{"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}],"conditions":{"Status":"Accepted","ConferenceID":5,"ScheduleSlotID":61},"total":14,"limit":false,"offset":false}