Conversations

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).

Breaking Down Walls: The Power of Teacher Peer Observation

Session 2
Dylan Fenton, Dan Whalen

All student teachers start by observing more experienced teachers practicing their craft. But, as teachers progress in their careers, they often don't seek out opportunities to watch and learn from other teachers. Why? In this conversation, we'll explore starting a peer observation program - the pushback, the fear, and also the success.

Google Classroom: An empowering tool in developing student voice

Session 2
Kilolo Moyo-White

How can teachers maximize the potential of Google Classroom and other Edutech mediums, while fostering an environment to empower youth voices with Common Core classrooms? As a aspiring master teacher Kilolo Moyo-White teaches through a pedagogy she calls TeachAkoma, from the heart. Join a conversation of using online mediums as an instructional tool to foster youth voices in culturally responsive classrooms.

Hacking Project Based Learning

Session 2
Ross Cooper, Erin Murphy

In this workshop session, co-authors of Hacking Project Based Learning share some of their PBL hacks. Discuss ideas for making your PBL more efficient, but most importantly more rigorous and engaging. Whether you are just starting with PBL or looking for ways to refine your practice, this session will meet your needs.

Intentional and Unintentional Gender Bending as a Classroom Teacher

Session 2
Freda Anderson, Jonathan Estey

Most educators have agreed that strict gender roles are harmful to kids and make it more difficult for our kids to be comfortable in their own skin. Most of us have also agreed that any skill that we would like to see our students practice should be modeled by their teachers. As teachers who want to see our students grow into adults that feel comfortable being themselves and breaking gender roles, and standing up for others who do, we need to feel comfortable being ourselves and breaking gender roles as well. It is our duty to intentionally and purposefully plan visible gender role breaking on a regular basis, to make space four our kids to do the same.

Intentionality and School Design

Session 2
Chris Lehmann / Crystal Cubbage / Alexa Dunn

Many people agree that we need to rethink school - as evidenced by the XQ Super School Prize - but there's little recognition of just how challenging that can be. When we strip away what school was, we have to think about what are the skills our students and teachers need for what is to come. How do we do that with intentionality to give us the best chance to succeed.

Learning to Teach in the Project Based Context

Session 2
Rebecca Coven, James Elish, Swetha Narasimhan

In this session, current teachers from SLA@Beeber and The Workshop School will discuss their past experiences as student teachers within PBL, Innovation Network schools. Student teaching in the PBL environment is unique; this workshop will discuss methods and techniques for supporting and engaging student teachers.

Listen! (How to Move Past a Culture of Performing for the Grade)

Session 2
Cindy Sabik, Eileen Glassmire

Listening is “a social innovation for the 21st century” (Martin). As we move from a traditional model of instructional delivery to a growth model that values student agency, the imperative “Listen!” is redefined as intentional and deliberately practiced in a framework of collaborative inquiry in STEM and humanities courses.

Mental Health: Finding Help, Getting Help

Session 2
Maryann Molishus

Mental health is a crucial component of education, for students and adults. Do schools have supports in place to help children and adults who are part of our communities? Where do we find resources for ourselves or to share with others in need? Let’s discuss and share ideas and information.

Our "DREAM" Project: Deeper Learning, Race, Power and Privilege

Session 2
Rosanny Cuello-Ventura, Padraig Shea, Chris Wilson, Asia Cruz, Rick Lopez, Ava Thomas

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.

TAKING IT BACK- Reclaiming Media Integrity

Session 2
Douglas Herman- Founding Director, Rough Cut Media; Susan Poulton- Chief Digital Officer, The Franklin Institute

Now more than ever our society depends on the development of deep and nuanced relationships with media. In an era of deliberately misleading news, false narratives and an utter lack of social media responsibility, it feels imperative that we prepare our students for what comes next. Yet, in many ways it is the other way around with our students having more savvy and versatility when it comes to interactions with media from multiple sources. Regardless of where we receive our information we still must ask ourselves "Who made this?" "Who paid for it?, "Who does it target?", "How will this impact the public?", "Who benefits from widespread consumption and belief?" We also have to consider new ways, or perhaps reapply tried and true standards, to media discourse both online and in print media.

The Future of Learning is Open

Session 2
Andrew Marcinek, Lyn Hilt

This presentation will share how shifting to openly licensed educational resources is imperative for PK-12 school districts across the country. This address will focus on what openly licensed educational resources are, how school districts across the country are making this transition, and why it is important students and educators.

Why They Should Be Doing The Work: The Power of Peer Feedback and Editing

Session 2
Elizabeth Gray

Grading student writing can feel like an exercise in futility when students fail to apply or even read feedback. Why does it often feel like the teachers are doing all the work? Peer editing and feedback allows students to better assess their own writing and gives them ownership over the revision process. In this session, we’ll talk about how to make peer feedback meaningful and how to create a classroom environment where students feel comfortable and capable of engaging in deep critique.

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