{"success":true,"data":[{"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":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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":5,"ScheduleLocationID":2},"total":6,"limit":false,"offset":false}