"Learn by Doing" is an oft-heard mantra, but it's probably good to learn about World War I without spending months in a trench. Good simulation activities don’t copy reality exactly; they focus on the important details without oversimplifying or overcomplicating. Let’s learn how to find – and create – great learning opportunities.
During each of the six breakout sessions throughout the weekend, a large number of conversations will take place. This site will help you organize your plan for the weekend and provide the relevant information for each conversation. After signing in, search through the conversations below and mark the sessions you are interested in to populate your personal schedule on the right (or below if on your mobile phone).
SITU Studio, an architectural design firm in Brooklyn, shares their experience creating innovative educational spaces in museums, libraries and schools. Designed to embed “making” and problem-solving in the classroom, their projects show new ways to integrate technology support hands-on learning, invite experimentation, and prepare students for independent, critical thinking.
It's said history is told by the victors. For educators, victories are tied up in privilege and tradition, resulting in a history that is half muddled myth and half urban legend. We’ll chat, compare notes, and untangle who gets to tell the story of our profession.
Español-adelphia: Using your city and its resources to create authentic cultural experiences in the World Language classroom
This session will explore how we can tap into our local communities to create authentic WL cultural experiences for our students.
The founding team of South Bronx Community will share our methodology for radical collaboration to design, kick-off, implement and celebrate an interdisciplinary deeper learning project: The DREAM Project. The founding team will also share experiences designing a project that addresses critical conversations on race, power and privilege.
How can they expect to rebuild their communities when the experience of living in those communities is so hostile? Is it possible to instill (surface? reinforce?) a love and respect for the place that "made" you, while also recognizing and hating the things that made it a difficult place to grow up?How do we deal with the impact that police brutality, racism, and systemic inequity has had on our students' agency, voice, and existence? How do we come together to provide solutions, support, and resources to tackle these difficult questions?