{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":5,"ScheduleSlotID":71},"total":11,"limit":false,"offset":false}