{"success":true,"data":[{"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":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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":5,"ScheduleLocationID":8},"total":6,"limit":false,"offset":false}