justified in terms of its specific content and its role in promoting literacy skills. However, as schools embrace STEM focuses, what challenges and opportunities are presented for practitioners of social studies education?","Description":"As STEM education has moved into the forefront of the national conversation on education, teachers in the humanities face new challenges in framing the importance of their discipline to students, parents, reformers, policymakers, and other education leaders. Indeed, as classrooms adjust to new pedagogies, the role and importance of social studies education remains undefined. Meanwhile, the national conversation on social studies education has centered on particular issues of fact in AP standards and high school textbooks. Given the changing educational landscape, how should practitioners of social studies education justify the discipline? Should social studies education focus primarily on content, or is there a skills based focus in history which establishes its equal need and importance among the STEAM subjects?","Link":[],"Audience":["All School Levels"],"Practice":"Participants will work in small groups to discuss the role of social studies education in their school contexts and consider what opportunities arise in reframing social studies education.","Presenter":["Brian Hussey","Matt Roy"],"PresenterAffiliation":["SLA@ Beeber"],"PresenterEmail":["bhussey@slabeeber.org","mroy@slabeeber.org"],"ScheduleSlotID":69,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":588,"Class":"Conversation","Created":1446419062,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Getting to the Heart of Education: Relationships that Revolutionize School Culture","Handle":"getting_to_the_heart_of_education--relationships_that_revolutionize_school_culture","ShortDescription":"We are on a mission to upend traditional education from teacher driven instruction to student driven  learning.  Potent evidence has exposed the former model as a failure, yet most public and independent schools still cling to it.  Working within the current paradigm, we attempt to influence one heart at a time.","Description":"Student-centered instruction is not a flash in the pan trend; it is here to stay. It is  the linchpin of 21st century teaching and learning. If our students are to thrive in an unpredictable future, it is time to shift instruction--and to keep shifting instruction--with their authentic interests foremost in mind.\r\n\r\nThe McLean School Head, Mike Saxenian, envisions a place  where students have agency and authority over their learning, not only answering questions, but asking questions of themselves and each other.  We are working with classroom teachers to realize this vision, evolving from an inherited industrial age model, with students often \u201csitting and getting\u201d... and  \u201cgiving\u201d the correct answer. Middle School Academic Technologist, Mike Carson, and Instructional Coach, Kate Rizzi, form partnerships with faculty members to alter the culture from inside their school. \r\n\r\nWith our colleagues, we hope to create a  learning community in which all members share, reflect on, and learn from their successes and failures.  We have just begun, but we can see small, positive steps towards student-driven learning.  We will share what we have learned from this process of self-reflection and mutual support.  Where are you in the process of revolutionizing education?  What have you learned?  How can we support  one another?","Link":[],"Audience":["All School Levels"],"Practice":"We will share several short highlights of our work, along with examples of challenges we experience at our growing edge. We will ask participants to identify and talk about where they are in the process of initiating reflective teaching practices in their schools. Serving as facilitators, we will join our Educon colleagues in learning with and from each other.","Presenter":["Kate Rizzi","Mike Carson"],"PresenterAffiliation":["McLean School of Maryland"],"PresenterEmail":["krizzi@mcleanschool.org","mcarson@mcleanschool.org"],"ScheduleSlotID":69,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":602,"Class":"Conversation","Created":1446438594,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How to Use Creative Writing to Foster a Culture of Care in the Classroom","Handle":"how_to_use_creative_writing_to_foster_a_culture_of_care_in_the_classroom","ShortDescription":"We all want our classrooms to be safe havens where imaginative risks are celebrated. We all want our students to be deeply invested in their peers. We all want to build confident writers and speakers. Join Cait Miner, Philly Youth Poetry Movement Program Director and Philadelphia Educator, for a conversation about using creative writing as a powerful tool for fostering a caring classroom community.","Description":"In this workshop, participants will learn how to lay the foundation for creative writing and expression in the classroom, how to implement new structures to promote creative expression, and how to design a creative writing project in order to foster a culture of care in the classroom.","Link":["http:\/\/www.pypm215.org"],"Audience":["High School"],"Practice":"For the majority of the session teachers will participate in small group conversations that they will share out with the larger group.  At the end, teachers will have time to work independently to design a creative writing project and then will work with a partner to discuss ways to scaffold the final product in way that strengthens student writing and promotes a culture of care in the classroom community.","Presenter":["Cait Miner"],"PresenterAffiliation":["Philly Youth Poetry Movement"],"PresenterEmail":["cait@pypm215.org"],"ScheduleSlotID":69,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":532,"Class":"Conversation","Created":1445396805,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Optimize PBL: Empower Learners by Moving to Authentic, Relevant and Complex Projects","Handle":"optimize_pbl--empower_learners_by_moving_to_authentic-relevant_and_complex_projects","ShortDescription":"Learners are empowered to innovate when authentic, relevant and complex challenges give them the space of creativity. Let's have a conversation about how we can transform and elevate our classrooms by creating community partnerships to encourage the innovation we want to inspire in our learners.","Description":"Project based learning has been used as a description for teaching strategies that range in practice from the completion of \"recipe projects\" to the implementation of real world, life-changing challenges. Today, teachers feel the pressure of high stakes testing, but are often willing to explore more engaging methods of instruction. Our goal is to co-develop an understanding of the potential difference between challenging PBL lessons and authentic, relevant, and complex learning experiences. This conversation will help us to breakthrough the barriers of challenging assignments to dig deep into the tools teachers and leaders need to take research and innovation to the next level by leveraging powerful partnerships within their communities. We will delve into the ways in which teachers can be empowered to empower their learners. The facilitation of this process promotes the development of learners who are inquiry driven and ready to become producers of new information rather than simply consumers of information that already exists. Leaders and learners will engage in a dialogue to deepen their understanding of authentic, relevant, and complex learning environments to support teachers in building literacy rich authentic, relevant and complex projects. They will share innovative practices to dive into the critical thinking skills needed to climb the highest levels to produce creative solutions. In short, the optimization of PBL leads to: creativity, imagination, and innovation through authentic problem solving and complex critical thinking, with relevant communication and collaboration.","Link":["http:\/\/www.proj-arc.com","http:\/\/daynalaur.com"],"Audience":["All School Levels"],"Practice":"Extended Socratic Seminar (This is a discussion that prompts the asking of questions to uncover solutions. One conversation starter is given and participants engage in a discussion. The goal is to ask questions as the conversation unfolds. Every question is recorded during the discussion. At the conclusion of the discussion, the recorded questions are affinity mapped to determine three main themes that have emerged from the conversation. This provides a roadmap for further investigations and to allow the conversation to continue in a virtual space once the conference is over.)","Presenter":["Dayna Laur","Jill Clayton","Tim Kubik"],"PresenterAffiliation":["Project ARC"],"PresenterEmail":["dayna@proj-arc.com","jill@proj-arc.com","tim@proj-arc.com"],"ScheduleSlotID":69,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":593,"Class":"Conversation","Created":1446433280,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Tech-knowledge-y","Handle":"tech-knowledge-y","ShortDescription":"This conversation will focus on understanding and teaching students in utilizing technology in classrooms. Hear from a panel of SLA sophomores speak about the use of technology, digital citizenship, trusting students, and communicating and collaborating with each other. Learn about youth views and challenge your creativity by creating a project.","Description":"Students of Science Leadership Academy are trusted to make their own choices regarding their technological use. It is within the bounds of the faculty to be able to view and control our laptop screens remotely. Our teachers do not do this. As part of the SLA experience, we are allowed to make our own choices and take our own risks. It is important for real life experience. Listen as SLA\u2019s own students speak on their experiences the digital age.","Link":["https:\/\/www.linkedin.com\/in\/tamirharper","http:\/\/blogs.edweek.org\/edweek\/reinventing_k12_learning\/2015\/06\/sla_students_highlight_role_of_student_voice_at_iste_town_hall.html","https:\/\/isteconference.org\/2015\/?id=94479753"],"Audience":["All School Levels"],"Practice":"In this conversation, members will be asked to challenge their creativity by creating a project of their own, and collaborate with their peers. They will face the everyday challenge of students by working with new faces they might not know anything about. They\u2019ll be working together to show what they know, and coming up with their own idea on how to teach students about the new digital age without using the words \u201cWell back in my day\u2026\u201d","Presenter":["Jessica Celli","Tamir Harper","Asher Swartz"],"PresenterAffiliation":[],"PresenterEmail":["jcelli@sceinceleadership.org","aswartz@scienceleadership.org","tharper@scienceleadership.org"],"ScheduleSlotID":69,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":574,"Class":"Conversation","Created":1446398709,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Telepathy helps but it's not necessary: The X-Men and distributed leadership in a diverse community","Handle":"telepathy_helps_but_it-s_not_necessary--the_x-men_and_distributed_leadership_in_a_diverse_community","ShortDescription":"Using the X-Men as a metaphorical lens for reflection on diverse leadership styles in service to a central vision, we will explore how to utilize the strengths and styles of various members of our teams in leading \"missions\" that accomplish the goals of the community.","Description":"Since Giant-Sized X-Men issue #1 in 1975, the X-Men have served as an example of a successful diverse community in service to a unifying philosophy. Their 40 year influence on our culture and expression of shifting American values cannot be underestimated and can serve as an ideal source of metaphorical reflection for a wide range of folks . In this conversation  we will push our practice through a discussion of the practices of this diverse (in terms of background, talent, and personality) team and the lessons we can learn from their successes and failures in relation to our own \"teams\".","Link":["http:\/\/scienceleadership.org"],"Audience":["All School Levels"],"Practice":"Different Groups will analyze an issue of the comic where a different member of the team is called on to lead. Groups will ask questions about how the aptitudes and abilities of the leader in question influenced the mission and its success or failure. After unpacking the issue, groups will discuss examples from their own practice that relate to a similar challenge and how they or a member of their team addressed it. Groups will then share aspects of their conversations with the entire session in a broader conversation before individuals are given a hypothetical mission and asked to construct a strategy for success that includes selecting the ideal team and leadership. Solutions will be submitted via google form and shared with the group for further discussion post-conference.","Presenter":["Aaron Gerwer"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["agerwer@scienceleadership.org"],"ScheduleSlotID":69,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":583,"Class":"Conversation","Created":1446416079,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Privileged Voices in Education 3.0","Handle":"the_privileged_voices_in_education_3.0","ShortDescription":"Whose voices are heard in education (education reform, education technology) circles? While it might be easy to identify (and lambast) the \"corporate\" voices, are we truly offering and supporting diverse voices in response? Who gets to speak \"for\" students, for teachers, for change? How can we do better?","Description":"The people that are often praised as education leaders, no matter where they might sit on the \" politics of education reform\" spectrum  -- the right or the left, from the public or private sector, \"insiders\" or \"outsiders\" -- often share a lot in common: namely, their privilege. Their class privilege. Their gender privilege. Their racial privilege. Their age privilege. Their health privilege. Their credential privilege.\r\n\r\nWe need to stop and ask: whose voices are we hearing? Whose voices are we ignoring? Whose voices are we amplifying? Whose voices are we squelching?\r\n\r\nEducator Jose Vilson and Audrey Watters will talk about the \"Top 10\" lists that get crafted, the awards and the recognition that get given, and how we can address questions of diversity (or the lack of diversity) therein. They'll chat race, class, gender and the future of education (which is almost the title of Vilson's new book!), how privilege plays out in the politics of education, and how it plays out in those we send into the public sphere to articulate our political (and pedagogical) positions. We\u2019ll also discuss #BlackLivesMatter, #AssaultAtSpringValleyHigh, and the pindrop silence from too many educators.","Link":["http:\/\/thejosevilson.com"],"Audience":["All School Levels"],"Practice":"We could start with a question that seems to be popular among ed(tech) bloggers: who are the most prominent voices in education? Let's reflect on who these are? Who's missing? This session will begin as a conversation between Vilson and someone soon-to-be-named, but the goal is to open some of our provocations up to the larger audience.","Presenter":["Jose Vilson","Audrey Watters"],"PresenterAffiliation":["EduColor"],"PresenterEmail":["jose.l.vilson@gmail.com"],"ScheduleSlotID":69,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"I need some commitments before I find out who my co-presenter will be.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":549,"Class":"Conversation","Created":1446129208,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"When Innovation Fails","Handle":"when_innovation_fails-2","ShortDescription":"In this conversation we will discuss what happens when the innovations don\u2019t succeed in the way you thought they would. Join Erin Klein and Brett Clark as we discuss the ups and downs of innovation. During the down times how do you retain buy-in, rebuild trust, and move forward?","Description":"In our conversation we will discuss innovations we have experienced in our classrooms and districts. We will focus on how you must first define success and how you\u2019ll measure it before you ever implement something new. Then assess progress throughout the implementation and make adjustments. Throughout the process you must continue to engage all stakeholders and have open and honest conversations to retain buy-in, trust, and continue to grow. \r\n\r\nWe will share personal experiences ranging from rolling out 8,000 chromebooks, flipping classrooms, designing and redesigning learning spaces, and more. Participants will also have opportunities to share their current\/past struggles. \r\n\r\nThe purpose of the conversation is to help all of us have the right mindset heading into something new. In order to do so we must plan to assess progress, document progress, and reflect. Throughout the reflection we can\u2019t lose sight of the reason why we tried the innovation in the first place. The goal is always more important than the innovation itself.","Link":["http:\/\/www.educationdreamer.com","http:\/\/www.kleinspiration.com\/"],"Audience":["All School Levels"],"Practice":"During the conversation we will use ClassFlow to engage the audience in the conversation. We will push out information to their devices. The audience will be able to respond to questions and share resources through ClassFlow. Participates will have opportunities to share their own failures and how they\u2019ve built off of them. Resources and information will be shared on a public google doc.","Presenter":["Brett Clark","Erin Klein"],"PresenterAffiliation":[],"PresenterEmail":["mrbrettclark@gmail.com","rinklein12@gmail.com"],"ScheduleSlotID":69,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"We were going to lead this conversation last year but I had to leave due to a family emergency. We would prefer the conversation be scheduled for Sunday, if possible.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":591,"Class":"Conversation","Created":1446423005,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Why the Workshop School Works","Handle":"why_the_workshop_school_works","ShortDescription":"The Workshop School takes a unique approach to education by focusing on project-based learning, real world application, and compassion for students. In this conversation, students in their second year at The Workshop School explore why this approach works.","Description":"Having one year at the Workshop School under their belt, sophomore students Keyshawn Stran, Baijeen Compton, Dashawn Fisher, and Ibn Barnett look over some of the things that have become a part of their identity as learners and citizens. Through leading participants through a selection of the activities that have made The Workshop School so impactful, these student will facilitate a discussion on WHY these activities reflect the direction that schools should be heading, how these activities reflect the philosophies about education that students have embraced, and what it would look like for more schools to adopt similar activities.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School"],"Practice":"While the conversation will focus on some of the activities done at The Workshop School, the goal will be for the group to design some extension activities as well as adaptations that could be utilized at ALL schools regardless of demographics. Another potential step is for conversation participants to create a website to warehouse the various iterations of the activities discussed.","Presenter":["Keyshawn Stran","Baijeen Compton","Dayshawn Fisher","Ibn Barnett","Brandon Miller"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["keyshawn.stran@workshopschool.org","brandon.miller@workshopschool.org"],"ScheduleSlotID":69,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":595,"Class":"Conversation","Created":1446434250,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Building Curriculum for Racial Justice","Handle":"building_curriculum_for_racial_justice","ShortDescription":"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.","Description":"Civil Rights leader, Rep. John Lewis inspires our thinking for this conversation.\r\n\r\nIn a Washington Post interview (25 Dec. 2014), he compares the 1965 Selma-Montgomery March with the recent Ferguson and #BlackLivesMatter protests: \r\n\r\n\u201cWhat is happening is not like a firecracker where you just come and pop off and make a lot of noise, and you\u2019re gone,\u201d Lewis said. \u201cIt\u2019s more like a pilot light that continues to burn.\u201d\r\n\r\nIn this conversation we will ask: What's the pilot light in our curriculum that helps students to connect around important issues of race and justice in our time? \r\n\r\nAnother way to ask this question: How do we build curriculum, rituals, tools, and skills in modular, open, inspiring ways that will give students the permission to follow their passions, yet also invites them to go deep into important issues as committed and informed citizens?\r\n\r\nWe hope to learn from each others stories of building curriculum for racial justice in our classrooms.","Link":["http:\/\/digitalis.nwp.org\/collection\/ferguson"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will invite open conversation, similar those we have had on Teachers Teaching Teachers in reference to Black Lives Matter: https:\/\/www.youtube.com\/playlist?list=https:\/\/www.youtube.com\/playlist?list=PLY9e9zEmLwtPnN74JE8Z4RH_XtkbO67mG In addition, we will invite participants break out into stations and rotate. These stations will  \r\n-Participants share a word and create a word bank from station to station then share this at the end\r\n-Come back together and share the word bank. Word whip around? Synthesize through a poem.      \r\n-Close with writing, sharing, commitments and sharing tools.","Presenter":["Paul Allison","Christopher Rogers","Sam Reed"],"PresenterAffiliation":["New Directions Secondary School","Bronx (Paul)","Greene Street Friends School","Philadelphia (Chris)","Beeber Middle School","Philadelphia (Sam)"],"PresenterEmail":["allisonpr@gmail.com","christopher.r.rogers@gmail.com","sriii2000@gmail.com"],"ScheduleSlotID":71,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":576,"Class":"Conversation","Created":1446404666,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Changemaker Education: Whole Children, Whole Communities","Handle":"changemaker_education--whole_children-whole_communities","ShortDescription":"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.","Description":"We live in a world of uncertainty defined by rapid change. While we do not know what tomorrow's problems will be, we know we will need everyone equipped to deal with them. Educators are uniquely positioned to empower students to be changemakers - able to collaborate, create, and act empathetically in ambiguous and changing environments. In this session, four school leaders from Ashoka Changemaker Schools will lead a dynamic discussion on how to empower youth to be agents of change in the world. Drawing on diverse experiences and approaches, panelists will discuss why prioritizing empathy in school curriculum and culture is critical to unlocking the potential of the whole child and uplifting whole communities. Participants will leave the conversation with: (1) Understanding of what it means to educate the WHOLE child, and a greater understanding of their own assumptions and beliefs; (2) Examples of how Changemaker schools are empowering students to exercise empathy and changemaking in their classrooms and communities; and (3) Tools and tips to bring back to their own schools, so they can join these schools in empowering whole children and whole communities.","Link":["http:\/\/startempathy.org"],"Audience":["All School Levels"],"Practice":"The Final Word: \r\nEach school will do a brief (5 min) presentation answering the guiding conversational questions (listed in the \u201cShort Description\u201d), followed by a short Q&A (5 min).  Next, we will do a text-based protocol (where the school leaders\u2019 presentations are the \"text\") called the Final Word (50 min) in break-out circles of 6 people each, to give participants the space to dig deeper into the ideas presented and share their perspectives on the \"text.\" In turn, each participant will have 3 minutes to present a quote or part of the text that resonated with them (or that they wish to challenge), followed by 1 minute reactions from each person in the circle and then a 1 minute \u201cfinal word\u201d from the original presenter (see http:\/\/schoolreforminitiative.org\/doc\/final_word.pdf for conversational practice in detail). Finally, the group will reconvene for the last 10 minutes to discuss their assumptions and beliefs that were challenged by their conversations, and lead presenters\/facilitators will share tools and tips that participants can bring back to their schools and communities.","Presenter":["Matthew Voz","Dawn Brooks-Decosta","Heather Baron-Caudill","Daniel Baron","Valentina Raman"],"PresenterAffiliation":["Youth Initiative High School","Thurgood Marshall Academy Lower School","The Project School","Ashoka Start Empathy"],"PresenterEmail":["matt@yihs.net","ddecosta@tmals.org","hbcaudill@theprojectschool.org","vraman@ashoka.org"],"ScheduleSlotID":71,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":"Please follow up with Valentina (vraman@ashoka.org) for any questions or details regarding proposal. Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":612,"Class":"Conversation","Created":1447976669,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Embracing Error in Math Class: The Power of Wrongness","Handle":"embracing_error_in_math_class--the_power_of_wrongness","ShortDescription":"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 \u201cjust aren\u2019t good at math\u201d. 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.","Description":"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 \u201cjust aren\u2019t good at math\u201d. 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.","Link":["http:\/\/www.scienceleadership.org"],"Audience":["All School Levels"],"Practice":"Both student teachers and high school students will discuss how emphasis is shifted from product to process and the value of wrongdoing can encourage students to bring their existing understandings to provide a richer experience for all students. The majority of the of the session will focus on brainstorming and developing lessons\/activities that emphasize both process and product for a range of math courses.","Presenter":["Brad Latimer","Erin Giorgio","Pam Chrissis","Helen Huang-Hobbs","Swetha Narasimhan"],"PresenterAffiliation":["Science Leadership Academy","University of Pennsylvania"],"PresenterEmail":["blatimer@scienceleadership.org","egiorgio@scienceleadership.org","pchrissis@scienceleadership.org","snarasimhan@scienceleadership.org","helen.hobbs@gmail.com"],"ScheduleSlotID":71,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":539,"Class":"Conversation","Created":1445774710,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Filtering: The Good, The Bad, and The Ugly","Handle":"filtering--the_good-the_bad-and_the_ugly","ShortDescription":"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.","Description":"Much of your point of view about filtering comes from your position: teacher, student, administrator, parent, etc. Enter into a conversation that offers a look at how and why we put together our Filtering Team in Philadelphia. This just might work for you!","Link":["https:\/\/etspeaksout.wikispaces.com"],"Audience":["High School","All School Levels"],"Practice":"A brief history outline of the SDP solution Groups will discuss and share: a look at the law (clear as mud); a look at needs V wants; what is educational; critical thinking and good choices; realistic solutions. Sharing results\/ opinions on my wiki.","Presenter":["Mark J Perlman"],"PresenterAffiliation":["Retired","SDP Ed Tech; PETE&C Program Committee; PAECT; ISTE 2015 Workshop Co-Chair"],"PresenterEmail":["mperlman@mac.com"],"ScheduleSlotID":71,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"Have led this conversation many times with great reviews - still relevant after all these years...","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":519,"Class":"Conversation","Created":1443549968,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Inventing a world without tests","Handle":"inventing_a_world_without_tests","ShortDescription":"Creativity, ownership, collaboration, craftsmanship, problem solving, persistence, communication, citizenship, purpose. These qualities are critical to our students\u2019 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?","Description":"Standardized tests measure only a small fraction of the knowledge and skills students need to be successful beyond high school, and yet test scores comprise the overwhelming majority of policy indicators of school quality and educational success. Some of this results from old thinking about what\u2019s worth learning. But it\u2019s also because we have a lot of experience defining and measuring what it means to read and do math. As a result, these assessments are inexpensive and scaleable. \r\n\r\nIn the No Child Left Behind era, it will be difficult to advance a different set of priorities if we can\u2019t show that they can be assessed reliably and at scale. As educators, we value things like creativity, ownership, collaboration, problem solving, persistence, communication and citizenship. We know that these qualities matter a great deal for students\u2019 long-term success, and many of us have developed strategies to embed them in our approach to assessment. What we know less about is how to aggregate up. How can we design tools, routines, or technologies to provide valid and useful information about student progress in domains that are traditionally hard to measure? \r\n\r\nThat\u2019s what we\u2019ll focus on in this conversation. Our goals are to share what we know about what is already out there, and generate new ideas that we can take back to our schools and classrooms to field test.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School","Middle School"],"Practice":"This conversation will follow an abbreviated design thinking format. The foundational question will be: How can we design tools, routines, or technologies to provide valid and useful information about student progress in domains that are traditionally hard to measure? We\u2019ll organize brainstorming sessions around a handful of critical skills not normally measured by tests, and then generate ideas for tools, routines and technologies with the potential to measure these skills in ways that are both useful for teachers and reliable for assessment and evaluation.","Presenter":["Matthew Riggan"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":71,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":608,"Class":"Conversation","Created":1446491962,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Leaders Instead of Leaners: Inspiring women and underrepresented minorities to lead in STEM fields","Handle":"leaders_instead_of_leaners--inspiring_women_and_underrepresented_minorities_to_lead_in_stem_fields","ShortDescription":"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.","Description":"As more and more women prepare to graduate college with degrees in STEM fields, many are discovering that the path to navigate with career is unclear. While most are prepared to participate, few are prepared with lead. Without mentorship and modeling throughout school, our women and girls are still at a disadvantage. This conversation will address ways to nurture confidence and leadership in girls interested in STEM throughout their education. Starting with some key questions focused on interventions at elementary, middle, and high school levels.\r\n- Elementary: How do we empower young girls with strategizes to see past implicit biases related to aptitude and gendered careers opportunities?\r\n- Middle\/high: What are opportunities for our girls to shine? How do get our girls to speak up?\r\n- High: Without a Good-ole gals club, how do women network? And how early is appropriate it to start? \r\n- All grades: Who are our modern day role-models? How do we share their stories?","Link":["http:\/\/www.bme.gatech.edu"],"Audience":["All School Levels"],"Practice":"Following 2 minute video-clip testimonials from girl students addressing these questions, I will facilitate a brain-storming session where participants generate ideas on post-its on how schools can to mine local resources to make changes for their own students. Teams will then script a 2 minute skit on how they would start this conversation with administrators, class-room teachers, community organizations, and one-on-one with students.","Presenter":["Raja Y Schaar"],"PresenterAffiliation":["Wallace H. Coulter Department of Biomedical Engineering at GA Institute of Technology and Emory University Medical School"],"PresenterEmail":["raja.schaar@gmail.com"],"ScheduleSlotID":71,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"Sorry this is late! I have Nov. 2nd as the deadline. \r\n\r\nI'm an industrial designer with a masters in art education who teaches in a biomedical engineering program and designs museum exhibits. My interest in K-12 STEM\/STEAM education comes from a career in museum and design education. \r\n\r\nFor the past 5 years I've worked closely with K12 schools to develop projects and pedagogy focused on design thinking and grounded in STEAM. Our engineering program is in the unique position of having 60% women undergraduate student population, and 0% women in leadership. \r\n\r\nI've also worked closely with women engineering students on start-ups and through directed studies, and have had close conversations on their frustration with the lack of leadership and mentorship. so i am passionate about changing the conversation to reflect the changing times.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":524,"Class":"Conversation","Created":1444246681,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"No One Said Revolutions Were Easy","Handle":"no_one_said_revolutions_were_easy","ShortDescription":"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.","Description":"San Marcos Unified decided to implement a 1:1 program, but insisted on a pedagogical focus (Inquiry) rather than just handing out device carts. Most teachers just wanted the devices. Five years down the road, we are in a completely different place with the way teachers respond to that change in pedagogy. Now comes a new revolution - grading practices. With all the edu\/ed tech revolutions we are involved with (in our schools, district, and communities), how do we start and proceed in a way that respects where people begin, motivates progress, and achieves the desired change?","Link":["http:\/\/adinaeducation.net"],"Audience":["All School Levels"],"Practice":"After a brief description of our district intention, strategies, challenges, and current status participants will work on a collaborative action plans based on the What? So What? What Now? conversation strategy.","Presenter":["Adina Sullivan"],"PresenterAffiliation":["San Marcos Unified"],"PresenterEmail":["adinaeducation@gmail.com"],"ScheduleSlotID":71,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"Regardless of whether this conversation is included, I'm really looking forward to finally getting a crew to Educon!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":613,"Class":"Conversation","Created":1448323250,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Silver Bullets, Panaceas and Elixirs: The False Prophets of Educational Reform","Handle":"silver_bullets-panaceas_and_elixirs--the_false_prophets_of_educational_reform","ShortDescription":"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.","Description":"Educational reform is 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 watching a building full of people all quit smoking all at once. What are the critical steps to engage in when looking to reform, refresh or revise your educational approach? What is the scaffold, what are the layers, where does the work ground itself, how can you thrive through the change and not just survive it... please join me for a real conversation about reform, not one that proposes silver bullets, panaceas or elixirs but rather one that rebuilds roads or bridges or trails or whatever metaphor works for you...","Link":["http:\/\/laufenberg.wordpress.com"],"Audience":["All School Levels"],"Practice":".","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Inquiry Schools"],"PresenterEmail":["dlaufenberg@gmail.com"],"ScheduleSlotID":71,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":543,"Class":"Conversation","Created":1445993400,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Social Justice Teaching and Learning: Empowering Students to Change the World","Handle":"social_justice_teaching_and_learning--empowering_students_to_change_the_world","ShortDescription":"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\u2019ll explore the possibilities across K-12.","Description":"The goal of this session is to explore possibilities for social justice teaching and learning from kindergarten through high school. We will begin by discussing, as a group, what social justice teaching and learning look like and entail. We will form some definitions and explanations.\r\nThen we will briefly share what we have done in our classrooms (kindergarten, 3rd grade, and high school English).\r\nWe will spend some time discussing how our work in classrooms does or does not look like what we previously decided social justice teaching and learning is.\r\nWe will work in groups to develop ideas for social justice teaching and learning in our classrooms, schools, or districts.\r\nMuch of the work we are sharing builds from Vivian Vasquez and Sonia Nieto and we will share some resources.","Link":["http:\/\/jenorr.com","http:\/\/dahliaconstantine.com"],"Audience":["All School Levels"],"Practice":"Forming definitions and explanations as a group - we can record these on a google doc\r\ncomparing experiences, both of the three of us as well as other participants, with the definitions and explanations we created\r\nwe also intend to have time to brainstorm in small groups how this could or does look in our schools and how to continue growing with it","Presenter":["Jennifer Orr","Dahlia Constantine","Lauren Jensen"],"PresenterAffiliation":["Lynbrook Elementary","Teachers College","Glen Cove High School"],"PresenterEmail":["jenorr@gmail.com","dah127@tc.columbia.edu","lajensen@glencove.k12.ny.us"],"ScheduleSlotID":71,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":571,"Class":"Conversation","Created":1446395864,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student Assistant Teaching: Shared Teaching and Learning","Handle":"something","ShortDescription":"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.","Description":"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.\r\n\r\nJoin us for a panel discussion with some of SLA's Student Assistant Teachers as we share the successes of this program at our school and explore ways it can be implemented in other learning environments.","Link":[],"Audience":["High School","Middle School"],"Practice":"","Presenter":["Amal Giknis + SLA Student Assistant Teachers"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["agiknis@scienceleadership.org","aleaness@slabeeber.org"],"ScheduleSlotID":71,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":538,"Class":"Conversation","Created":1445722456,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Answers Aren\u2019t In This Classroom","Handle":"the_answers_aren-t_in_this_classroom","ShortDescription":"What if we didn\u2019t measure student success in grades, but rather the depth and duration of good they create in the world?  What if we placed \u201cimpact\u201d at the forefront of conversations about students\u2019 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\u2019 capacity to shape our world for the better, and our ability to assess impact, not abstractions.","Description":"This is a conversation about our students\u2019 capabilities and seriousness of purpose when they are working on something that truly matters.  It\u2019s about what they can do when faced with a client or partner or responsibility to another that isn\u2019t going away.  It\u2019s a conversation about the difference our students can make when failure isn\u2019t a choice or even a comprehensible possibility.  It\u2019s an opportunity to talk about hopes and dreams for our students\u2019 futures, and how we might eliminate the distinction between classrooms and real-world complexities.  \r\n\r\nIn January of 2015, I handed my students a dozen handmade paperclips and told them they had to use them to make a positive impact in the lives of others.  They could only barter (no money or donations) and could not trade with each other or their families.  They were on their own and had to wade beyond the secure classroom environment and into the messy real world beyond.  Hundreds of trades and countless surprises later, they gave nearly $14,000 in goods and services to individuals and organizations at home and abroad.  Along the way, they discovered the value of values and the power of collaboration.  \r\n\r\nEarly on, students asked how they would be graded.  \u201cAccording to the depth and duration of your impact on others,\u201d I said. \r\n\r\n\u201cIs there a rubric?\u201d they asked.\r\n\r\n\u201cNot one that I can give you,\u201d I replied.  \u201cThe answers aren\u2019t in this classroom.  You\u2019ll have to go out and truly understand others\u2019 needs in order to know what you should do.  They are the ones who will tell you what the requirements are.  Not me.\u201d\r\n\r\nThese were clearly not the answers that they wanted to hear.  But, alongside others\u2019 needs and the good that they were trying to create in the world, my students quickly stopped concerning themselves with my alphanumeric assessments of their academic performance, and began to place emphasis where it really mattered\u2014making a positive impact on others.  \r\n\r\nParticipants in this conversation will discuss the myriad challenges to pursuing and measuring impact while also remaining accountable to the \u201cgame of school.\u201d  What impact do you hope your students will have in the world beyond the classroom?  What are the structural, temporal, spatial challenges to focusing on impact?  How might we measure impact in (your subject area or grade level)?  These and other questions will drive the conversation, as participants seek the inspiration they need to let their students lead the way toward our future.","Link":["http:\/\/jessedowns.wordpress.com","http:\/\/www.providenceday.org","https:\/\/twitter.com\/downs_jesse"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"After briefly sharing the story of sixty-one Providence Day School students\u2019 successes, failures, challenges, and determination to positively impact others, and their teacher\u2019s attempts to measure that impact; participants in this conversation will use a version of the focus\/framing question exercise to develop the questions that will provoke the very best in their students.  They\u2019ll leave with the questions that will drive the pursuit of impact and catalyze students\u2019 learning in and beyond their school walls.","Presenter":["Jesse Downs"],"PresenterAffiliation":["Providence Day School (Charlotte","NC)"],"PresenterEmail":["jesse.downs@providenceday.org"],"ScheduleSlotID":71,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":600,"Class":"Conversation","Created":1446437861,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"\"You don't ask us to remember books. You ask us to learn from them.\" Shifting Destinations in the Language Arts Classroom","Handle":"you_don-t_ask_us_to_remember_books._you_ask_us_to_learn_from_them.-shifting_destinations_in_the_language_arts_classroom","ShortDescription":"What does it mean to affirm student voice through exploring literature and composition? What does a language arts classroom look like without right or wrong questions, without yes or no answers? How can we uplift perspective and process over objectivity and product? Students and teachers debate the benefits and challenges of our experimental curriculum.","Description":"8th Grade Language Arts at Greene Street Friends School is undergoing a redesign. The course draws it framework from recent points emphasized by Cornel West in his most recent book, Black Prophetic Fire. West referenced the four questions once posed by W.E.B. DuBois as a necessary call-to-action in response to the interlocking oppressive, dehumanizing structures, policies, and behaviors in this critical time: \r\n\r\nWhat does integrity do in the face of adversity \/ oppression? \r\nWhat does honesty do in the face of lies \/ deception? \r\nWhat does decency do in the face of insult? \r\nHow does virtue meet brute force? \r\n\r\nThese questions form the basis of our assessments for the year. Throughout the year, we ask students to take on stances while reading. What resonates with you metaphorically? philosophically? aesthetic-ly?critically?! We ask students to expound upon how they see these questions lived out in the diverse texts (novels, poetry, lecture, film, etc.) we consume. Through this, students are positioned as seekers through texts for lifelong nuggets and asked to contribute to a classroom community inquiry. \r\n\r\nWhat does it look like for a language arts classroom to be centered around wrestling with lifelong, evolving investigations? What are the benefits of such an approach? What are the challenges?","Link":["https:\/\/medium.com\/@damayor\/course-preview-the-four-questions-14c83ef3545c#.xvi4st48c"],"Audience":["High School","Middle School"],"Practice":"Experiential: Within the workshop, we look to have a mini-class led by the students and teachers of the course. We will dig into a short text and ask participants to reflect with us, filtered by the six stances that form the collective lenses of the course. \r\n\r\nWe hope to use open documents to share notes from the session as well.","Presenter":["Christopher Rogers","Kiri Harris"],"PresenterAffiliation":["Greene Street Friends School"],"PresenterEmail":["crogers@greenestreetfriends.org"],"ScheduleSlotID":72,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":603,"Class":"Conversation","Created":1446441480,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"#CLMOOC: Your Learning Constellation","Handle":"clmooc--your_learning_constellation","ShortDescription":"When you consider the ways that technology continues to transform learning and your role as a teacher, do you feel overwhelmed? Join this hands-on, dynamic conversation as we explore #clmooc: a collaborative learning community dedicated to helping educators gain the first-hand experience necessary to be confident, contemporary educators. And learners.","Description":"When we speak about learning in 2015, we must talk about technology. After all, in addition to teaching students particular content--algebraic equations, historic events, literary devices--we also strive to help our kids to become contemporary learners, making the most of what the internet, social media, and digital devices have to offer. \r\n\r\nIn order to achieve this goal, however, we must become flexible, active learners in an educational environment quite different from the one that most of us grew up in. Consider the dizzying array of possibilities open to each of us. These same possibilities exist for our students, which is why we must be learners at the same time we are leaders, facilitating our student\u2019s growth while also investing in our own ongoing literacy and ability.\r\n\r\nSo how do we grow as contemporary learners and teach this to our kids at the same time? We each need a learning constellation, a collection of mentors, partners, and guides to help us become fluent in the critical dispositions all contemporary learners need: creativity, generosity, curiosity, thoughtfulness, and productivity. Consider any meaningful activity in which you have invested yourself and being connected to others with the same interest surely has played a critical role. The same applies here. \r\n\r\nThis hands-on, dynamic conversation will explore #clmooc: a collaborative, connected learning community dedicated to helping educators gain the kind of first-hand experience necessary to be confident contemporary educators, creators, and learners.","Link":["http:\/\/educatorinnovator.org\/clmooc\/","http:\/\/mrgatgbs.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"During the session, participants will experiment with a creative activity and engage with members from the #CLMOOC community during the presentation via Twitter. After the session, participants can then join the formal course over the summer and stay connected throughout the year.","Presenter":["Scott Glass","Christina Cantrill"],"PresenterAffiliation":["Glenbrook South High School","National Writing Project"],"PresenterEmail":["ccantrill@nwp.org","sgalss@glenbrook225.org"],"ScheduleSlotID":72,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":529,"Class":"Conversation","Created":1445253646,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Balancing Connection and Isolation with Mindfulness","Handle":"balancing_connection_and_isolation_with_mindfulness","ShortDescription":"This conversation will explore the paradox of the connected and isolated learner in the 21st Century. Throughout the discussion, participants will be encouraged to share their experiences, questions and ideas.","Description":"The main focus of this conversation is to explore connection and isolation as it impacts students and adult learners. One of the most important aspects to thus conversation will be concept of mindfulness as a tool to help learners stay present. Participants will be encouraged to share their mindfulness strategies as well as strategies for overcoming isolation from peers and their PLN. We will also explore how mindfulness can assist us with staying present and reducing stress.","Link":["Http:\/\/Drspikecook.com"],"Audience":["All School Levels"],"Practice":"This conversation will start with individual reflection, small group discussions and large group theme building. We will use tools to ensure everyone is a part of the process such as post its and honoring our established norms for collaboration. We will then take the post its and use technology based tools (such as Post It Plus) to make the ideas and connections accessible to everyone.","Presenter":["Spike C Cook"],"PresenterAffiliation":["Principal","RM Bacon Elementary School"],"PresenterEmail":["Drspikecook@gmail.com"],"ScheduleSlotID":72,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":616,"Class":"Conversation","Created":1449090450,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creativity Isn't Just for the Gifted. Let's Change That!","Handle":"creativity_isn-t_just_for_the_gifted._let-s_change_that","ShortDescription":"We know that inquiry driven practices supported by technology can help close the student opportunity gap. In many schools, struggling students, especially those of poverty or color, experience such learning the least. How do our own practices, beliefs and decisions lead to deeper inequities? Join us as we create\/share thinking points meant to shift the access ratio, increasing opportunities for the kids that need it most.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Rafranz Davis","Julian Miller"],"PresenterAffiliation":[],"PresenterEmail":["rafranz11@gmail.com","julian@learnmetrics.com"],"ScheduleSlotID":72,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":534,"Class":"Conversation","Created":1445526949,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"From Mortuary To Happy Hour, Creating Anticipation Instead of Dread for Faculty Meetings","Handle":"from_mortuary_to_happy_hour-creating_anticipation_instead_of_dread_for_faculty_meetings","ShortDescription":"Join us as we marry engaging content with creative pedagogies in a way where both serve as distinct takeaways and reasons for appeal. These experiences build a community of passionate learners and an environment that actively solicits and engages challenging topics and dissenting opinions as essential components of powerful learning.","Description":"Traditionally, faculty meetings are one of the most dreaded events for faculty members. How can we change that so that the atmosphere has the allure of attending an educational play date? Learn how one school has transformed their faculty meetings to have such an appeal. Join Davis Academy colleagues for an interactive conversation in which we will \u201cdo\u201d while we discuss. \r\n\r\n\u2022\tWe will model engagement that faculty can employ in the classroom such that the purpose for faculty meetings is no longer dissemination of information but is also an opportunity to practice active growth, the passion of which spills over to the students. \r\n\u2022\tWe will discover ways in which we can learn about topics relevant to our school communities while sharing strategies to engage the faculty audience with a dose of creativity. \r\n\u2022\tWe will validate the many ways adults learn, acknowledge the value of their time, and share an appreciation for the importance of an open and supportive culture.\r\n\r\nBring your own emotionally charged educational topics and get ready to engage in a rejuvenating approach to addressing these.","Link":["http:\/\/drewfrank.edublogs.org\/","http:\/\/bytes-of-technology.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"This session with be a constructivist pedagogical playground.  There will be three main pieces within the session, each of these will be aimed at engaging\/facilitating discussion with different strategies. The first part will be a red stick\/blue stick activity in which teams of participants are assigned an opinion on the given topic (digital parenting and the responsibility of the school).  The participants must brainstorm and defend this assigned opinion, even if it is not their own belief. We will then share and discuss.  Part two will be a pictorial scavenger hunt, in the classroom and online, to find representations for specific prompts. These will be shared in real time, storified, and discussed. Part three will be based on Dan Callahan Edcamp session \u201cThings That Suck\u201d activity http:\/\/www.billselak.com\/topics\/blog\/edcamp\/page\/2 in which we will ask participants to take a black or white opinion on topics that are inherently grey.  The content for this session will be generated through an opening hook activity in which all participants will be asked to contribute topics that are emotionally charged either to themselves, their job function, or their school\/setting to a padlet.  We will then mine the top items (items that are mentioned multiple times or we feel will generate dissenting opinions and good discussion) and use these as the \u201cthings that suck.\u201d Lastly and potentially most importantly, we will reflect on all the different protocols we used and the importance of creating safe space where convergent and divergent thinking is encouraged, where affirming and dissenting opinions are solicited, and where teachers are happily and eagerly engaged.","Presenter":["Drew Frank"],"PresenterAffiliation":["The Alfred and Adele Davis Academy"],"PresenterEmail":["dfrank@davisacademy.org"],"ScheduleSlotID":72,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":521,"Class":"Conversation","Created":1444067243,"CreatorID":3374,"RevisionID":null,"Status":"Accepted","Title":"Glocal - How can we use technology to move project-based learning to a wider lens?","Handle":"glocal_-_how_can_we_use_technology_to_move_project-based_learning_to_a_wider_lens","ShortDescription":"Keeping things concrete and close to home may make good developmental sense for young learners, but it also can leave out an awareness of global issues and the wider systems that we are a part of.  How can technology help us keep the best of project-based learning and still help us foster global thinking by elementary and middle school students?","Description":"I'll bring examples of project based learning that I and others have done that both does and does not connect to wider, global issues.  I'll also bring examples from the start-up that I'm working on to use video-chat to do so.  \r\n\r\nPlease bring your own examples of curriculum, uses of technology, and challenges that you've bumped up against on this topic.","Link":[],"Audience":["Middle School","Elementary School"],"Practice":"I will ask participants to brainstorm their questions \/ challenges regarding making Place Based Education global in scope.  I'll share some content related to the topic\/participants questions and then ask others to do so as well so please feel free to bring photos, video clips and\/or artifacts of your work.","Presenter":["Paul Skilton-Sylvester"],"PresenterAffiliation":["University of Pennsylvania"],"PresenterEmail":["pssylvester@gmail.com"],"ScheduleSlotID":72,"ScheduleLocationID":14,"SubmitterID":3374,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":609,"Class":"Conversation","Created":1446501912,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Innovation and Justice","Handle":"innovation_and_justice","ShortDescription":"What happens when innovation and social justice intersect? Who is doing the innovation, and who is being innovated upon? Who benefits and who loses out? And as practitioners in innovative models of education, in what ways are we participating in or complicit in these intersections?","Description":"The language of innovation is often used in conflicting ways when it comes to social justice issues. In this conversation we will use a variety of analytical perspectives to parse out the complex ways that 'innovation' can be used to enhance or detract from the lives of students and teachers.","Link":[],"Audience":["All School Levels"],"Practice":"We will have a facilitated conversation alongside case studies and problem-posing analysis-- and attempt to produce guidelines for analyzing future situations.","Presenter":["Max Rosen-Long","Larissa Pahomov"],"PresenterAffiliation":["SLA\/SLA Beeber","Caucus of Working Educators"],"PresenterEmail":["mrosenlong@slabeeber.org","lpahomov@scienceleadership.org"],"ScheduleSlotID":72,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":587,"Class":"Conversation","Created":1446419013,"CreatorID":3804,"RevisionID":null,"Status":"Accepted","Title":"On Creating a Caring Learning Environment","Handle":"on_creating_a_caring_learning_environment","ShortDescription":"Caring about students should be a central part of every learning environment. High school is a challenging time in everyone\u2019s lives, especially for students who are struggling with a mental illness. How can educators best support these students while still respecting the boundaries of a school?","Description":"1 in 5 teenagers struggle with a serious mental illness, which means as an educator, it\u2019s important to know how to best support these students. How can we best teach students that it\u2019s okay to not be okay? How can you best handle a kid in crisis? Mental illnesses are complex - and whether they be caused by environmental factors or genetics - it\u2019s important to be able to support these students not only as students, but as people. As educators, you also have your own outside life to deal with along with teaching. How can you cope with teaching and your outside life? What does it mean to be not okay as a teacher at school? Hear from current students and staff members at SLA about how they dealt with mental illness in a school environment and discuss how you can best do the same in your learning environment.","Link":["http:\/\/caringschools.wikispaces.com\/"],"Audience":["High School","Middle School"],"Practice":"In this conversation, not only will you be able to hear from current SLA staff member and students, but you\u2019ll also have the opportunity to collaborate and hear from other educators about their ideas on creating caring schools. After discussing this in small groups, all the ideas will be compiled onto a website which will be accessible to all conversation participants.","Presenter":["Morgan Caswell","Pia Martin","& Heaven Mendez"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mcaswell@scienceleadership.org"],"ScheduleSlotID":72,"ScheduleLocationID":12,"SubmitterID":3804,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":561,"Class":"Conversation","Created":1446294075,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Purpose and Authentic Audience","Handle":"purpose_and_authentic_audience","ShortDescription":"Authentic audience and purpose are similar student motivators. This discussion will combine ideas from various disciplines and address the need and possibilities for students to do real work.","Description":"After some sharing background from the various disciplines (English, Maker Movement, Foreign Language, Science) on the power of audience and purpose, presenters will share some specific examples of how they and their colleagues have sought to provide opportunities for these powerful motivators. We will share examples of using Google+ to have conversations in target foreign language, blogging, podcasting, twitter sharing, and cross grade level work. We will also share the way we have used Twitter to find an audience for student work. Since the purpose of the discussion is the power of these factors for students, we will share examples of student response to this work as well.\r\n\r\nParticipants will be able to self-select into groups with teacher leaders to learn more about specific options. This will allow for time to discuss and plan how to adapt class work or curriculum to bring more audience and\/or purpose to a variety of classes, even if a teacher does not have total control over course curriculum. We will have teachers representing foreign language teaching, Engineering, maker projects, and English (at both elementary and high school levels).","Link":["https:\/\/thoughtsfromschool.wordpress.com\/","http:\/\/betny.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"There will be time for teachers to break into groups to work with those who teach similar subjects or grade levels. In addition, we will form a Google+ community to continue to share ideas and support one another after EduCon.","Presenter":["Wendy Eiteljorg","Bethany Silva","Chris Fornaro"],"PresenterAffiliation":["The Shipley School (all)","UPenn (Bethany Silva)"],"PresenterEmail":["weiteljorg@shipleyschool.org","bsilva@shipleyschool.org","cfornaro@shipleyschool.org"],"ScheduleSlotID":72,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5}],"conditions":{"Status":"Accepted","ConferenceID":5},"total":76,"limit":false,"offset":false}