{"success":true,"data":[{"ID":693,"Class":"Conversation","Created":1478192843,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Are you eating enough? Exercising enough? Sleeping enough?","Handle":"are_you_eating_enough-drinking_enough-sleeping_enough","ShortDescription":"Inquiry and Self-Care: How do we build a community that cares for and takes care of children while taking care of ourselves? The Workshop School community has been grappling with this question for the past four years.  Join the conversation about how we use professional support, safety plans, inquiry and mindfulness.","Description":"During our staff planning this summer, one teacher shared a story about how his father would always ask the same set of questions when his father thought he needed help, \u201cAre you eating enough? Exercising enough? Sleeping enough?\u201d  After sharing this story, the teacher said something that stuck with me. \u201cThis takes care of 60% of our problems.  We have each other for the other 40%.\u201d  We\u2019ve been unpacking this idea at the Workshop School this year.  How do we take care of ourselves (and each other) while building a community that truly cares about students?  During this session we will discuss ideas, strategies, and challenges in creating self-care plans for educators who are doing their best to build schools that truly care about children.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School"],"Practice":"This conversation will be captured, organized and shared via google docs during this session.","Presenter":["Simon Hauger","Jordan Adler"],"PresenterAffiliation":[],"PresenterEmail":["simon.hauger@workshopschool.org"],"ScheduleSlotID":75,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":671,"Class":"Conversation","Created":1478022641,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Breaking Habits: Challenging the traditional school status quo","Handle":"breaking_habits--challenging_the_traditional_school_status_quo","ShortDescription":"Changing school culture, curriculum and procedures is one of the toughest projects to undertake. Join us to talk about how you have addressed these challenges in order to fundamentally shift practice.","Description":"Changing school culture, curriculum and procedures is one of the toughest projects to undertake. Join us to talk about how you have addressed these challenges in order to fundamentally shift practice.","Link":["http:\/\/inquiryschools.org"],"Audience":["All School Levels"],"Practice":"We will be sharing best practices as the method for facilitating this conversation.","Presenter":["Diana Laufenberg; Caitlin Thompson; Kristin Hokanson"],"PresenterAffiliation":["Inquiry Schools"],"PresenterEmail":["diana@inquiryschools.org"],"ScheduleSlotID":75,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"YAY, EDUCON!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":702,"Class":"Conversation","Created":1479273669,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Invisible Issues Project","Handle":"invisible_issues_project","ShortDescription":"With the Invisible Issues project, students will create their own non-governmental organizations to raise awareness of invisible issues in their school.","Description":"The Invisible Issues program is a collaborative PBL activity that focuses on leadership skills and global awareness. Students work together to form an organization, identify an important invisible humanitarian issue, develop an awareness campaign with the help of college mentors, and complete a formal grant presentation for a panel of judges. This workshop will give educators and administrators a guide to implement this program, including information as to how schools can earn a grant for further support. The grant includes funding for supplies, participation from college mentors, and a charitable contribution to their cause of the winning student group.","Link":["http:\/\/www.invisibleissues.org"],"Audience":["High School","Middle School"],"Practice":"This conversation will include an interactive demonstration of the Invisible Issues project. We will create our own organizations in the same manner as our students and get a hands-on experience of the Invisible Issues project. Those attending this workshop will also gain an advantage in earning a grant for their school.","Presenter":["Adam Gold"],"PresenterAffiliation":["Invisible Issues Foundation"],"PresenterEmail":["adam@invisibleissues.org"],"ScheduleSlotID":75,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":"I have attended EduCon for 5 years. It has made a positive impact on me as an educator and on my entire school. I hope to share an exciting idea with fellow educators and provide an opportunity for communities that share a common mission of global awareness and project-based learning.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":642,"Class":"Conversation","Created":1477607057,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Learning Through Community Engagement","Handle":"learning_through_community_engagement","ShortDescription":"We will share projects and courses that utilize the community of Philadelphia to provide unique and challenging learning opportunities for students. Examples from STEM, the arts, and humanities courses will be highlighted. We will focus on the process: reaching out to the community, creating a project, and student commentary and reflection.","Description":"The Learning through Community Engagement Panel Session will highlight projects and courses that three teachers from diverse disciplines (English, Fine Arts & STEM) at Philadelphia Performing Arts: A String Theory Charter School have created that utilize the community of Philadelphia to provide unique and challenging learning opportunities for students. \r\n\r\nThe discussion will begin with an overview of our school and district philosophy and how that fosters community collaboration. Each of the teachers will briefly review projects or courses that engaged students with different Philadelphia communities for unique and higher level learning opportunities. Next, they will share four project\/courses implemented over the last two years, including their purpose, design, and examples of student work. Student reflection on the learning impact of the experience will also be presented through video commentary and in person as students will be part of the presentation.\r\n\r\nThe discussion will then focus on how teachers and administrators can create, plan, and implement their own community engagement projects and courses in their classrooms or districts. It will conclude with the opportunity for session participants to brainstorm and discuss specific ideas and potential projects or courses they can use in their learning communities.","Link":["https:\/\/drive.google.com\/file\/d\/0B7wuym1Iz_toaTRoazlGUmdwSVU\/view?usp=sharing"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Throughout the discussion, there will be a hashtag (#engagecomm) that participants can use to share reflections, questions, and ideas. As the discussion progresses to the second part of the session when participants will talk about how they can apply the ideas presented in the first part of the session, all participants will collaborate on a shared Google Document to brainstorm ideas. This will enable participants to leave discussion with a set of notes they can use to implement a community engagement project in their learning community.","Presenter":["Casey Cohen","Laurie Doran","Dr. Sheri Hanna"],"PresenterAffiliation":["String Theory Schools","Apple Distinguished Educator (Casey)"],"PresenterEmail":["ccohen@stringtheoryschools.org","ldoran@stringtheoryschools.org","shanna@stringtheoryschools.org"],"ScheduleSlotID":75,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":708,"Class":"Conversation","Created":1479760193,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Projects in Math Class Revisited","Handle":"projects_in_math_class_revisited","ShortDescription":"SLA has been a project based school since its inception, and we have been developing and revising math projects since 2006. This session will focus on how we develop these projects, how we revise them\/create new projects, and what different structures for the projects look like. During the session, students and teachers will present projects that they used in the past, with a focus on the process of project development\/revision. There will also be significant time for participants to develop\/workshop projects for their own math classes, so please bring an outline for a math project, or a project description that you'd like to revise. By the end of the session, all participants should walk away with a project that they intend to use during an upcoming unit.","Description":"","Link":[],"Audience":["High School"],"Practice":"Participants will collaborate to workshop, design, and revise math projects.","Presenter":["Morgan Bushnell","Brad Latimer"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mbushnell@scienceleadership.org","blatimer@scienceleadership.org"],"ScheduleSlotID":75,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":667,"Class":"Conversation","Created":1477962654,"CreatorID":1676,"RevisionID":null,"Status":"Accepted","Title":"Simulations (or, The Good Parts Version)","Handle":"simulations-or-the_good_parts_version","ShortDescription":"\"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\u2019t copy reality exactly; they focus on the important details without oversimplifying or overcomplicating. Let\u2019s learn how to find \u2013 and create \u2013 great learning opportunities.","Description":"In my social studies classroom I love to put my students in the position to learn about important decisions or systems by giving them the opportunity to face similar choices themselves. So I am a big fan of simulation activities. Selecting or creating a good simulation is challenging because you have to find the essence of what you want your students to think about, and then make sure the simulation gives them opportunities to think about that and not any of a bunch of distracting details. At the same time it\u2019s important that the simulation provide students the opportunities to make real choices \u2013 so it should not play out the same way every time.\r\n\r\nFortunately there is a wealth of insight available, not only from other educators but from game designers as well. We\u2019ll review some of this material to help start the creative process. We\u2019ll look at examples of simulation activities and discuss how we might be able to use \u2013 or improve \u2013 them. Finally, we\u2019ll work together to generate new ideas for simulations and start getting them ready for the classroom.","Link":["http:\/\/www.notnews.org"],"Audience":["High School"],"Practice":"The conversation will open with a presentation to introduce key ideas, but that presentation will include several Q-and-A prompts to encourage discussion. Then the participants will have an opportunity to review and evaluate one or two simulations. (I will share a Google Doc with several links and examples and encourage participants to add to it.) This should spur another round of discussion as we talk about ways to use or improve the simulations. Finally, time permitting, I will offer some guiding questions designed to help participants begin to create their own simulations and discuss those with the other participants.","Presenter":["Dave Thomer"],"PresenterAffiliation":["Parkway Center City HS"],"PresenterEmail":["davethomer@comcast.net"],"ScheduleSlotID":75,"ScheduleLocationID":14,"SubmitterID":1676,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":713,"Class":"Conversation","Created":1480981012,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"TAKING IT BACK- Reclaiming Media Integrity","Handle":"taking_it_back-_reclaiming_media_integrity","ShortDescription":"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.","Description":"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.","Link":["http:\/\/www.roughcutproductions.org\/"],"Audience":["All School Levels"],"Practice":"The latest in our ongoing series about fostering deep relationships with media, this conversation brings students, teachers, administrators and parents into the fold and asks us all to consider modifications to our individual and collective relationships with media. This conversation will be guided by Douglas Herman- Founder of Rough Cut Media and Susan Poulton- Chief Digital Officer at The Franklin Institute as well as current and former SLA students who have made the leap from consumers to media creators.  After engaging in conversation with panel of students, attendees will have opportunities to discuss ways media has shaped their lives and communities. The latter part of our session will center on developing ideas and creative ways to reclaim media integrity within our larger society and our respective.\r\n\r\nRough Cut Media is dedicated to inspiring critical relationships with media, and fostering community-specific approaches to increase access to media creation tools for all students.","Presenter":["Douglas Herman- Founding Director","Rough Cut Media; Susan Poulton- Chief Digital Officer","The Franklin Institute"],"PresenterAffiliation":[],"PresenterEmail":["dherman@scienceleadership.org"],"ScheduleSlotID":75,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":658,"Class":"Conversation","Created":1477947900,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Women in IT leadership","Handle":"women_in_it_leadership","ShortDescription":"It has been recognized that most people in IT are males. How can this be changed? How do we not only encourage our female students to choose IT fields for careers but also provide them opportunities to become leaders in the IT field?","Description":"It has been recognized that most IT employees are male. How can this be changed? How do we not only encourage our female students to choose IT fields for careers but also provide them opportunities to become leaders in the IT field? Can this exposure be done in any school? Taking a look at our curricula, schools, districts, communities, how can this be changed? As educators we can provide the opportunities for our female students to be exposed to IT jobs and careers in our schools. With Cisco Networking and Oracle Academies, Adobe Creative Suite, Robotics, STEM, more female students can become engineers, technologists, network administrators, etc. In this conversation, we will explore the world or female IT leaders and discuss how we can encourage our female students to become apart and have a voice in this field of the future.","Link":["http:\/\/sspaul.blogspot.com"],"Audience":["All School Levels"],"Practice":"This conversation will center on how can we encourage female students to see the potential of entering the IT field as a career. A contributing blog will be developed for participants to make suggestions on how they would more female students involved in technology fields.","Presenter":["Sandra Paul"],"PresenterAffiliation":["NJAET","CoSN","ISTE"],"PresenterEmail":["spaul6414@gmail.com"],"ScheduleSlotID":75,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":664,"Class":"Conversation","Created":1477959810,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"A Modern Commonplace Book","Handle":"a_moder_commonplace_book","ShortDescription":"For hundreds of years thinkers used commonplace books to collect knowledge. People recorded ideas along with their own commentary. How can we think about digital tools as contemporary commonplace books? How might we encourage students not just to collect but to comment, come back to, and use their collections?","Description":"We will share ways that we are engaging students in this type of collecting and commenting. One set of examples comes from Art classes where students are using Pinterest to collect images that are used in preparation for class projects. Student Pin Boards demonstrate learning in comments connected to in-class learning. Students build their own image libraries, building toward an Independent Study project. One student pointed out, this is \u201calmost like the new version of Art Museums\u201d.\r\n \r\nAnother example comes from an English class where students have a choice a few tools to use in their collection of passages from a large novel. In this example, students were asked to make this a two step process--noting in a book, and then pulling some of that into a commonplace book with personal commentary. Students then have this to look back on as they think about writing an essay on a topic of their choosing. Their compiled information will create a history of their thinking and interests.\r\n\r\nBoth examples help the teacher to personalize her conversation and interaction with the student and his or her ideas and interests.\r\n\r\nThese examples also draw inspiration from and speak to Ann Hamilton\u2019s exhibit habitus at the Fabric Workshop earlier in the year.","Link":[],"Audience":["All School Levels"],"Practice":"We will share our examples and student work. In addition, we would like to open this discussion up to how we support careful looking\/noticing of ideas and  student interest. In addition, we would like to have a conversation about other ideas for this work as well as other tools that people may have used. Another topic for discussion may be how to keep the focus on the learning and habits of mind that we are aiming to instill, rather than the tools.","Presenter":["Wendy Eiteljorg","Tania O'Donnell"],"PresenterAffiliation":["The Shipley School"],"PresenterEmail":["weiteljorg@shipleyschool.org","todonnell@shipleyschool.org"],"ScheduleSlotID":76,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":714,"Class":"Conversation","Created":1481080603,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"An Insider View of Inquiry and Project-Based Learning","Handle":"an_insider_view_of_inquiry_and_project-based_learning-5","ShortDescription":"SLA students and teachers will lead an interactive workshop on inquiry and project based learning. Examples from SLA will be used to spark larger discussions about pedagogical strategies and challenges.","Description":"SLA students and teachers will lead an interactive workshop on inquiry and project based learning. Examples from SLA will be used to spark larger discussions about pedagogical strategies and challenges.","Link":[],"Audience":["High School","Middle School"],"Practice":"Small group discussions, whole group discussions, student panel Q\/A.","Presenter":["Tim Best and Amal Giknis"],"PresenterAffiliation":["SLA"],"PresenterEmail":["tbest@scienceleadership.org"],"ScheduleSlotID":76,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":700,"Class":"Conversation","Created":1479231086,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"First Year at an Inquiry-Based School: A New Way of Teaching","Handle":"first_year_at_an_inquiry-based_school--a_new_way_of_teaching","ShortDescription":"As new teachers at an inquiry driven school, we have had to shift our paradigms of traditional teaching and learning into what a 21st Century. In a 2.0 school, students take charge of their own learning and inquiry. Our conversation will be about how we have adjusted and incorporated our 5 Core Values into our different content areas.","Description":"As new teachers at an inquiry driven school, we have had to shift our paradigms of traditional teaching and learning into what a 21st Century. In a 2.0 school, students take charge of their own learning and inquiry. Our conversation will be about how we have adjusted and incorporated our 5 Core Values into our different content areas.","Link":[],"Audience":["High School","All School Levels"],"Practice":"Sharing Best Practices.","Presenter":["Daniel Symonds","Joselyn Hernandez"],"PresenterAffiliation":[],"PresenterEmail":["dsymonds@scienceleadership.org","jhernandez@scienceleadership.org"],"ScheduleSlotID":76,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":692,"Class":"Conversation","Created":1478140526,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Learning by design: (Un)professional development in innovative schools","Handle":"learning_by_design--un-professional_development_in_innovative_schools","ShortDescription":"No matter how clever or innovative you are, a school design is only as strong as your capacity to implement it. And implementation is more about adapting and evolving a design than executing it. As leaders in new schools, we\u2019ve learned that the key to being able to evolve and adapt is to involve the whole staff in that work. School design is an ongoing, collaborative process. It\u2019s also an amazing professional learning experience. \r\n\r\nTraditional professional development assumes that changes in schools or classrooms follow from professional development. We believe that learning is a byproduct of change work. This session introduces participants to \u201cDesign-based PD,\u201d an approach we\u2019ve piloted in Philadelphia's Innovation Network schools over the last two years.","Description":"No matter how clever or innovative you are, a school design is only as strong as your capacity to implement it. And implementation is more about adapting and evolving a design than executing it. As leaders in new schools, we\u2019ve learned that the key to being able to evolve and adapt is to involve the whole staff in that work. School design is an ongoing, collaborative process. It\u2019s also an amazing professional learning experience. \r\n\r\nTraditional professional development assumes that changes in schools or classrooms follow from professional development. We believe that learning is a byproduct of change work. This session introduces participants to \u201cDesign-based PD,\u201d an approach we\u2019ve piloted in Philadelphia's Innovation Network schools over the last two years.","Link":["Http:\/\/www.workshopschool.org"],"Audience":["High School","Middle School"],"Practice":"To give participants a sense of what it's like to participate in Design-based PD, we'll present the group with a live design challenge from Philadelphia's Workshop School: rethinking graduation requirements. Working in groups, we'll formulate guiding questions and develop and share possible solutions. We'll conclude by reflecting on the learning that emerged from the design process, and reviewing concrete steps participants can take to bring Design-based PD to their own schools.","Presenter":["Matthew Riggan and Tom Gaffey"],"PresenterAffiliation":["The Workshop School","Building 21"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":76,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":661,"Class":"Conversation","Created":1477950721,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making Space for Learning","Handle":"making_space_for_learning","ShortDescription":"SITU Studio, an architectural design firm in Brooklyn, shares their experience creating innovative educational spaces in museums, libraries and schools. Designed to embed \u201cmaking\u201d 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.","Description":"Amidst an outpouring of new teaching trends & tools within education, there\u2019s a need to talk about the learning spaces that support  and can adapt to the changing needs of students, teachers, and technology. This session will explore how maker-oriented environments meet these needs, focusing on how these spaces support hands-on learning, invite experimentation, integrate digital and physical tools, & prepare students for independent & critical thinking. Looking at a handful of education & institutional projects, SITU will share some of the lessons learned through prototyping and developing maker-related environments at varying scales for diverse groups.","Link":["http:\/\/www.situstudio.com\/"],"Audience":["All School Levels"],"Practice":"We will begin our session by inviting attendees to think about the educational environments in which they work. What comes to mind? What are the logistical hurdles for accommodating the various activities their students partake in? Where are the bottlenecks? How is group work supported, as well as independent learning? Do students have a chance to retreat during the day?  What words they would use to describe their ideal teaching\/learning spaces? This will be a 10 minute period of quiet reflections. \r\n\r\nThen after introducing six design principles for developing maker-oriented learning environments in our lecture, we will ask attendees to reflect on how these different principles would serve their classroom, and how they might be integrated through hacks (day 1) as well as infrastructural changes (day 3). We\u2019ll begin with 5 minutes of silent reflection and then open up for a larger discussion. We conclude by circulating a handout with 2-3 spatial experiments for teachers to pilot in their classrooms.","Presenter":["Aleksey Lukyanov Cherny"],"PresenterAffiliation":["SITU Studio"],"PresenterEmail":["samantha@situstudio.com"],"ScheduleSlotID":76,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":687,"Class":"Conversation","Created":1478058258,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Mindset Shift: Bringing Learner-Centered Education to Life","Handle":"mindset_shift--bringing_learner-centered_education_to_life","ShortDescription":"How do we realize a future in which each and every child is thriving and ready to fulfill on their boundless potential? Step into the learner-centered universe. Explore the power of paradigm and what it means for you and your community.","Description":"We see a future in which the education system has been transformed to adapt to the interests, needs, passions, and aspirations of each and every learner. This is a future in which every child is known as being unique, wondrous, and curious. What does it mean to stand for this future? It means stepping into the learner-centered paradigm. \r\n\r\n\r\nDesigned to push thinking and open up new possibilities for what could be, this conversation will focus on elevating the notion of paradigm\u2014and exploring why the education paradigm that we are in makes a difference when we talk about truly putting learners at the center. It will delve into the underlying assumptions about learning and learners that must be shed if we are to shift from a school-centered to a learner-centered paradigm. And, it will grapple with the pivotal role language plays in this shift and what it means for practice. What does a learning experience look like when it begins with the unique learner in front of you? Where do you encounter false examples? What does that mean for talking across paradigm? How might you begin or bolster a conversation within your own community about a new future for learning?","Link":["http:\/\/education-reimagined.org\/"],"Audience":["All School Levels"],"Practice":"Our session will begin with connecting all participants to each other around a common question, allowing them to share as people and not simply session attendees or representative of their organizations. The rest of the session will be intentionally interactive\u2014ranging from pair sharing, to small group exploration, to full-group conversation. The goal will be elevate all of the voices and insights that exist in the room.","Presenter":["Monica Snellings","Bobbi Macdonald"],"PresenterAffiliation":["Education Reimagined","City Neighbors Foundation"],"PresenterEmail":["monica@convergencepolicy.org"],"ScheduleSlotID":76,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"If accepted, we would seek to add 1-2 learner-centered practitioners as presenters who could share about what their own expressions of learner-centered education looks like in practice and what making the shift meant for them, their learners, and their community.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":690,"Class":"Conversation","Created":1478070026,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Students as Empowered Learners","Handle":"students_as_empowered_learners","ShortDescription":"As future-ready educators we must develop ways to support our students to not only be college and career ready, but also life ready.  Student internships, peer learning teams, and student-led technology training programs are strategies to promote learning and leadership.","Description":"This conversation will explain how a school librarian created a student \"Techspert\" team to offer assistance to their peers and teachers. These \"Techsperts\" help to manage technology resources in the library makerspace, lead their peers during independent and scheduled learning times, and promote library programming and events through social media.\r\n\r\nParticipants will gain an understanding of the responsibilities of \"techsperts\" and ways to empower all students to take ownership for their learning.  Participants will also gain an understanding of how to create similar programs in their schools, libraries, and classrooms.  Participants will see and be inspired by student testimonial videos created by both techsperts and other student patrons of the library.","Link":["http:\/\/www.bunheadwithducttape.com\/"],"Audience":["All School Levels"],"Practice":"Flipgrid will be used as a backchannel during the conversation, and also after EduCon to connect student technology trainers from other schools.","Presenter":["KRISTINA HOLZWEISS"],"PresenterAffiliation":["Bay Shore Middle School"],"PresenterEmail":["lieberrian@yahoo.com"],"ScheduleSlotID":76,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":707,"Class":"Conversation","Created":1479442722,"CreatorID":242,"RevisionID":null,"Status":"Accepted","Title":"Teach Like a Human","Handle":"teach_like_a_human","ShortDescription":"Classrooms in \"progressive,\" \"alternative,\" or \"non-traditional\" schools are often seen as magical spaces -- free of conflict and without any need for classroom management. But teachers in these spaces actually have many concrete, specific techniques. What do they do? Come discuss and discover.","Description":"In recent years, \"classroom management\" has become associated with a particular type of education: lean, efficient, and fixated on individual achievement. On the other end of the spectrum, schools and teachers attempting to challenge this model sometimes assume they do not need any explicit \"management\" skills to serve their students well. What lies between these two extremes? How can a teacher build their classroom environment to be productive and engaging without being authoritarian? This session will take a close look at teaching strategies on a granular level, across subject areas and grade levels.","Link":["http:\/\/www.larissapahomov.com"],"Audience":["All School Levels"],"Practice":"Participants will be invited to review some of the current trends and language used to describe classroom management, and then share and collect best practices from each other. The goal is to describe as many concrete techniques as possible.","Presenter":["Larissa Pahomov"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["lpahomov@scienceleadership.org"],"ScheduleSlotID":76,"ScheduleLocationID":13,"SubmitterID":242,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":695,"Class":"Conversation","Created":1478572827,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Privileged Voices in Education 4.0","Handle":"the_privileged_voices_in_education_4.0","ShortDescription":"Whose voices are heard in education (ed-activism, ed-tech, ed-union, ed-policy) circles? While it might be easy to identify (and lambast) the \"corporate\" voices, are we truly offering and supporting diverse voices in response? What does diversity, inclusion, and true equity and liberation in our current conversations? How can we do better?","Description":"The people that are often praised as education leaders, no matter where they might sit on the \" politics of education reform\" spectrum  -- the right or the left, from the public or private sector, \"insiders\" or \"outsiders\" -- often share a lot in common: namely, their privilege. Their class privilege. Their gender privilege. Their racial privilege. Their age privilege. Their health privilege. Their credential privilege.\r\n\r\n\r\nWe need to stop and ask: whose voices are we hearing? Whose voices are we ignoring? Whose voices are we amplifying? Whose voices are we squelching? \r\n\r\n\r\nFurthermore, we need to examine how diversity currently looks like, versus what true inclusivity, equity, and social justice look like on their face. Even though more people seem to be embracing the message of having different faces, the same agendas keep coming to the fore.\r\n\r\n\r\nEducator Jose Vilson, writer Rusul Alrubail, and journalist Audrey Watters will talk about the \"Top 10\" lists that get crafted, the awards and the recognition that get given, and how we can address questions of diversity (or the lack of diversity) therein. They'll chat race, class, gender and the future of education, how privilege plays out in the politics of education, and how it plays out in those we send into the public sphere to articulate our political (and pedagogical) positions. We\u2019ll also discuss any number of hashtags, the presidential election and its effects on this dialogue, and the continued pindrop silence from too many educators.","Link":["http:\/\/thejosevilson.com"],"Audience":["All School Levels"],"Practice":"We could start with a question that seems to be popular among ed(tech) bloggers: who are the most prominent voices in education? Let's reflect on who these are? Who's missing? This session will begin as a conversation between Vilson, Watters, and Alrubail, but the goal is to open some of our provocations up to the larger audience.","Presenter":["Jose Vilson"],"PresenterAffiliation":["EduColor","NYC Department of Education"],"PresenterEmail":["jose.l.vilson@gmail.com"],"ScheduleSlotID":76,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":"Audrey Watters\r\nTwitter: @audreywatters\r\nWeb: http:\/\/hackeducation.com\r\n\r\n\r\nRusul Alrubail\r\nTwitter: @rusulalrubail\r\nWeb: http:\/\/rusulalrubail.com \r\n\r\n\"My bad.\" - Jose","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":663,"Class":"Conversation","Created":1477956306,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"What the E? A Modern Understanding of Engineering in STEAM","Handle":"what_the_e-a_modern_understanding_of_engineering_in_steam","ShortDescription":"Engineering is one of the least discussed components of STEAM education. This session will be a conversation about what engineering should look like in K-12. Is it simply hands-on science? Do you need a special curriculum? Is it only for students who are thinking of engineering as a college major?","Description":"Engineering is a confusing topic for many educators. It is one of the components of STEAM education, but many educators do not know what engineering really means. Is it a job? Is it simply hands-on science? Do you need a special curriculum? Is it only for high school students who are thinking of engineering as a college major?\r\n\r\nWe know that early experiences are crucial for children\u2019s identity as being interested in STEM, yet we also know that many elementary educators don\u2019t feel like they understand what scientists do, much less engineers. Adding to this is the fact that elementary education majors have one of the highest self-ratings of math anxiety of any major. How can schools address teachers\u2019 reluctance, even anxiety, about these topics?\r\n\r\nThe Next Generation Science Standards state that for modern science courses, engineering design should be elevated to the same level as the scientific method \u2013 yet there are few resources that really explain what that means. Does that mean in all science courses K-12? If this is new, what does it replace? New ISTE standards emphasize programming and real world experiences, which are the heart of all modern engineering projects and key to inclusive experiences for underserved populations. The 2016 NMC Horizon Report forecasting emerging trends for K-12 education mentions engineering in nearly every section, including augmented reality, adaptive computing, wearable technology, artificial intelligence (knowledge engineering), and robotics.\r\n\r\nThe question is \u2013 are we ready, and if not, what needs to be done?","Link":["http:\/\/sylviamartinez.com"],"Audience":["All School Levels"],"Practice":"As you can see, the proposal is mostly questions. I plan to present very little, because there will be a lot of educators at Educon who are grappling with this in their own schools. I will talk a bit about my own experiences as a woman engineer, and how I narrowly threaded the needle of expectations about who gets to be an engineer.\r\n\r\nI\u2019d like to hear from any participants who do have engineering in their schools, how they feel it integrates with other subjects, who teaches it and when, and if it\u2019s inclusive and open to non-typical students. Then I think that a discussion about needs of those who are in schools where engineering is already taught vs. those who are not would be interesting. I\u2019d also love for there to be someone from SLA to help explain how you have tackled it.\r\n\r\nI think this could easily be captured in a wiki or Google doc, as people discuss the different aspects.","Presenter":["Sylvia Martinez"],"PresenterAffiliation":[],"PresenterEmail":["sylvia@inventtolearn.com"],"ScheduleSlotID":76,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":666,"Class":"Conversation","Created":1477962045,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"But I Just Want You to Tell Me How!: Introducing Inquiry Based Learning to Students in 5th Grade","Handle":"but_i_just_want_you_to_tell_me_how--introducing_inquiry_based_learning_to_students_in_5th_grade","ShortDescription":"In this conversation, we will be thinking about how to establish a self-sustaining culture of student driven inquiry in middle age students and\/or students who are new to project based learning. In our first (half!) a year, Science Leadership Academy Middle School (SLA-MS) we\u2019ve worked to lay the groundwork for students to ask and explore meaningful questions in a variety of thought strains. As is to be expected, some students are catching the \u201cinquiry bug\u201d and are eagerly following their interests. For others, though, this is significantly challenging due to a variety of factors including age, developmental level, current stamina and skill level, and a generally slow adjustment to our \u201cunschooling.\u201d By looking at a few case studies from our school, and learning about experiences in your school settings, we\u2019re eager to think together about how we help students to become more independent and self-sustaining learners. How do we find and ask follow up questions? How do we stick with a line of thinking long enough to reap its benefits? How do we utilize our peers rather than funneling our work through the teacher? And, perhaps most importantly, how do we transfer what we learn from one exploration into a new, or novel, situation?","Description":"In this conversation, we will be thinking about how to establish a self-sustaining culture of student driven inquiry in middle age students and\/or students who are new to project based learning. In our first (half!) a year, Science Leadership Academy Middle School (SLA-MS) we\u2019ve worked to lay the groundwork for students to ask and explore meaningful questions in a variety of thought strains. As is to be expected, some students are catching the \u201cinquiry bug\u201d and are eagerly following their interests. For others, though, this is significantly challenging due to a variety of factors including age, developmental level, current stamina and skill level, and a generally slow adjustment to our \u201cunschooling.\u201d By looking at a few case studies from our school, and learning about experiences in your school settings, we\u2019re eager to think together about how we help students to become more independent and self-sustaining learners. How do we find and ask follow up questions? How do we stick with a line of thinking long enough to reap its benefits? How do we utilize our peers rather than funneling our work through the teacher? And, perhaps most importantly, how do we transfer what we learn from one exploration into a new, or novel, situation?","Link":[],"Audience":["Middle School","Elementary School"],"Practice":"","Presenter":["Hilary Hamilton","Nancy Ironside","Tim Boyle"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["hhamilton@philasd.org","nironside@philasd.org","tmboyle@philasd.org"],"ScheduleSlotID":78,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":712,"Class":"Conversation","Created":1480362083,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Classroom Community Building for Dummies","Handle":"classroom_community_building_for_dummies","ShortDescription":"Teachers will discuss how to thoughtfully build a classroom community where students feel safe taking conversational risks.","Description":"Many teachers speak about the need to create a \"safe space\" for their students, but few of us get the opportunity to really reflect on how our classroom procedures lead to creating one. In this session, we will have the opportunity to engage in that honest reflection.","Link":[],"Audience":["All School Levels"],"Practice":"We will engage in whole group, small group, and pair conversations.","Presenter":["Matt Kay"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mkay@scienceleadership.org"],"ScheduleSlotID":78,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":674,"Class":"Conversation","Created":1478037977,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Computer Science For All - Cutting through the opportunities, challenges, and confusion","Handle":"computer_science_for_all_-_cutting_through_the_opportunities-challenges-and_confusion","ShortDescription":"President Obama recently proclaimed a goal of computer science education for every student. Progressive educators should lead such a movement. This session will explore the mutually supportive nature of making, progressive ideals, and computer science education, while cutting through the confusion associated with the hype.","Description":"Creative educators should lead the movement to teach all kids to program, but only after goals are clarified and \u201c C4All\u201d (Computer Science for All)  is defined. This session will explore the mutually supportive nature of making and computer science education, while cutting through the confusion associated with the latest \"opportunity\" being delivered to schools. Exciting examples of what programming across the curriculum look like will be shared and 10 powerful ideas of teaching CS discussed.\r\n\r\nThe presenter has four decades worth of experience teaching K-12 computer science in schools across the globe and is on the advisory board of the NSF-funded, BJC4NYC: Bringing a Rigorous Computer Science Principles Course to NYC.","Link":["http:\/\/cmkfutures.com"],"Audience":["All School Levels"],"Practice":"Ten principles of teaching computer science to all kids across the curriculum will be shared and discussed. There will be at least one minds-on computational thinking experience planned for the session.","Presenter":["Gary S. Stager Ph.D."],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":78,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":676,"Class":"Conversation","Created":1478041902,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Designing and Implementing Competency-Based Curriculum to Empower Self-Driven Learners","Handle":"designing_and_implementing_competency-based_curriculum_to_empower_self-driven_learners","ShortDescription":"This session is collaborative inquiry into a tension of teaching: building structures that support students\u2019 growth with flexibility to accommodate diverse perspectives, interests, and needs in the curriculum. We will explore this dynamic in the context of a Humanities program at The U School, a Philadelphia public high school.","Description":"Tasked with creating a competency-based, design-centered thematic course, our team has worked together to build a curricular structure that encourages rich engagement with English and History content and skills, while also using connected learning principles to provide students with the space to work asynchronously. Not surprisingly, finding this balance is not an easy task. Constructing scaffolds that prepare students and support them in independent work involves a tremendous amount of behind-the-scenes work: from creative unit planning and iterative lesson design, to coordination across a range of stakeholders - Humanities team teachers, learning support specialists, community partners, and students. In this session we explore how these different dimensions have come together in our own practice, and share what we are learning from the challenges, successes, and possibilities that have grown from this work.\r\n\r\n\r\nWe have built this session around the central question of work: What systems and structures are necessary to create thematic Humanities curriculum that allows students to deepen their own passions while developing their skills? Embedded in this question are three dimensions of classroom learning that can often sit in uneasy alignment: the content of the course, student interest (connected learning), and the development of skills. We foreground these dimensions to explore how all three are brought to bear in the process of building meaningful class structures with multiple pathways for participation and growth.","Link":["http:\/\/www.uschool.org"],"Audience":["High School","All School Levels"],"Practice":"Our work is complex, and has been a deeply collaborative effort, approached from multiple angles. As a result, we will incorporate multiple voices from our school that have participated in and contributed to this work. Taken together, these perspectives will help to illuminate the iterative process by which we have endeavored to balance content, skills, and student interests in the Humanities classroom, while also providing insights into the challenges and successes we have seen along the way.\r\n\r\n\r\nIn doing so, we intend for our session to be an exchange between participants and presenters. We will structure our work around a modified Sharing Best Practices consultancy protocol - where audience members will have opportunities to ask clarifying and probing questions after each portion of our presentation, and engage in a discussion of the implications of this design work. In this way, we see this session not just as an opportunity to share the findings from our own practitioner research, but engage in a larger process of collaborative inquiry with those in attendance.","Presenter":["Denis Anglim","Femi Johnson","Charlie McGeehan","Phil Nichols","Samuel Reed","Maggie Stephan","Kiera Williams","U School students TBD"],"PresenterAffiliation":["The U School","University of Pennsylvania Graduate School of Education"],"PresenterEmail":["danglim@uschool.org","fjohnson@uschool.org","cmcgeehan@uschool.org","tphilipnichols@gmail.com","sreed@uschool.org","mstephan@uschool.org","kwilliams@uschool.org"],"ScheduleSlotID":78,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":709,"Class":"Conversation","Created":1479775899,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Education and the Commercial Mindset","Handle":"education_and_the_commercial_mindset","ShortDescription":"Drawing on his book \"Education and the Commercial Mindset\" (Harvard University Press, 2016), Samuel E. Abrams will discuss the growing role of commercial firms and concepts in public education.","Description":"Drawing on his book \"Education and the Commercial Mindset\" (Harvard University Press, 2016), Samuel E. Abrams will discuss the growing role of commercial firms and concepts in public education. He will speak, in particular, about the evolution of for-profit school management companies in the United States and Sweden, the adoption of business language and tools by nonprofit charter management organizations, and the implications for public education of Donald Trump in the White House.\r\n\r\nAbrams is the director of the National Center for the Study of Privatization in Education at Teachers College, Columbia University. He was previously a high school teacher of economics and history for eighteen years, the last nine of which at Beacon, a progressive public school on Manhattan's West Side.","Link":["http:\/\/www.hup.harvard.edu\/catalog.php?isbn=9780674049178"],"Audience":["All School Levels"],"Practice":"This will be an interactive session, with questions going both ways throughout.","Presenter":["Samuel E. Abrams"],"PresenterAffiliation":["Teachers College","Columbia University"],"PresenterEmail":["sa307@tc.columbia.edu"],"ScheduleSlotID":78,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"\"Education and the Commercial Mindset\" will be available for purchase at EduCon.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":691,"Class":"Conversation","Created":1478132626,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"I Can't Talk about Race in Science Class! Successes\/Struggles of a Racial Literacy Classroom Collaboration","Handle":"i_can-t_talk_about_race_in_science_class-successes-struggles_of_a_racial_literacy_classroom_collaboration","ShortDescription":"This will be a conversation about incorporating racial literacy into curriculum regardless of students' ages or content area. We will discuss the successes and struggles of implementing a racial literacy curriculum into a project-based science class.","Description":"We will have a conversation discussing initial thoughts about a collaborative project that involved the implementation of racial literacy skill-building in a project-based science class and our experiences as a science teacher, students, and an educational researcher.  We hope to center the voices of students as they engage in a curricula that accesses personal narratives alongside content-focused learning. We, as teacher researchers, also hope to share the benefits and challenges of combining theory and practice in the classroom.  \r\n\r\nSome of the questions we will explore include:\r\nHow do high school students in an urban public school experience the teaching of racial literacy skills in a project-based science class?\r\nHow do high school students in an urban public school describe the meaningfulness of the work they produce when introduced to racial literacy in a project-based science class?\r\nWhat are best practices for a science teacher in an urban public school who wants to facilitate conversations about racial stress in high school science classes?\r\nHow can project-based learning support a science teacher in an urban public school who includes the development of racial literacy skills in the science curriculum?","Link":["http:\/\/scholar.gse.upenn.edu\/keljones\/","http:\/\/recastingrace.com\/"],"Audience":["All School Levels"],"Practice":"Conversational Protocol: we will rely largely on personal storytelling and using a workshop model to help participants anticipate and navigate their racial stress in K-12 classrooms, regardless of students' ages or content.","Presenter":["Jordan Adler","Kelsey Jones"],"PresenterAffiliation":["The Workshop School and University of Pennsylvania"],"PresenterEmail":["jordan.adler@workshopschool.org"],"ScheduleSlotID":78,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":660,"Class":"Conversation","Created":1477950068,"CreatorID":1233,"RevisionID":null,"Status":"Accepted","Title":"Loving the kids who frustrate the heck out of you","Handle":"loving_the_kids_who_frustrate_the_heck_out_of_you","ShortDescription":"We all love our kids. Let's talk honestly about how hard it can be to keep loving our kids who frustrate the heck out of us. In this conversation, explore the challenge and the joy of being in relationship with behaviorally challenging students. We'll start with awareness and move to setting concrete intentions for better serving all of our kids.","Description":"Let's talk about how to care for our most challenging students when our experience teaching them pushes on our best intentions. Let's turn the challenge inward and explore how our approaches to behaviorally challenging students can be supportive, caring, and in the interest of student growth. How are we showing students we care - even when, especially when, they are pushing our buttons? How are we staying in relationship when all the walls are up? How are we responding to challenging behavior - or are we just reacting? \r\n\r\n\r\nLet's identify and leave behind approaches that are condescending, that perpetuate a savior narrative, that express pity or hopelessness. Let\u2019s share success stories and identify areas for further growth. We\u2019ll take accountability for our own lenses and actions and commit to leaving behind the ones that don\u2019t serve our students - all of our students. Let\u2019s talk about how race, class, ability, and other identities impact our expectations and our actions. \r\n\r\n\r\nJoin me for an honest conversation about how we can move through challenging relationships with students and get to the growth and the joy.","Link":["Http:\/\/shevrin.wordpress.com"],"Audience":["All School Levels"],"Practice":"We'll use a circle model to dive into some of these hard conversations and give space to all voices in the room.","Presenter":["Alex Shevrin"],"PresenterAffiliation":["Centerpoint School"],"PresenterEmail":["alex.shevrin@gmail.com"],"ScheduleSlotID":78,"ScheduleLocationID":16,"SubmitterID":1233,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":689,"Class":"Conversation","Created":1478059257,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making PBL Personal","Handle":"making_pbl_personal","ShortDescription":"Are you looking for ideas to personalize project-based learning activities? How do you bring in voice and choice so your kids take responsibility for their learning? Let's have a conversation on how to make PBL personal.","Description":"The main idea of the conversational focus is to discuss project-based learning and share ideas how teachers can encourage voice and choice with each of the PBL elements. We will discuss the following questions:\r\n1. What is the difference of PBL vs. Projects?\r\n2. How can you engage your learners as soon as you introduce the topic?\r\n3. How can you have your learners take more responsibility in their roles in their group?\r\n4. Why is it important to include Knows and Needs to Know?\r\n5. How do you have your learners pitch their ideas and provide constructive feedback?\r\n6. What types of assessment works so the PBL becomes more personal for each learner?","Link":["http:\/\/www.personalizelearning.com"],"Audience":["All School Levels"],"Practice":"The conversational protocols:\r\n1. Save the Last Word for Me involving research around the questions.\r\n2. Sharing Best Practices\r\n3. Design Thinking Process: Yes, But -- Yes, And\r\n4. What? So What? Now What?","Presenter":["Barbara Bray"],"PresenterAffiliation":["Personalize Learning","LLC"],"PresenterEmail":["barbara.bray@gmail.com"],"ScheduleSlotID":78,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"I hope I get this in on time. Would love to be part of EduCon and really love the work at SLA.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":717,"Class":"Conversation","Created":1485293259,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"One Size Does Not Fit All: Leveraging Best Practices For All Learners","Handle":"one_size_does_not_fit_all--leveraging_best_practices_for_all_learners","ShortDescription":"It is estimated that 1 in 5 learners have learning and attention issues. How did we get to that number? What are the solutions and instructional practices that support all learners? What are the things we know and the things we can do to support the 1 in 5?","Description":"It is estimated that 1 in 5 learners have learning and attention issues. How did we get to that number? What are the solutions and instructional practices that support all learners? What are the things we know and the things we can do to support the 1 in 5?","Link":["http:\/\/www.understood.org"],"Audience":["All School Levels"],"Practice":"Participants will work collaboratively to discuss and unpack high-level approaches to students with learning differences that could also be leveraged for all learners.","Presenter":["Meg Towner","Katie Everett","Lisa Wells","Katie Williams"],"PresenterAffiliation":["Understood.org"],"PresenterEmail":["mtowner@understood.org","katie@buzzmg.com","lisa@buzzmg.com","kwilliams@understood.org"],"ScheduleSlotID":78,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":634,"Class":"Conversation","Created":1476628653,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Speaking to Listen in the Age of Emojis","Handle":"speaking_to_listen_in_the_age_of_emojis","ShortDescription":"The skill of effective communication has powerful influence in shaping school culture. Teachers, students and leadership are surrounded by feedback on a daily basis from the classroom to meetings to the playing field. Understanding how to communicate can be the difference between listening to react and listening to understand. How one hears, processes and delivers feedback can be powerful in shaping the tone of personal and professional relationships. In this workshop theory, practice and your experiences will be used to examine what it takes to host effective and productive conversations with colleagues and students.","Description":"In this session attendees will be participating in a conversation that dissects the skill of listening. In an age of communicating through emoticons, memes and alone togetherness connectivity has failed to live up to its potential of creating strong community of practice that co-creates regularly. This sessions is about digging deep into biases, being honest about one\u2019s triggers, world views and perspectives of empathy.  The need for this discussion is rooted in the relationship between being aware of our own place of knowing and how to participate in effective, productive conversations. We will talk about how to design conversations by harnessing the knowledge of those already in the space.\r\nThis session is built at the intersection of several practices including The Art of Hosting, Theory U and the books Tell Me So I Can Hear You and Thanks for the Feedback. Most importantly, it will be driven by the connections the attendees contribute. This session is not structured by bullet points, rather designed to flex to the needs and curiosities of the participants.","Link":["http:\/\/dianalynnpotts.blogspot.com","http:\/\/karenblumberg.com"],"Audience":["All School Levels"],"Practice":"Our goal for this conversation is to have the participants engaged to the level that we won\u2019t be tweeting. This session will include participant driven exercises taken from several resources including The Art of Hosting. Time allowing and depending on the needs of the participants this session may include:\r\nEmpathic Listening (an exercise is listening)\r\nAmygdala Hijack (identifying your triggers for grounded conversations)\r\nFour-fold Practice (a framework for mindful conversations)","Presenter":["Diana Potts","Karen Blumberg","Mike Ritzius"],"PresenterAffiliation":["Ethical Culture Fieldston School","Brearley School","New Jersey Education Association"],"PresenterEmail":["dianalynnpotts@gmail.com","karenblumberg@gmail.com","Mritzius@gmail.com"],"ScheduleSlotID":78,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":652,"Class":"Conversation","Created":1477931692,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student Voices: digital redlining and privacy","Handle":"student_voices--digital_redlining_and_privacy","ShortDescription":"Students from Macomb Community College examined the problematic status of privacy in post-secondary education. They identified standardized curricula, assessments, academic advising, and other forms of digital redlining that emphasize training over critical thinking. These findings are developing into a set of student-centered privacy principles that they will refine at Educon.","Description":"Faced with institutional policies that limit information access, rudimentary technology, and an advising program that restricted intellectual experimentation, students at Macomb Community College profiled the practices that invisibly reduce their choices.  They began with readings on privacy, security, algorithms, digital identity to discover how these processes work.  This established a thorough understanding of digital redlining, and their work exposed interesting facts: a profile of students who attend community colleges, a comparison of community college policies to \u201cregular\u201d university policies, and the biases of \u201csuccess\u201d programs. These issues constitute \u201cdigital redlining,\u201d and they continually revealed the role of surveillance in education, and emphasized the importance of privacy. \r\n\r\nBut students and their instructors went beyond discovering the threats to their privacy that are built into \u201cedtech.\u201d With help during a two-day visit from Bill Fitzgerald who directs the Privacy Initiative at Common Sense Media, the students created \u2013 and applied \u2013  a list of readings, online tools, and concepts useful to assessing the privacy practices that affect their lives. \r\n\r\nThis Educon Conversation will begin with a brief summary of the collaboration between students, instructors, and a large non-profit organization, and then in short summaries of their work, students will set out a key issue that has affected them. Each student will identify how these issues are affected by institutional type: high school, community college, and university. These student preludes to discussion will lead into demonstrations of privacy tools, and a \u201cwhat-I-did-for-wifi\u201d conversation to surface the presence digital redlining in education.","Link":["http:\/\/www.commonsensemedia.org","http:\/\/www.re-think.us"],"Audience":["All School Levels"],"Practice":"Goal: to improve both the identification of places where digital redlining occurs and its connection to types of education. Special attention to privacy and surveillance.\r\n\r\nThe discussion begins with a summary of the questions that brought together a community college, a large non-profit devoted educational technology, and two instructors. Each of the student participants presents her\/his work on a facet of digital redlining in order to set a framework for further developing a set of privacy tools that can be applied to educational institutions.\r\n\r\nTo facilitate the conversation, participants are asked to have read the following:\r\n1.\t\u201cDigital Redlining, and Privacy\u201d (https:\/\/www.commonsense.org\/education\/privacy\/blog\/digital-redlining-access-privacy)\r\n2.\tPowerpoint explaining digital redlining: http:\/\/re-think.us\/Lightning%20talk%20final.pptx \r\n\r\nConversation starter: \u201cwhatidid4wifi\u201d: participants describe the oddest thing they\u2019ve had to do to obtain a wifi connection . . . and what the stakes were that made access so important.","Presenter":["Chris Gilliard","Bill Fitzgerald","Hugh Culik"],"PresenterAffiliation":["Macomb Community College","Common Sense Media"],"PresenterEmail":["hypervisible@gmail.com"],"ScheduleSlotID":78,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Student presenters will be attending thanks to the generous pedagogical and financial support of Common Sense Media.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":640,"Class":"Conversation","Created":1477530860,"CreatorID":3078,"RevisionID":null,"Status":"Accepted","Title":"Who Lives, Who Dies, Who Tells Our Story?","Handle":"who_lives-who_dies-who_tells_our_story","ShortDescription":"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\u2019ll chat, compare notes, and untangle who gets to tell the story of our profession.","Description":"The essential question for the session is, \u201cWho determines the truth?\u201d To get at participants\u2019 mental models, they\u2019ll be asked to do a brief written response to organize their thinking around the guiding questions, \"what do I know to be true about the history of American education? How do I know this true?\" Participants will share their thinking via PollEverywhere\/Google Forms and after data collection and organization, we\u2019ll use crowdsourcing in the room to get to at what think we can prove is the truth around one of the patterns. In addition to the conversation, there may be brief in-put sessions around two or three common myths in American education and two or three unknown names in American history, depending on the flow of the conversation.  Finally, select excerpts from historical documents will be shared to highlight participants\u2019 areas of interests. At the end of the session, we\u2019ll revisit the essential question and share thinking using the \u201cI used to think\u2026 and now I think\u2026\u201d framing device.","Link":["https:\/\/edhistory101.com\/"],"Audience":["All School Levels"],"Practice":"The session will take the form of a fireside chat with the opening invitation around the essential question, \"Who determines the truth?\" We'll use a protocol for unpacking the accuracy of historical facts and use brief texts to support our thinking.","Presenter":["Jennifer Borgioli Binis"],"PresenterAffiliation":["Ed History 101"],"PresenterEmail":["jborgioli@gmail.com"],"ScheduleSlotID":78,"ScheduleLocationID":14,"SubmitterID":3078,"AdditionalComments":"Thank you for the opportunity to geek out with others!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":630,"Class":"Conversation","Created":1475507235,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"A Conversation about SPACESHIP EARTH","Handle":"a_conversation_about_spaceship_earth","ShortDescription":"SPACESHIP EARTH is a design-based, project-based, blended learning curriculum developed by Aaron Kaswell, Lynn Shon, and Andrew Zimmermann of Middle School 88 in Brooklyn, NY. The conversation will discuss implementation of this multi-layered environment from classroom setup to curriculum to mindset shift for both teachers and students.","Description":"SPACESHIP EARTH is a design-based, project-based, blended learning curriculum developed by Andrew Zimmermann, Lynn Shon, and Aaron Kaswell of Middle School 88 in Brooklyn, NY. The conversation will discuss implementation of this multi-layered environment from classroom setup to curriculum to mindset shift for both teachers and students.\r\n\r\nThe SPACESHIP EARTH curriculum blends integrated (STEAM) project-based work with a personalized learning platform that allows students to learn content specific skills at their own pace. The project-based work is designed around tackling the problem of our planet\u2019s limited resources. The students use the design process to research and create solutions while using their personalized learning platform to build the content-specific skills necessary to tackle these big problems. Using this model, the MS88 teachers developed 8 integrated STEAM\/design projects that they wish to share and discuss with educators. \r\n\r\nWhile this is a project-based curriculum, it has been very challenging to implement the blended model and personalized learning platform that helps drive the teaching and learning. The teachers had to go through a complete rethinking of their classroom methods and roles, and they would like to share successes and challenges and receive feedback from like-minded educators.  All aspects of integrated studies, implementing a blended and personalized learning model, focusing on cognitive skill development will be part of the dialogue.","Link":["http:\/\/mrkazintokyo.wordpress.com"],"Audience":["All School Levels"],"Practice":"These teachers want to have a dialogue about their projects and their methods in the same way that they run their classrooms. They act as facilitators for learning and will prepare deep, probing questions and are looking for honest and critical feedback in their methods. They recognize while there is a lot of effectiveness in their model, there is still much to improve and receive feedback on from the community. This is the purpose of hosting the conversation. They are open to using conversational protocols as they do in their classroom as well as live Tweet questions.","Presenter":["Aaron Kaswell","Lynn Shon","Andrew Zimmermann"],"PresenterAffiliation":["Math for America","Bill & Melinda Gates Teacher Advisory Council","NYC Dept. of Education Model Teachers","BetterLesson Blended Master Teacher Fellow"],"PresenterEmail":["aaronkaswell@gmail.com"],"ScheduleSlotID":83,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":639,"Class":"Conversation","Created":1477506598,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"A year of teaching without tests","Handle":"a_year_of_teaching_without_tests","ShortDescription":"This year, instead of giving tests, I'm holding my students accountable by having them keep an online \"learning journal.\" They record questions, observations, and further research into topics they find most interesting. It's going pretty well -- I'd love to hear your questions and talk about plusses\/minuses to this approach.","Description":"In today's digital world, it makes little sense to ask students things that they could look up on Google. Instead, in my US History class (1877 to the present), I am placing a premium on students who ask thoughtful, well-informed questions. In order to ask a good question, you usually have to know what you are talking about. \r\n\r\nWhat I do is read my students' learning journals on a rotating basis -- I get to roughly four per day -- and provide them with regular feedback via comments on the Google Docs that hold their learning journals (each student gets feedback about once a week). If someone asks a great question or conducts fascinating research (both have happened), I share what they did with the whole class. \r\n\r\nWe generally spend class time doing one of two things: discussing readings or videos they've read\/watched before class, or working on projects, such as a Supreme Court simulation and a \"how does the Stock Market work\" project. What I love is that I don't have to read a stack of 60-100 of the same thing any more. I get to see where students have engaged with the material. And they are exploring topics I never would have thought of.","Link":["https:\/\/wiltoday.wordpress.com\/","http:\/\/www.bit.ly\/NOTESTS"],"Audience":["High School","Middle School"],"Practice":"I have made a shared Google Doc that contains the basic points I'll be making before we start talking and some other resources. If you have specific questions, please feel free to ask questions or raise issues at the end of the Google Doc. The link is: http:\/\/www.bit.ly\/NOTESTS","Presenter":["Steve Goldberg"],"PresenterAffiliation":["Research Triangle High School","Durham","NC"],"PresenterEmail":["mrgoldberg@gmail.com"],"ScheduleSlotID":83,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":665,"Class":"Conversation","Created":1477961166,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Building Better Ideas","Handle":"building_better_ideas","ShortDescription":"The most important thing anyone can do to improve what they do is to become more capable of generating ideas.  In this conversation, we\u2019ll explore the role that ideas have in catalyzing innovative practice, and how you can become more conversant in ideation.  Join us for a provocative conversation about how you, and your organization, can nurture, curate, incubate, grow, extend, and remix ideas to create the raw material for innovation that can lead to new conditions for student learning.","Description":"The theme of Educon 2.9 focuses on sustaining innovation.  With the current landscape of technology, resources and connectivity, the ability to be innovative has never been greater.\r\n\r\nIdeas are the raw material of innovation.  We believe that it is essential for educators, as well as for educational organizations, to develop a disposition, a mindset even, capable of rapid iterative thought and ideation.  How we craft and curate ideas, how they are employed in supporting innovative thought and practice, are essential considerations for for all educators.\r\n\r\nWe believe that ideation is a skill, and a skill that should be developed in all educators.  We believe that educators must learn how to extend beyond the routine, beyond the expectations (and inherent limitations) of their school culture, and reject an autopilot mentality that supports the status quo.  This conversation, necessarily disruptive, will provoke educators to see the opportunity of ideas, and how they can become more effective innovators as a result.","Link":["http:\/\/creativestir.blogspot.com","http:\/\/davidjakesdesigns.com"],"Audience":["All School Levels"],"Practice":"In this conversation, we\u2019ll begin by examining the current mentality of creative thought and practice in schools to ground the conversation.  From there, we\u2019ll challenge co-participants to explore how to nurture, curate, incubate, grow, extend and remix ideas.  We\u2019ll provide provocations that are generative in nature, and support the conversation by engaging participants in strategies that enable them to explore the direct relationship between ideation and innovation.  In the end, providing techniques for ideation supports the creation of a mindset that provides individuals with an approach that directly supports the development of a sustainable capacity to become more innovative.","Presenter":["Adam Provost","David Jakes"],"PresenterAffiliation":["Director","Burlington Technical Center VT and VITA-Learn.org (VT Educator PD)","Davidjakesdesigns.com"],"PresenterEmail":["adamprovost44@gmail.com","david@davidjakesdesigns.com"],"ScheduleSlotID":83,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"fyi that David submitted another conversation. Please don't schedule at the same time if both are selected.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":688,"Class":"Conversation","Created":1478058911,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Collaborative Curriculum Design: Contextualizing the Modern Black Experience","Handle":"collaborative_curriculum_design--contextualizing_the_modern_black_experience","ShortDescription":"We\u2019re teachers from Philadelphia that developed a collaborative around teaching and learning Black history. We will discuss the history of our group and a unit we are developing on the modern Black experience past 1968. Join us for a conversation and contribute to the curriculum development.","Description":"We are teachers from Philadelphia that developed a collaborative around teaching and learning Black history. Our group is currently developing curriculum that helps students understand the post-Civil Rights Era.\r\n\r\nOur context is unique in that our city is the only large school district in the country that requires a full year African-American history course for high school graduation. We will discuss the history of our group and a unit we are developing on the modern Black experience past 1968. Join us for a conversation and contribute to the curriculum development.","Link":[],"Audience":["All School Levels"],"Practice":"Panel Discussion\r\nCurriculum Design","Presenter":["Yaasiyn Muhammad","Ismael Jimeniz","Dan Symonds","Pearl Jonas"],"PresenterAffiliation":["Science Leadership Academy Center City","Kensington HS","School District of Philadelphia"],"PresenterEmail":["pjonas@scienceleadership.org","dsymonds@scienceleadership.org"],"ScheduleSlotID":83,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":706,"Class":"Conversation","Created":1479440268,"CreatorID":721,"RevisionID":null,"Status":"Accepted","Title":"Creating School- and District-Wide Cultures of Reading and Writing","Handle":"creating_school-_and_district-wide_cultures_of_reading_and_writing","ShortDescription":"In this conversation, participants of all rolls and disciplines will talk about what it takes and can look like to establish and support a healthy culture of reading and writing across classrooms, schools, and districts.","Description":"In this conversation, participants of all rolls and disciplines will talk about what it takes and can look like to establish and support a healthy culture of reading and writing across classrooms, schools, and districts. They will leave with examples of these ideas in practice as well as action plans for building such cultures in their own learning spaces.","Link":["http:\/\/autodizactic.com"],"Audience":["All School Levels"],"Practice":"Conversations will be seeded with examples and ideas. Conversants will then work with colleagues and peers to build off of those examples and discuss what next steps will look like when they return.","Presenter":["Zac Chase"],"PresenterAffiliation":["St. Vrain Valley Schools"],"PresenterEmail":["zac.chase@gmail.com"],"ScheduleSlotID":83,"ScheduleLocationID":10,"SubmitterID":721,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":644,"Class":"Conversation","Created":1477700313,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Designing Schools with Unconditional Positive Regard","Handle":"designing_schools_with_unconditional_positive_regard","ShortDescription":"What would school look like if we designed it around the core concept of unconditional positive regard for our students? What if every aspect of school, from course design to facilities to policies and practices all communicated one message: \"We care about you no matter what\"? Let's imagine!","Description":"In this session we\u2019ll imagine what school could look like if designed around the concept of unconditional positive regard for students - in other words, if everything we did communicated the message, \u201cI care about you, you have value, you don\u2019t have to do anything to prove it to me, and nothing\u2019s going to change my mind.\u201d \r\n\r\n\r\nFirst, we\u2019ll get on the same page about unconditional positive regard, why it matters that our students know we care, and what\u2019s possible when students are cared for really and truly in school. \r\n\r\n\r\nNext, we\u2019ll take a look at common aspects of schools - facilities, course design, policies, structures - with this lens: \u201cDo we do this in a way that communicates care to our students?\u201d If the answer is no, we\u2019ll brainstorm some solutions and share some success stories from our current settings. We\u2019ll think big but also imagine some practical shifts we can do on Monday.\r\n\r\n\r\nOut of our discussion, we\u2019ll craft a doc of suggestions that schools can use to consider their practices from this lens. We\u2019ll make this available and identify some possibilities for future collaboration around making schools a more caring place for all.","Link":["http:\/\/shevrin.wordpress.com"],"Audience":["All School Levels"],"Practice":"We'll be brainstorming and developing some practical ideas toward the goal of a doc we can share with others considering how to transform their schools into places that communicate care in all they do. Conversation will be structured and facilitated but draw on the knowledge and experience of participants.","Presenter":["Alex Shevrin"],"PresenterAffiliation":["Centerpoint School"],"PresenterEmail":["alex.shevrin@gmail.com"],"ScheduleSlotID":83,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":697,"Class":"Conversation","Created":1478839485,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"EduCon Cryptoparty","Handle":"educon_cryptoparty","ShortDescription":"We often hear talk about the need for privacy, security, and encryption. This session will help people make simple, practical choices around sharing their information, or protecting their information. Best of all: it's easy.","Description":"Different people experience the need for privacy in different ways. This session acknowledges that reality, and uses it as a starting point for the conversation. In this session, Audrey Watters and Bill Fitzgerald will share tips on how to make informed decisions about how we can use technology safely, and about how the definition of \"safe\" use varies by context. This session doesn't approach privacy or security as an absolute \"thing\" to be achieved. Rather, we see choices around privacy and security as options we should all be able to access. In the coming months and years, we will all want privacy in different ways, for different reasons. This session will provide resources to help people get started, and resources for people who have already begun to protect their online privacy who want to take their practice up a notch.","Link":["https:\/\/hackeducation.com","https:\/\/commonsense.org\/education\/privacy"],"Audience":["All School Levels"],"Practice":"The tools and resources collected for this session will all be shared via blog posts and GitHub pages. Whenever possible, we will highlight open source and freely available components. The goal here isn't to rattle off a series of technical tools; rather, we want to highlight the personal choices that can affect our private information.","Presenter":["Audrey Watters","Bill Fitzgerald"],"PresenterAffiliation":["Hack Education","Common Sense Media"],"PresenterEmail":["bill@funnymonkey.com","audrey.watters@gmail.com"],"ScheduleSlotID":83,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":686,"Class":"Conversation","Created":1478055851,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Espa\u00f1ol-adelphia: Using your city and its resources to create authentic cultural experiences in the World Language classroom","Handle":"espaol-adelphia--using_your_city_and_its_resources_to_create_authentic_cultural_experiences_in_the_world_language_classroom","ShortDescription":"This session will explore how we can tap into our local communities to create authentic WL cultural experiences for our students.","Description":"We are surrounded by our content outside the four walls of our classroom. The challenge is figuring out how to effectively make our community a part of our students\u2019 learning experience. Through this session, our goal is to model for our participants how we have used the resources in Philadelphia to enhance the curriculum. By the time participants leave, they will have a template for how to do the same in their communities. We will then all share resources in each of our communities on a collaborative google map.\r\nThe presenters are all high school Spanish teachers in Philadelphia who use the city as their classroom. Through this practice, we aim to show our students that language is not just for one day in the future, but for today. Through various examples, the presenters seek to provide a framework for teachers to use their community as learning spaces, as well.","Link":[],"Audience":["High School"],"Practice":"All participants will be encouraged to contribute their own experiences and ideas to this session. Our collective knowledge will be used to create a bank of resources that can be incorporated into the classroom.","Presenter":["Russell Quinones","Sam Sloan","Sean Carr"],"PresenterAffiliation":["University of Pennsylvania GSE"],"PresenterEmail":["russell.quinones@gmail.com","samantha.w.sloan@gmail.com","scarr@philasd.org","mmanuel@scienceleadership.org"],"ScheduleSlotID":83,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":"Saturday early session please! And in room 207.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":622,"Class":"Conversation","Created":1470073632,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Fostering Ethical Innovation via the High School CS Curriculum","Handle":"fostering_ethical_innovation_via_the_high_school_cs_curriculum","ShortDescription":"We'll tackle the traditional \"amoral\" CS curriculum for HS students, which focuses on technical skills without a consideration of the ethical dilemmas presented through the creation of those tools. The goal is to create an open source, integrated CS curriculum grounded in modern social issues and global ethics.","Description":"The conversation will result in a curriculum designed to foster technical innovation grounded in global ethics. Students who go on to pursue CS at the college level will do so as activists, with a critical point of view. The curriculum will be implemented in the 2017\/18 school year at ECFS, and shared freely under an open license so educators can implement the new CS program at their institutions with no funds or extensive planning required. Our school will facilitate an online community that shares changes, updates, projects, reflections, and student experiences in the program.\r\nWe'll tear apart the traditional \"amoral\" CS curriculum for high school students, which focuses on technical skills without a consideration of the ethical dilemmas presented through the creation of those tools. Participants will develop course offerings which will invite & entice nontraditional students (journalists, activists, artists, etc.) into the CS program. Our current working outline includes courses such as Google vs. Oracle (learning Java while developing an understanding of the open source software ecosystem), Margin of Error (exploring pattern recognition, machine learning, and artificial intelligence and how seemingly small margin of errors have real-world impact when applied to modern machine\/drone warfare), Echo Breakdown (privacy, security, systems, and the internet of things), and the Snowden Files (developing data structures, data collection, and the potential misuse of seemingly innocuous data).","Link":[],"Audience":["High School"],"Practice":"After a brief framing discussion, participants will move into small group work  either select an existing set of courses (samples listed above) to flesh out into weekly topics, or to create new offerings around their own expertise\/passion. Participants will use index cards and table toppers to identify key technical and activist themes of the courses they're creating (#datastructures, #bias, #algorithms, #noflylists, #surveillance, #privacy, #opensource, #java, etc.) so new participants can join a group or pickup where another group left off. Participants are encouraged to move between groups at regular intervals to bring multiple perspectives to the developed course offerings.","Presenter":["Jeannie Crowely","Saber Khan"],"PresenterAffiliation":["Ethical Culture Fieldston School"],"PresenterEmail":["jcrowley@ecfs.org"],"ScheduleSlotID":83,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":677,"Class":"Conversation","Created":1478042683,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Real Talk with Emerging Leaders","Handle":"real_talk_with_emerging_leaders","ShortDescription":"\u2018RT\u2019 will be a dynamic, energetic, and insightful conversation driven by participants. The purpose of this session is to harvest the collective wisdom of people new to the labor movement. They will discover ways to transform our unions and public school system toward the values of equity, inclusion, and diversity.","Description":"\u2018Real Talk with Emerging Leaders\u2019 will be a dynamic, energetic, and insightful conversation driven by participants in the room. The purpose of this session is to harvest the collective wisdom of people new to the labor movement; our emerging leaders. They will discover ways to transform our unions and public school system toward the values of equity, inclusion, and diversity. This session will utilize a World Caf\u00e9 model from the Art of Hosting. World Caf\u00e9 got its name because it imitates a caf\u00e9 setting where clusters of small groups are engaging in conversations about the issues that matter to them. It is an ideal way to find out what a community is thinking and feeling about a topic. Participants will thoughtfully dialogue based on a series of purposeful questions. After each round, a host will remain at the table to hold the space, while the other participants join new spaces for fresh conversations. In this way, the threads of the various discussions are woven together. If the next generations of emerging leaders are to truly champion the transformative change we need in our public school system, then we begin with some Real Talk.","Link":["https:\/\/sites.google.com\/site\/mrtanglao\/"],"Audience":["High School"],"Practice":"This session will utilize a World Caf\u00e9 model from the Art of Hosting. World Caf\u00e9 got its name because it imitates a caf\u00e9 setting where clusters of small groups are engaging in conversations about the issues that matter to them. It is an ideal way to find out what a community is thinking and feeling about a topic. Participants will thoughtfully dialogue based on a series of purposeful questions. After each round, a host will remain at the table to hold the space, while the other participants join new spaces for fresh conversations. In this way, the threads of the various discussions are woven together.","Presenter":["Gabriel Tanglao"],"PresenterAffiliation":["Bergenfield Education Association"],"PresenterEmail":["gtanglao@gmail.com"],"ScheduleSlotID":83,"ScheduleLocationID":4,"SubmitterID":4735,"AdditionalComments":"#Peace #Solidarity #EduColor","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":651,"Class":"Conversation","Created":1477930169,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Rethinking Our School Pedagogy for Sustainable Redesign","Handle":"rethinking_our_school_pedagogy_for_sustainable_redesign","ShortDescription":"How do we change the mindset of a school? Join educators from Philadelphia\u2019s Labrum Middle School as we discuss overcoming the challenges of rethinking school and where we go from here to create sustainable change.","Description":"In 2015, Labrum Middle School decided to apply for the Philadelphia School District\u2019s School Redesign Initiative.  Working with Inquiry Schools, we spent the remainder of the 2015-2016 school year planning out and rethinking how we did school at Labrum especially in light of discovering what we value and we could align that with the crafting of a mission and vision so we could provide this for our kids.  This session seeks to discuss our challenges and wins and our experiences as we redesigned the school experiences for our students and staff.  We want to encourage conversations around our next steps and continued journey as well as inspire others to begin thinking carefully about changes they would like to implement and create some practical planning around making them happen.","Link":[],"Audience":["Middle School","Elementary School"],"Practice":"Our practice begins with some chalk talk where people have the opportunity to express what changes and challenges come with redesigning an existing school within a traditional school system.  We will then take this time to discuss Labrum\u2019s redesign process and what we experienced as we went through it. There will be some opportunity for questions and conversations.  Our participants will then work on a What. So What, Now What protocol to think and work through a change they would like to see within their own school.","Presenter":["Stefanie Londo","Bethany Parker","Denise Logan","Stephannie Hannan","Stacy Schwab","Bill Griffin"],"PresenterAffiliation":["John Hancock Demonstration School- Labrum Campus w\/ School District of Philadelphia"],"PresenterEmail":["scrilley@philasd.org","bkparker@philasd.org","dlogan2@philasd.org","shannan@philasd.org","sschwab@philasd.org","bgriffin@philasd.org"],"ScheduleSlotID":83,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":654,"Class":"Conversation","Created":1477935352,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Edtech Teacher: Ambiguous and Obsolete?","Handle":"the_edtech_teacher--ambiguous_and_obsolete","ShortDescription":"What do Edtech Teachers, Integrationists, and Tech Coordinators do? There is no definitive answer. Are they necessary in our schools or becoming obsolete? Since many have also become full or part time Makers and\/or Computer Scientists, the position might need redefining. This session will aim to clarify the role, the purpose, and perhaps the future of such a position.","Description":"If you ask a History Teacher what they do, you can pretty much predict the answer. But with an EdTech Teacher it may well vary and sound rather unwieldy. Then there is the title itself. Computer Teacher? Educational Technologist? Integrationist? Coordinator? In the academic world, technology teachers recast, rebrand, and reinvent themselves and their programs to keep apace. In many ways, if they were truly successful, they may work themselves out of a job. But  would they with the new technologies and innovations that bombard us on a daily basis? Perhaps it is time to stop and have a serious conversation about the state of technological education. We are a Tech Director (Melanie) and a Edtech Coordinator (Rob) who work at competing independent schools in NYC. We hope that our Educon group will bring a much wider range of perspectives to this conversation including classroom teachers, administration and technology teachers. The session will be a broader discussion about the impact of technology roles in our schools. In fact, the more diverse the attendees, the richer the conversation will hopefully be.","Link":["http:\/\/www.trinityschoolnyc.org\/page","http:\/\/www.collegiateschool.org\/page"],"Audience":["All School Levels"],"Practice":"Melanie Hutchinson (Collegiate School, NYC) and Rob Keith (Trinity School, NYC) have been attending Educon since 2010. Although both are active in leading professional development in New York City, this is the first year that they have submitted proposals to Educon. The session will be structured so that conversations that encourage reflection, sharing, and hopefully learning, will take place at many different levels including pairs and whole group. A variety of activities will engage our participants by tapping into the creativity of the group. Thinking will be made visible in a variety of ways including with drawings, post its, and group shares. While our work will be shared on a google doc we also hope to use some participatory apps such as socrative, google forms, and padlet. Our goal is for attendees to gain clarity and enlightenment, as well as practical insights.","Presenter":["Robert Keith","Melanie Hutchinson"],"PresenterAffiliation":["Trinity School","Collegiate School"],"PresenterEmail":["robert.keith@trinityschoolnyc.org","mhutchinson@collegiateschool.org"],"ScheduleSlotID":83,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Melanie Hutchinson (Collegiate School, NYC) and Rob Keith (Trinity School, NYC) have been attending Educon since 2010.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":657,"Class":"Conversation","Created":1477946151,"CreatorID":869,"RevisionID":null,"Status":"Accepted","Title":"The Role of the Teacher in the Age of Google","Handle":"the_role_of_the_teacher_in_the_age_of_google","ShortDescription":"In this session presenters will discuss the changing role of the teacher in the age of Google. This will be discussed from the view from the classroom with students as well as how this changes professional learning for teachers.","Description":"\u201cYou don\u2019t need to teach us.  That\u2019s what Google is for.\u201d That was the message a student shared with a surprised audience of educators during a popular technology conference. They went on to say, \u201cIf I can't figure something out I prefer to watch a YouTube video or text a friend rather than ask a teacher.\u201d The other students in the room nodded their heads in agreement. Many teachers understand this is how today\u2019s students prefer to learn. When we stop banning and fighting technology and start to embrace the connected classroom, a shift in teaching practice certainly must follow.  What does that look like? How has the role of teaching, learning, and professional learning for teachers changed in the age of Google.  In this session two classroom teachers and two administrators will discuss some of the shifts they\u2019ve seen and then discuss with participants how they have or can embrace new roles for modern teaching.","Link":["http:\/\/tinyurl.com\/educon17teacherrole"],"Audience":["All School Levels"],"Practice":"This session uses the What? So What? Now What? protocol. The whole group will discuss the \u201cWhat?\u201d which is how students prefer to learn. Then they\u2019ll discuss \u201cSo What?\u201d and think of some new roles of teachers today. Next the room will break into pairs or groups to look at each of the various roles and elaborate on what each role looks like from the perspective of student, teacher, and learning environment. These will be collected on one Padlet. The participants will reconvene and then each group will share what they came up with and respond to feedback.","Presenter":["Lisa Nielsen","Eileen Lennon","Jackie Patanio","Darlynn Alfalla"],"PresenterAffiliation":["NYC Schools"],"PresenterEmail":["lnielsen@schools.nyc.gov","elennon2@schools.nyc.gov","dalfall@schools.nyc.gov","jpatanio@schools.nyc.gov"],"ScheduleSlotID":83,"ScheduleLocationID":8,"SubmitterID":869,"AdditionalComments":"We would request the Saturday afternoon timeslot for this session to ensure all presenters are on hand.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":669,"Class":"Conversation","Created":1477971543,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Tired of teaching to the middle? Transition to a self-paced, mastery classroom and meet everyone\u2019s needs","Handle":"tired_of_teaching_to_the_middle-transition_to_a_self-paced-mastery_classroom_and_meet_everyone-s_needs","ShortDescription":"Is it possible to teach a diverse group without leaving some students behind? Join a conversation about how self-paced, mastery learning helps each student learn at their ideal pace. Find out how to transform your classroom so that students have the time and flexibility to truly master the content.","Description":"What if it was possible for every student to learn at his or her own pace? What if it was possible to make sure that every student mastered the content that you were trying to teach? What if it was possible to tailor lessons to individual students? We often talk about inclusive classrooms and differentiation, but our ability to meet each student\u2019s needs in a teacher-centered classroom is often hindered by time or the feeling that we are holding other students back if we try to review concepts that some students haven\u2019t mastered yet. I want to have a conversation about how I changed my conventional, mostly teacher-centered classroom into a completely self-paced, student-centered mastery class and how I discovered that I could truly differentiate for each individual student without impeding the progress of others.  I will discuss how I comb through the standards in the NYS Living Environment curriculum and turn them into student friendly learning targets that are easily measurable, how I create assessments, and how I use Google Classroom to share resources and learning opportunities with my students. I also want to show how students take ownership of their learning. Finally, I hope to generate a discussion about how to push them even farther in their self-awareness and in their ability to reflect on their learning.","Link":[],"Audience":["High School"],"Practice":"After a whole group discussion, educators will break off into groups based on their familiarity with and readiness for a mastery-based classroom. Teachers will join a Google group where they can share how they plan to incorporate mastery in their classrooms, post resources, and ask questions. Teachers will leave the session having completed one or more of the following tasks: writing student-friendly aims, designing assessments, developing a system that gives students multiple choices to show mastery, or creating a plan to completely shift to a self-paced, mastery classroom.","Presenter":["Kristen Brown"],"PresenterAffiliation":["NYC iSchool","MfA Master Teacher"],"PresenterEmail":["kbrown@nycischool.org"],"ScheduleSlotID":83,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":653,"Class":"Conversation","Created":1477934671,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Appealing to the Heart:  Getting the Most out of Teacher-Principal Relationships","Handle":"appealing_to_the_heart--getting_the_most_out_of_teacher-principal_relationships","ShortDescription":"\u201cAmong adult relationships in schools, that between teacher and principal is decisive.\u201d (Roland Barth)  How can we leverage this relationship to promote transformative, sustained change?  How do we create a community of learners?  What skills are involved? How do we strengthen these skill sets if they don\u2019t come naturally?","Description":"In his book Learning by Heart, Roland Barth states that, \u201cThe relationship among the adults in the school has more impact on the quality and character of the school - and on the accomplishment of the youngsters - than any other factor.\u201d  Most of us are in agreement that schools need to change dramatically in order to prepare students for tomorrow\u2019s world. We also know that changing educational institutions is difficult because people find comfort in familiar routines.  Is modeling strong adult relationships one path to transformative change?  What kind of work does this take from teachers\u2019 perspectives?  From the administrative perspective?  How do we genuinely grow positive relationships within teams and among staff?  How do we foster relationships that are stereotypically adversarial to create a culture of a single team?  Please join us for a conversation about leveraging adult relationships to make our schools places of kindness, curiosity, and community.","Link":["http:\/\/www.naplescsd.org\/"],"Audience":["All School Levels"],"Practice":"We\u2019ll begin with a brief overview of Barth\u2019s ideas, then move into a short self reflection protocol, followed by interactive small and large group conversations.  Key points will be captured digitally and shared.","Presenter":["Anneke Radin-Snaith","Kristina Saucke"],"PresenterAffiliation":["Naples Central School District"],"PresenterEmail":["aradinsnaith@naplescsd.org","ksaucke@naplescsd.org"],"ScheduleSlotID":84,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":"If our proposal is accepted, is there any chance we could avoid being scheduled  Sunday afternoon?  We have a long drive and generally leave after lunch on Sunday.  Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":648,"Class":"Conversation","Created":1477784636,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Breaking Down Walls: The Power of Teacher Peer Observation","Handle":"breaking_down_walls--the_power_of_teacher_peer_observation","ShortDescription":"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.","Description":"We\u2019ve probably all sat through \u201cdump-and-run\u201d professional development - the kind of PD where a hired consultant comes and talks at the faculty for a day. This strategy promotes the counterproductive idea that PD should be neatly confined to a handful of days a year. It\u2019s also costly and ineffective, and most teachers find it pretty useless.  \r\n\r\nCreating a peer observation program where staff members can visit other classrooms any day of the school year and utilize colleagues as professional development resources is an easy alternative to traditional PD strategies. \r\n\r\nAt our school, we created a schedule where teachers could post any lessons they were willing to allow other teachers to observe. Then, if others had a prep period or free time, they could check the schedule and get quick, free professional development by seeing a fellow colleague at work. It gave teachers agency over their own learning and encouraged them to develop a growth mindset about their practice. \r\n\r\nBut like most school initiatives that buck traditional norms, such a program didn\u2019t come without its challenges. In this conversation we\u2019ll share the lessons we\u2019ve learned from starting the program, the hard work it takes to shift teacher culture, and discuss challenges and best practices for teacher peer observation.","Link":["https:\/\/dylanfenton.com\/","https:\/\/danwhalen.org\/"],"Audience":["All School Levels"],"Practice":"The facilitators will share their experience starting a peer observation with attendees and present questions that will guide the conversation with the group. Insights, \u201clight bulb moments,\u201d and best practices from the conversation will be shared with the larger EduCon community.","Presenter":["Dylan Fenton","Dan Whalen"],"PresenterAffiliation":["Collingwood Public Schools"],"PresenterEmail":["dylan.h.fenton@gmail.com","dwhalen@collsk12.org"],"ScheduleSlotID":84,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":636,"Class":"Conversation","Created":1476910820,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Google Classroom:  An empowering tool in developing student voice","Handle":"google_classroom--an_empowering_tool_in_developing_student_voice","ShortDescription":"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.","Description":"Through exposure to twitter, Educator and The Writer's Project, my instructional tool kit has expanded ten fold, over the past year.  Going a new school teaching 8th grade ELA I knew I wanted to make an impact upon the scholars writing as my main priority.  So when I created our academy's Google Classroom pages I never fully understood the impact this program and edutech programing would have upon my classes academic outcomes.  Through this workshop Mrs. Moyo-White will engage participants in an authentic discussion on how to maximize the use and functions of Google classroom in a 1 to 1 computer based Common Core ELA classroom.","Link":["https:\/\/teachakoma.wordpress.com\/2016\/05\/29\/blog-post-title-6\/"],"Audience":["High School","Middle School"],"Practice":"Using the essential question:  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?  Participants will actively engage in conversation on how to use edutech mediums to enhance instruction and how this medium fosters youth voices.  Scholars from Global Leadership Academy will share in this conversation as testimony to the power of this medium.  Using specific examples from the engageNY curriculum participants will examine focus group outcome examples and scholars will share their perspective on the impact upon their learning.","Presenter":["Kilolo Moyo-White"],"PresenterAffiliation":["Educolor","Global Leadership Academy Charter School"],"PresenterEmail":["ksmoyo99@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":650,"Class":"Conversation","Created":1477858115,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Hacking Project Based Learning","Handle":"hacking_project_based_learning","ShortDescription":"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.","Description":"In this session, we will explore a 10-step (somewhat) linear process that contributes to effective project based learning: establishing a culture of inquiry and creativity, teaching collaboration skills, connecting standards to enduring understandings, turning enduring understandings into a project based plan, transforming enduring understandings into student-created essential questions, facilitating student-created checklists, driving student learning with conferencing and feedback, integrating direct instruction as necessary, determining the need for summative assessments, infusing reflection and publishing.","Link":["http:\/\/rosscoops31.com"],"Audience":["All School Levels"],"Practice":"Conversation will be built around the 10 aforementioned steps, in regards to \"where we are\" and how we can move forward for the benefit of our students.","Presenter":["Ross Cooper","Erin Murphy"],"PresenterAffiliation":["Salisbury Township School District","East Penn School District","https:\/\/psumurphette.com"],"PresenterEmail":["RossCoops31@gmail.com","psumurphette@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Thank you for your consideration!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":662,"Class":"Conversation","Created":1477955766,"CreatorID":334,"RevisionID":null,"Status":"Accepted","Title":"Innovate or Die vs. Innovate and Die: How to Cultivate a Classroom Culture of Innovation Despite the Odds and Risks to your Career","Handle":"innovate_or_die_vs._innovate_and_die--how_to_cultivate_a_classroom_culture_of_innovation_despite_the_odds_and_risks_to_your_career","ShortDescription":"A discussion of the productive tensions facing innovators at all levels of leadership, formal to  informal, classroom to central office, as they dare to advance new ideas and transform professional practices.","Description":"A discussion of the productive tensions facing innovators at all levels of leadership, formal to  informal, classroom to central office, as they dare to advance new ideas and transform professional practices, often despite seemingly insurmountable organizational inertia and even hostile political environments. Kevin and Brian will use their personal experiences as the starting point for the group\u2019s exploration of \u201ctypical\u201d (and not-so-typical) challenges facing those who willingly disregard the status quo in pursuit of what\u2019s best for kids. \r\n\r\n\r\nThe basic gist is this: great teachers want to innovate; how do they do so, and how far do they go, without potentially angering colleagues, administrators and clients and destroying their careers?\r\n\r\n\r\nWhat does \/ could \/ should innovation look like? \r\n\r\n\r\nHow and can we make innovation happen? \r\n\r\n\r\nWho needs permission? \r\n\r\n\r\nHow do we get this message to, \u201cThe leaders that will lead us to this?\u201d \r\n\r\n\r\nWhat examples do we have that this works? \r\n\r\n\r\nHow do we effectively promote innovative classrooms \/ schools \/ districts doing this already?\r\n\r\n\r\nHow do you grow seeds of innovation into more than isolated pockets of innovation, in a world where \u2018accountability\u2019 and data are more of a focus than ever before?\r\n\r\nSince much of what this looks like defies easy measurement, what measures CAN we use?","Link":["http:\/\/www.learningismessy.com","http:\/\/about.me\/kjarrett"],"Audience":["All School Levels"],"Practice":"This will be a conversation that embraces the adage that, \u201cThe smartest person in the room is the room itself.\u201d Kevin and Brian will take on the role of facilitators, and while they will add to the conversation, their goal will be to incite the participants in the room to explore the productive tensions in the room. A private wiki will be used to gather thoughts and compile summary observations. In addition, we plan to use the \u2018Sucks vs. Rocks\u2019 methodology, described by Darren Kuropatwa here: http:\/\/adifference.blogspot.com\/2014\/10\/assessment-rocks-and-sucks.html","Presenter":["Brian Crosby","Kevin Jarrett"],"PresenterAffiliation":["Brian Crosby - Pre-K - 12 STEM Learning Facilitator","Nevada\u2019s Northwest Regional Professional Development Program; Kevin Jarrett - STEAM teacher at Northfield Community Middle School"],"PresenterEmail":["learningismessy@gmail.com","kevin.jarrett@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":13,"SubmitterID":334,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":638,"Class":"Conversation","Created":1477357756,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Intentional and Unintentional Gender Bending as a Classroom Teacher","Handle":"intentional_and_unintentional_gender_bending_as_a_classroom_teacher","ShortDescription":"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.","Description":"In the beginning of this section, Jonathan and I will present the concept of intentional and unintentional gender bending as a teacher. Then we will spend some time story telling about our own experiences with gender bending in the classroom. Educators will be invited to share some of their own stories of gender bending in class. We will discuss some of the risk involved, and the importance of balancing feeling safe in your classroom, while at the same time pushing on heteronormative and traditional gender barriers. We will then give educators time to brainstorm possible ways that they themselves can gender bend in their classrooms. They will share out some of their ideas. They will then come up with a detailed plan for how and when they will carry out 3 specific ways to gender bend in their classrooms. Finally, educators will share out some of their plans and we will wrap up.","Link":[],"Audience":["All School Levels"],"Practice":"In the beginning of this session, educators will have the opportunity to share their own stories. As they brainstorm their plans, they will be able to share out their ideas. As they finalize their plans, they will have time to speak with one another and work together. When their plans are finished, they will be invited to share them out.","Presenter":["Freda Anderson","Jonathan Estey"],"PresenterAffiliation":["U School","SLA Center City"],"PresenterEmail":["Fanderson@uschool.org","jonathan.m.estey@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":701,"Class":"Conversation","Created":1479264799,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Learning to Teach in the Project Based Context","Handle":"learning_to_teach_in_the_project_based_context","ShortDescription":"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.","Description":"Student teaching in a PBL school can pose unique challenges.  The academic foundations of most teacher education programs are not constructed with PBL in mind.  But with the pedagogy gaining popularity, teacher education programs are increasingly placing students PBL schools.  In this session, participants will interrogate how student teachers can be better prepared to engage constructively with PBL praxis, what methods mentors\/faculty can employ to effectively support student teacher growth, and how PBL based pedagogies can be made more accessible to peer professionals.  This session will include brief comments from the conversation leaders, but will largely focus on an open conversation centered on how educational professionals can best share pedagogy and practice with one another.","Link":[],"Audience":["High School","Middle School"],"Practice":"Both presenters and participants will use our collective educational experiences to map the skills that teachers need to thrive within a PBL context. We will begin by critically interrogating the needs of student teachers in adapting to an inquiry model of teaching and learning.  Through our own experiences of both being student teachers and teach mentors, we will seek to understand the supports that student teachers need to thrive in this particular context.  We will also seek to develop an understanding of the PBL skills student teachers can take with them to other environments.","Presenter":["Rebecca Coven","James Elish","Swetha Narasimhan"],"PresenterAffiliation":["Science Leadership Academy at Beeber","The Work Shop School"],"PresenterEmail":["jelish@slabeeber.org","swetha.narasimhan@workshopschool.org","rebecca.coven@workshopschool.org"],"ScheduleSlotID":84,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"If possible, could this conversation be scheduled at a different slot from the Workshop School presentation?","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":656,"Class":"Conversation","Created":1477936279,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Listen! (How to Move Past a Culture of Performing for the Grade)","Handle":"listen--how_to_move_past_a_culture_of_performing_for_the_grade","ShortDescription":"Listening is \u201ca social innovation for the 21st century\u201d (Martin).  As we move from a traditional model of instructional delivery to a growth model that values student agency, the imperative \u201cListen!\u201d is redefined as intentional and deliberately practiced in a framework of collaborative inquiry in STEM and humanities courses.","Description":"We are a culture that is not accustomed to listening closely, deeply or well.   The traditional model of education with an emphasis on delivery of content required passive consumption\/listening on the part of students.  When we decided to become more \u201cstudent-centered,\u201d students could occasionally speak and lectures became minimally interactive.  As the notion of \u201cstudent-centered\u201d evolved to include voice and choice, it generally remained teacher-centered, as all responses, questions and otherwise, went to and through the teacher.  We continue to be challenged to develop a truly collaborative learning model, to define and enact student agency.  A component we need to explore deeply is the seldom-considered skill of listening.\r\n\tFrom the classroom to the boardroom we have been conditioned to perform: to answer, promote, explain, defend, illuminate, convince\u2014all active, delivery-based, and performative.  Reflection is a secondary activity.  The simple transaction in the content-delivery model required only passive consumption; in the new pedagogical economy, based on a collaborative model in a growth mindset, a thoughtful statement is owed a thoughtful response borne out of being fully present to the other, listening carefully and responding fully.  From the Socratic seminar in humanities to the \u201ctalk moves\u201d in our STEM classes, to making full use of the more democratic and inclusive space of the online classroom, listening is our underdeveloped skill.  In this session we describe classroom practices, invite participants to engage in a brief listening exercise, then engage in a discussion of implications for classroom practice.","Link":[],"Audience":["All School Levels"],"Practice":"After describing several iterations of the Socratic seminar used in our humanities classrooms, and the \u201ctalk moves\u201d used by our STEM teachers, we invite participants to engage in a listening exercise, give each other feedback on their reflective listening skills, then engage in a facilitated discussion of implications for reflective practice in classrooms across the disciplines, blended and online learning, and faculty support and development.","Presenter":["Cindy Sabik","Eileen Glassmire"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["cindy.sabik@worcesteracademy.org","eileen.glassmire@worcesteracademy.org"],"ScheduleSlotID":84,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"We are coming in from out of town, so if we are accepted, we'd prefer--if at all possible--to present on Saturday so as to maximize our traveling ability on Sunday afternoon.  Thanks for even considering it--and we certainly understand if it is not possible.  Looking forward to an exciting conference!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":628,"Class":"Conversation","Created":1475200058,"CreatorID":59,"RevisionID":null,"Status":"Accepted","Title":"Mental Health: Finding Help, Getting Help","Handle":"mental_health--finding_help-getting_help","ShortDescription":"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\u2019s discuss and share ideas and information.","Description":"Participants will join in conversation about the \u201cstate of mental health\u201d in our communities. There will be a brief intro (statistics, short video clip, share-out) and then participants will join in smaller break-out groups to tackle challenging issues related to mental health, including discussion of how schools can support students, families, and colleagues with mental health needs. Do we know where to go to find help for those in need? Do we know how to identify signs of mental illness? Are schools responsible for reaching out to families or helping family members? Are our learning communities designed to promote mental health for all? Are we keeping an eye on our colleagues? Groups will discuss these or similar topics of interest to participants. The goal is to help each other become better informed, to share resources, and to simply provide a supportive environment for those who want to share in discussion of this sensitive topic.\r\n\r\nThank you for considering this conversation. I will provide a link to a shared document for participants during the session.  See the blog post (link below) for some general information.\r\n\r\nLINK TO COLLABORATION PAGES: http:\/\/bit.ly\/2izTz46","Link":["https:\/\/erasertownusa.blogspot.com\/2017\/01\/educon-2017-session-mental-health.html"],"Audience":["All School Levels"],"Practice":"Participants will engage in small group discussion around questions posed by the presenter and by the participants themselves. Break-out groups will come together throughout the session to share with the whole group key points of their discussion and\/or questions that have arisen. The whole group will then consider some \"next steps\" that could be used to address concerns. Participants will engage in several rounds of break-out and whole group summarizing, with questions, ideas, and resources posted to a collaborative document that will be available to participants and shared with others.","Presenter":["Maryann Molishus"],"PresenterAffiliation":["Council Rock School District"],"PresenterEmail":["molishus@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":2,"SubmitterID":59,"AdditionalComments":"Thank you for considering this conversation. I will provide a link to a shared document for participants during the session.  See the blog post (link above) for some general information.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":681,"Class":"Conversation","Created":1478050102,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Our \"DREAM\" Project: Deeper Learning, Race, Power and Privilege","Handle":"our-dream-project--deeper_learning-race-power_and_privilege","ShortDescription":"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.","Description":"At South Bronx Community Charter High School, we are organized around two big ideas: education for learning\u2019s sake and education for liberation and service. The mission of SBC is to promote student excellence through an emphasis on academic, personal and professional skills in a supportive and responsive learning environment. We accomplish this goal by centering all teaching and learning on a core set of relevant and transferable skills. These competencies are a combination of critical social-emotional skills and applied academic proficiencies.\r\n \r\nTo promote critical consciousness, this summer, as a founding team, our entire staff read Between the World and Me. From our discussions, we were motivated to introduce our students to the work.  Subsequently, we used Between the World and Me as the anchor text for our very first interdisciplinary project. Our project is titled The DREAM and by design, the project connects our humanities and STE(A)M [Science, Arts and Math] classes. From each content perspective, students are grappling with the concept of The DREAM.  They explored its definition and tested its universality as a concept and construct. They studied injustices that harm and target our bodies while conducting qualitative and quantitative research, learning about data visualization, crafting letters and creating informative podcasts and vodcasts.   \r\n       \r\nOur Dream project culminates in a public exhibition of student work in collaboration with the Bronx Museum of the Arts to house the installation and host a reception. The founding team will share practices, experiences and student work resulting from the project.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School"],"Practice":"The facilitators will engage participants in experiential learning to simulate some of the elements of the DREAM project. Participants will participate in a Starburst Game that simulates systems of economic and racial inequality that was used as part of the Kick-Off to the project. The facilitators will also transform the presentation space into a small museum gallery, displaying student work resulting from the project. Participants will be invited to review the student work and help \"tune\" the project for future implementation. In addition, participants will engage in a facilitated dialogue to learn about and ask questions related to how the project was created.","Presenter":["Rosanny Cuello-Ventura","Padraig Shea","Chris Wilson","Asia Cruz","Rick Lopez","Ava Thomas"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["rosanny.cuello@southbronxcommunity.org","padraig.shea@southbronxcommunity.org","john.clemente@southbronxcommunity.org"],"ScheduleSlotID":84,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":629,"Class":"Conversation","Created":1475241639,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Future of Learning is Open","Handle":"the_future_of_learning_is_open","ShortDescription":"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.","Description":"Innovation does not have to simply be associated with the latest application to burgeon out of Silicon Valley or the savvy keynote speaker, but rather, it can be seen in our classrooms across the country. By nature, educators are researchers and designers within their classrooms and have always thrived on the ability to share and repurpose. As educational leaders, we must find ways to reinvest in the profession of teaching and amplify the innovative work that educators design on a yearly basis. Fostering a shared culture of learning and instructional design within an academic institution can support teacher leadership and greatly impact student growth. Openly licensed educational resources can help spark this culture and promote innovative teaching and learning by openly sharing and amplifying what educators create daily. It\u2019s time we recognize the innovative capacity of all educators.","Link":["https:\/\/medium.com\/@andycinek"],"Audience":["All School Levels"],"Practice":"What is needed in any classroom\/school\/district to make the shift to OER?\r\n---Professional learning\r\n---Curation and discovery tools and strategies\r\n---Infrastructure and technology\r\n---Implementation, modification, and sharing\r\n\r\nParticipant self-evaluation and processing activity\r\n1. Participants choose one of the topics from IV for a deep dive based on the needs in their school.\r\n\r\n2. Form small groups where participants:\r\n----read and analyze brief district case studies (from USDOE Story Engine) for their topic.\r\n----use guided questions to apply what they learn to their school\u2019s unique situation.\r\n----share out how they might move forward once they return to their school.\r\n\r\n3. Concluding discussion\r\n----Return to large groups to share takeaways from each group.\r\n----Presenters share contact information and full resource list for all participants.","Presenter":["Andrew Marcinek"],"PresenterAffiliation":["Worcester Academy","Eastern Lancaster County SD"],"PresenterEmail":["andymarcinek@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"Saturday morning session preferred due to travel schedule if possible. Thank you.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":716,"Class":"Conversation","Created":1483048999,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Using Engineering as a Boot Camp for Inquiry-based Learning","Handle":"using_engineering_as_a_boot_camp_for_inquiry-based_learning","ShortDescription":"Explore how engineering can be used to help students learn best practices in inquiry-based learning. Join SLA Center City's engineering teacher in the SLA Shop to see active projects and meet engineering students while discussing this topic.","Description":"How can the engineering design process and design thinking be used as models for inquiry-based learning? At SLA, every student takes Introduction to Engineering in 9th grade. Join SLA Center City's engineering teacher in the SLA Shop to discuss how engineering challenges can be used to learn and exercise practices critical to inquiry-based learning. Best practices in defining problems, brainstorming, collaboration, project management, and iteration are explored in detail. The conversation will include a survey of SLA engineering projects and a discussion with SLA engineering students.","Link":["https:\/\/www.facebook.com\/SLAengineers","http:\/\/www.linkedin.com\/in\/john-kamal-0b447b2"],"Audience":["All School Levels"],"Practice":"Will include students and projects in the discussion.","Presenter":["John Kamal"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jkamal@scienceleadership.org"],"ScheduleSlotID":84,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":672,"Class":"Conversation","Created":1478027453,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Why They Should Be Doing The Work: The Power of Peer Feedback and Editing","Handle":"why_they_should_be_doing_the_work--the_power_of_peer_feedback_and_editing","ShortDescription":"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\u2019ll 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.","Description":"When students view writing as a mode of communicating with their peers in an environment free from negative judgment, they can make real strides toward measurable academic goals. Making my classroom a safe space in which to talk about our writing, using clear protocols to guide student discussions, and modeling these protocols myself in diagnostic feedback and conferencing, I have been able to help students become better resources for one another and, ultimately, develop their abilities to reflect and self-assess. \r\nRather than directing students to act as teachers, I have steered students away from traditional proofreading and asked them to focus their attention on ensuring clarity of purpose: students read each others\u2019 work looking for main ideas, evidence, and progress toward student-created specific goals.  This  allows all types of writers to be able to provide valuable feedback to their peers. My students have learned to look forward to the opportunity to give and receive timely, in depth, and qualitative critique that they can apply to their work immediately. \r\nIn this session, I will share protocols I have created, and my successes and failures along the way to cultivating a safe classroom space in which peer-to-peer conferencing is both meaningful and useful. I\u2019ll also show participants how I have adjusted my grading process to foster student interdependence and reward them for thoughtfully engaging with one another and reflecting on their own learning processes.","Link":[],"Audience":["High School"],"Practice":"There are so many ways to provide feedback, conduct meaningful conferences, and provide students the opportunity to assess their own work as well as the work of their peers. In this conversation we will all share our current practices\/problems around delivering written feedback. I will then describe my practice, share various artifacts, answer questions, and help teachers plan how they might use this or similar protocols in their own classrooms. Workshop participants will leave with meaningful tools and resources to implement successful peer conferences in their own classrooms.","Presenter":["Elizabeth Gray"],"PresenterAffiliation":["NYC iSchool"],"PresenterEmail":["egray@nycischool.org"],"ScheduleSlotID":84,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":659,"Class":"Conversation","Created":1477948610,"CreatorID":334,"RevisionID":null,"Status":"Accepted","Title":"Building the Middle Schools We Need: The Story of one 8th Grader\u2019s Accidental Preparation for Freshman Year at SLA","Handle":"building_the_middle_schools_we_need--the_story_of_one_8th_grader-s_accidental_preparation_for_freshman_year_at_sla","ShortDescription":"This is the story of Justin Siegel (SLA class of 2021) and how a transformational 8th grade year at a public middle school in South Jersey prepared him for life at 22nd & Arch. Justin and one of his 8th grade teachers, Kevin Jarrett, will explore how Mr. Jarrett\u2019s Design Thinking-based program, \u201cDigital Shop,\u201d and the school\u2019s Edcamp Period disrupted Justin\u2019s educational worldview and helped form his identity as a young adult in charge of his own learning.","Description":"Up until 8th grade, Justin had spent his educational career in the public school system in Northfield, New Jersey (a traditional school environment). But when he became an eighth grader, everything changed. Northfield Community Middle School launched two important new programs that year - \u201cTechnology, Engineering & Design,\u201d including a makerspace\/fablab experience called \u201cDigital Shop,\u201d and, a student-driven \u201cEdcamp Period\u201d that was unique to the 8th grade. These experiences gave Justin, for the first time, control over his own learning - and the capability and freedom to embrace an inquiry model of learning.  Given the resources to learn like a 21st century student should (including working in a truly project-based environment), Justin saw for the first time what education truly had to offer, and it formed his identity as a learner. The process prepared Justin for high school by giving him the opportunity to work on inquiry based projects, developing his technical and specialized skills with state-of-the-art tools, and requiring him to collaborate like never before with his fellow students and teachers.  When he was presented with an unexpected opportunity to apply for a spot in SLA\u2019s Freshman class, he jumped at the chance. Mr. Jarrett\u2019s Digital Shop experience, in particular, exemplified what Justin wanted in a high school. When he discovered SLA, he knew he\u2019d found his educational home. This is his story. This is our story. Join us for a wide-ranging, inspirational discussion around what a public middle school education can be.","Link":["http:\/\/about.me\/kjarrett"],"Audience":["High School","Middle School"],"Practice":"Justin and Kevin will explain how & why the school developed these innovative programs, what they seek to accomplish, how they are managed \/ experienced, and the results they are generating. Google Docs will be used to compare and contrast \u201ctypical\u201d middle schools with Justin\u2019s 8th grade experience, identifying implications for pedagogy, scheduling, technology infrastructure, teacher professional development and more.","Presenter":["Justin Siegel & Kevin Jarrett"],"PresenterAffiliation":["SLA Student | STEAM Teacher","Northfield Community Middle School"],"PresenterEmail":["kevin.jarrett@gmail.com"],"ScheduleSlotID":86,"ScheduleLocationID":7,"SubmitterID":334,"AdditionalComments":"Thank you for considering our session!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":643,"Class":"Conversation","Created":1477671521,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Challenge Week: our interdisciplinary service learning project","Handle":"challenge_week--our_interdisciplinary_service_learning_project","ShortDescription":"Students, faculty and families got together to plan several week long service learning experiences. These experiences had groups of students and teachers working with community partners to complete projects that involved our students directly in the community.","Description":"We had a monumental challenge- we had to design 6 interdisciplinary projects for 320 students that would take them outside of the walls of SLA and directly into the community for service-based learning experiences. Teachers needed support, students needed structure, our partners needed help with issues that mattered to the community! So how did we make it work...... come to the sesh and find out","Link":["http:\/\/scienceleadership.org"],"Audience":["All School Levels"],"Practice":"Discussion prompts \r\nSmall group discussions\r\npresentation \r\nUbD exploration \r\nQ&A","Presenter":["Rifah Islam","Chelsea Middlebrooks","Erin Giorgio","Pearl Jonas","Melanie Manuel","Aaron Gerwer","Laurena Tolson"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["egiorgio@scienceleadership.org","mmanuel@scienceleadership.org","pjonas@scienceleadership.org","agerwer@scienceleadership.org"],"ScheduleSlotID":86,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":673,"Class":"Conversation","Created":1478032353,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Civility and Citizenry","Handle":"civility_and_citizenry","ShortDescription":"In the spirit of this year's theme, I'd like to spend some time investigating the role of civility and citizenry as it contributes to the sustainability of a learning community. We are, as a society, ever more connected and informed. That connection and information seems, though, to be having an interesting impact on our ability to civilly interact with other citizens. What role does a learning community play in developing these skills? What projects, programs and school norms are successfully infusing civility and citizenry into the school experience? How does technology both hinder and help the situation?","Description":"In the spirit of this year's theme, I'd like to spend some time investigating the role of civility and citizenry as it contributes to the sustainability of a learning community. We are, as a society, ever more connected and informed. That connection and information seems, though, to be having an interesting impact on our ability to civilly interact with other citizens. What role does a learning community play in developing these skills? What projects, programs and school norms are successfully infusing civility and citizenry into the school experience? How does technology both hinder and help the situation?","Link":["http:\/\/laufenberg.wordpress.com"],"Audience":["All School Levels"],"Practice":"We will use best practices as the conversational practice for this session.","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Inquiry Schools"],"PresenterEmail":["diana@inquiryschools.org"],"ScheduleSlotID":86,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":"On time and everything...","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":711,"Class":"Conversation","Created":1480353331,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Communication Technology for Special Ed","Handle":"communication_technology_for_special_ed-2","ShortDescription":"We will explore how we communicate with our LD students who many times have trouble finding the words or communicate too late when they are struggling. \r\n\r\n\r\nWhat information do we need from students, when do we need it, and how do we get it?","Description":"We are now in the era of modern communication. How do we communicate with our students, partners, family? Communication can sometimes get muddled. \r\n\r\n\r\nHere we will explore how we make students with LDs self-advocates and independent. What tools do we give them? What conversations do we have about communication?\r\n\r\n\r\nWe will discuss and discover what information we need from our students to help them succeed. Both academically and emotionally. \r\n\r\n\r\nOnce we receive this information, how do we use it to support better learning? What strategies do we need to incorporate in our practice?\r\n\r\n\r\nCome discuss the future communication for special education.","Link":["http:\/\/www.processthis.org"],"Audience":["High School","Middle School"],"Practice":"Post Its, Markers, and a Voice.\r\n\r\n\r\nWe will use design thinking to develop communication tools for LD students","Presenter":["Meg Hayden"],"PresenterAffiliation":["Workshop School"],"PresenterEmail":["megan.hayden@workshopschool.org"],"ScheduleSlotID":86,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":641,"Class":"Conversation","Created":1477587778,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"FACE-ing the Facts: Building Community through One-on-One Conferencing","Handle":"face-ing_the_facts--building_community_through_one-on-one_conferencing","ShortDescription":"One-on-one, face-to-face interactions between teachers and students have a demonstrated track record in improving student autonomy and growth, but it can be difficult to manage them with all of the other responsibilities that teachers face within a class period. In this session, we\u2019ll consider how to incorporate these individual student conferences into your daily routine. You\u2019ll leave our time together with concrete ideas on what to say to students in these meetings, how to track student progress, and when to use your findings to alter instructional decisions.","Description":"Conferencing can improve both the authenticity and impact of student feedback. Through routine and brief face-to-face conferences with each of my students, I have begun to see my classroom as the place where the heavy lifting of learning and instruction takes place. The work I assign and my assessment of it both happen in real time and collaboratively; my students no longer struggle independently outside of the class, and I no longer handwrite comments in solitude, hoping students will read my criticism carefully and remember to apply it to the next paper or project. Instead, the discussions I have with my students allow them to be active participants in their own assessment and growth.\r\n\r\nIn this session, I will share my successes and failures with these conferences over the past sixteen months, as well as where I\u2019ve made adjustments to improve my practice. I\u2019ll show participants the ways in which I\u2019ve measured student understanding and aligned my instruction to meet their persistent needs.","Link":["http:\/\/www.nycischool.org\/"],"Audience":["High School"],"Practice":"We will adapt the NSRF protocol for defining attributes of a learning community, giving teachers time to write about their experiences in learning communities that they believe to have been a place of positive learning. \r\n\r\nIn small groups, teachers will identify the attributes and characteristics that make a learning community \u201cproductive and satisfying.\u201d Then, we will come together as a whole group, generate a universal list of attributes, and we will launch into a conversation around where one-on-one conferences fit into the learning community. Teachers will leave with ideas about how to incorporate one-on-one conferencing into their own practice.","Presenter":["Tom Jones"],"PresenterAffiliation":["NYC iSchool"],"PresenterEmail":["tjones@nycischool.org"],"ScheduleSlotID":86,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":704,"Class":"Conversation","Created":1479372491,"CreatorID":1703,"RevisionID":null,"Status":"Accepted","Title":"Facilitating Successful Learning Through Failure","Handle":"facilitating_successful_learning_through_failure","ShortDescription":"F.A.I.L. - Failure Always Invites Learning \r\nWhen is failure really a success?\r\nWhen we engage students in EPIC projects and challenges, the journey to success is often fraught with failures that can prove to be amazing learning opportunities. Do we need to reexamine the use of the term 'Failure'?","Description":"Our present education system is built around always finding the \u2018right\u2019 answer, but when can the wrong answer be valuable? How can we provide rich, meaningful opportunities for students to make mistakes, iterate, persevere and develop alternative approaches to problems relevant to what they are learning? In this session participants will engage in a team challenge, share stories of learning through failure, and co-develop some alternate language around what we really want to achieve when we discuss learning through failure.","Link":["http:\/\/pairadimes.davidtruss.com","http:\/\/inquiryhub.org"],"Audience":["Middle School"],"Practice":"My plan:\r\nShort intro.\r\n'The human string' challenge.\r\nAfter that size matters:) - How big the group is will help determine the tools we use...\r\nSharing session on learning through failure - group chat, table chat, or google doc\r\nPick one success through failure story to discuss as group or at tables - explore desired learning that you want 'from' failure. (Digital or chart paper & post-its)\r\nFrame:\r\nWe don't want students to fail, but we want students to understand that when your try something epic, your pitfalls and challenges are where the real learning happens.  So...\r\nFraming question: If we are facilitating successful learning through failure... what is it we are really wanting students to do and learn?","Presenter":["David Truss"],"PresenterAffiliation":["Inquiry Hub","Coquitlam Open Learning","School District 43- Coquitlam"],"PresenterEmail":["dtruss@sd43.bc.ca"],"ScheduleSlotID":86,"ScheduleLocationID":6,"SubmitterID":1703,"AdditionalComments":"An image that I'm basing my introduction to this presentation on: http:\/\/pairadimes.davidtruss.com\/learning-and-failure\/ \r\n\r\nAlso, we are applying for an award around developing IDS - Independent Directed Studies and developing student interest and passion based inquiry questions into course credits. I can rework this conversation around that rather than 'learning through failure'. I think both are topics worth exploring. \r\nDave","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":625,"Class":"Conversation","Created":1472151590,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"First, do no harm","Handle":"first-do_no_harm","ShortDescription":"How can out-of-district consultants, coaches, and PD providers do a better job of serving teachers? What can they do to change the Death By Professional Development paradigm among teachers? Why are they still a necessary part of a balanced professional learning \"diet?\" What if we change the narrative around outside expertise in professional learning?","Description":"There's a lot of bad professional development out there- and some not awesome professional development consultants. Between sit-and-get lectures and \"do as I say, not as I do\" workshops, is it any wonder that teachers dread PD days? So how can those of us who have committed our energy, time, and expertise to supporting teachers via quality professional learning break the mold and change the narrative?","Link":["http:\/\/antiochne.edu\/acsr","https:\/\/antiochcriticalskills.wordpress.com\/"],"Audience":["All School Levels"],"Practice":"A series of discussion prompts building from texts and videos, with small group conversation feeding into a Google Doc in order to capture the key ideas.","Presenter":["Laura Thomas"],"PresenterAffiliation":["Antioch University New England","Edutopia"],"PresenterEmail":["lthomas@antioch.edu"],"ScheduleSlotID":86,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":680,"Class":"Conversation","Created":1478048995,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Race, Policing, and Student Agency","Handle":"race-policing-and_student_agency","ShortDescription":"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?","Description":"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? We will explore those questions and post a few throughout the group discussions:\r\n\r\n\r\n-What duty do we have to address racial and systemic violence that harms our students? \r\n-How can we instill a love for school, education, and learning while connecting to students\u2019 backgrounds and lives at home?\r\n-How does privilege disrupt the student agency process?\r\n-How can teachers of color remove hindrances to the development and growth of student agency?\r\n-How do we encourage parents in the process of student agency when schools have not been helpful\/welcoming?","Link":["http:\/\/www.rusulalrubail.com","http:\/\/beingblackatschool.com","http:\/\/shanavwhite.com","http:\/\/valenciasgarden.com","https:\/\/antiochcriticalskills.wordpress.com\/"],"Audience":["All School Levels"],"Practice":"Our workshop will be an open conversation that invites participants to share their own experiences how they\u2019ve been impacted by violent policing, racism and systemic brutality and oppression in and out of the classroom, as students, parents, teachers, and educators. We will start the conversation with sharing our stories, because we believe that this will create a safe space for everyone to share theirs. Then we will divide participants up into smaller groups to share their own stories, and each of us will work as conversation facilitators, while providing strategies and support. At the conclusion of the group breakouts, we will share resources, points of contact, and other tools to proactively improve agency and advocacy for students, educators, and parents in public schools.","Presenter":["Rusul Alrubail","Kelly Wikham Hurst","Shana White","Laura Thomas","Valencia Clay."],"PresenterAffiliation":[],"PresenterEmail":["rusul@thewritingproject.org"],"ScheduleSlotID":86,"ScheduleLocationID":14,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":696,"Class":"Conversation","Created":1478818687,"CreatorID":5112,"RevisionID":null,"Status":"Accepted","Title":"Reimagining School Writing: Literacy, Agency, and Voice","Handle":"reimagining_school_writing--literacy-agency-and_voice","ShortDescription":"There is a sad truth about the way that most students learn to write: They become boring writers. To write with clarity and insight involves struggle (regardless of age). When faced with this challenge, many students are taught to detach from content, to analyze with sterile language, and to develop ideas within a narrow formula. In this conversation participants and SLA students will share ideas and strategies to make school writing focus on reclaiming the joy and power of developing a unique, insightful writing voice.","Description":"There is a sad truth about the way that most students learn to write: They become boring writers. To write with clarity and insight involves struggle (regardless of age). When faced with this challenge, many students are taught to detach from content, to analyze with sterile language, and to develop ideas within a narrow formula. In this conversation participants and SLA students will share ideas and strategies to make school writing focus on reclaiming the joy and power of developing a unique, insightful writing voice.","Link":["http:\/\/mrjblock.com"],"Audience":["All School Levels"],"Practice":"Discussion. Participatory activity.","Presenter":["Joshua Block & SLA Students"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jblock@scienceleadership.org"],"ScheduleSlotID":86,"ScheduleLocationID":5,"SubmitterID":5112,"AdditionalComments":"I will need to present on Saturday. On Sunday I fly to New Zealand! Thx.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":699,"Class":"Conversation","Created":1479179988,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"So You Teach a Trans Student. Now What?: Fostering a Healthy Dynamic Between Teachers & Transgender Students","Handle":"teaching_transgender_students","ShortDescription":"SLA counselor and students will lead information and Q&A sessions on life as transgender students. This session will include tips on appropriate terminology, a teacher's role, managing different home dynamics and navigating the professional world. Bring lots of questions! Note: this session contains especially sensitive topics. Please have an open heart and mind. \r\n\r\nIf you have specific questions to ask or topics that you would like to have addressed, feel free to email zsiswick [at] scienceleadership [dot] org prior to attending.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["SLA Students and Zoe Siswick","SLA Counselor"],"PresenterAffiliation":["SLA"],"PresenterEmail":["Zsiswick@scienceleadership.org"],"ScheduleSlotID":86,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":694,"Class":"Conversation","Created":1478232056,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"SPOC Squad","Handle":"spoc_squad","ShortDescription":"A major obstacle that prevents the integration of new technologies in schools is managing the tech infrastructure.  There are frequent opportunities for off-site professional development. The onsite support is where many schools get stuck. SPOC Squads are taking a new approach to PD in NYC Public Schools.  Join them to discuss how.","Description":"Overview\r\nThe NYC DOE Division of Instructional and Information Technology  (DIIT) has created cohorts of Technology Single Points of Contact (Tech SPOCs) to collaborate on projects that improve technology use in schools. The program consists of a roving team, SPOC Squads, that meet on location at participants\u2019 schools to engage in real time problem solving.  Sessions address the needs of the respective schools of participating SPOCS.  \r\n\r\n\r\nIdentifying the Need\r\n\r\nWhile most educators work in teams by grade or subject area, the more than 1000 Tech SPOCs in NYC Schools do not often have that opportunity. Like librarians, or parent coordinators, they are often one-of-a-kind in their respective schools. As a result, collaboration with others in the field is essential. SPOCs may be able to attend a workshop or training throughout the year but  it is not enough for many SPOCS. The SPOC Squad program addresses this issue by building a community of practice for NYC Schools tech educators. The program addresses common needs such as establishing a tech squad, removing obsolete equipment, rolling out Google Classroom, developing an inventory process, and re-imaging devices.  It also results in the development of materials and documentation of practices to support other educators and schools throughout NYC.","Link":["https:\/\/docs.google.com\/presentation\/d\/1nnBvCwYlrYdC_i7PgbloFC8l4Ztk_BPRXKSKO1b6uC8\/edit"],"Audience":["All School Levels"],"Practice":"Several members of the SPOC Squad will attend and we will engage participants in the stuggles and successes they experience.  We have created user friendly support tools using video, gifs, and straightforward text.  If possible, we can demo how we create the user guides that we share with our community.","Presenter":["JoJo Farrell"],"PresenterAffiliation":["NYC Department of Education"],"PresenterEmail":["wfarrell@schools.nyc.gov"],"ScheduleSlotID":86,"ScheduleLocationID":4,"SubmitterID":4735,"AdditionalComments":"Here's my bio if useful.  Also, I work with Lisa Nielsen and Jason Levy, who have spoken very highly of this conference. JoJo Farrell has spent the last 8 years working as a New York City public school teacher.  He\u2019s currently the Deputy Director of Digital Engagement for the NYC DOE where he supports teachers using technology to increase student achievement and teacher effectiveness.  JoJo recently launched a new program, SPOC Squad.  SPOC Squads are cohort of SPOCs (Technology Single Points of Contact) who collaborate onsite at schools to solve a problem or accomplish a group task to be shared with the community of over 1,000 NYC SPOCS. He was awarded the 2015 Excellence in School Technology Award for his work managing a  student technology squad, converting his school to Google Apps for Education, and for his onsite professional development for his school in W. Harlem to a staff of 70 teachers. Before joining the NYC Teaching Fellows program in 2008, JoJo worked as a journalist and radio reporter in Oakland, Ca, as well as a program director for the human rights organization Global Exchange where he managed programs in California, Mexico, Cuba, and Venezuela.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":647,"Class":"Conversation","Created":1477768194,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Language of Learning Space Design","Handle":"the_language_of_learning_space_design","ShortDescription":"Words matter.  And how we combine words together in a language that supports the development of next generation learning spaces is essential for the design of spaces that make a difference for kids.  Join us to begin developing an understanding of the vocabulary of design, and how you can use a new language to inform the creation of learning spaces that matter.","Description":"How we perceive, describe, and imagine the spaces in which learning occurs is influenced by our personal and shared experiences, by the roles we assume, and by even by our profession.  These factors contribute to the development of a lens that shapes how each individual sees space, and its role as a contributory factor in learning.  \r\n\r\nDesigning effective learning spaces begins by understanding the individual perceptions and beliefs associated with space that people have, and unifying that understanding into a composite language that supports the design of spaces that matter.\r\n\r\nIn this conversation, we\u2019ll explore the intersection of learning, space, design thinking, and how a shared language creates an organizational capacity for design.  We\u2019ll challenge you to begin developing the language of a educator-designer-linguist to support the creation of a more expansive design lens.  And, through a variety of ethnographic techniques, we\u2019ll help you build a vocabulary that can form the foundation of an emergent language capable of supporting the creation of next-generation spaces for learning.","Link":["http:\/\/davidjakesdesigns.com","http:\/\/www.dowa-ibigroup.com\/"],"Audience":["All School Levels"],"Practice":"This conversation focuses on challenging participants perceptions about the spaces in which students learn, and how those perceptions potentially influence the design of spaces.  As such, participants will engage in a variety of ethnographic techniques that are designed to create conversation, encourage interpretation of visual imagery, define and clarify perspectives, patterns and directions, and contribute those to a shared understanding of meaning associated with the language of design.","Presenter":["David Jakes","Karina Ruiz"],"PresenterAffiliation":["David Jakes Designs LLC Karina"],"PresenterEmail":["david@davidjakesdesigns.com"],"ScheduleSlotID":86,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"We would prefer a Saturday conversation time if possible.  Thanks!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":675,"Class":"Conversation","Created":1478039823,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Three Questions","Handle":"three_questions","ShortDescription":"Mythopoeic theory suggests that you teach based on a personal myth about how learning occurs. When terms like genius, revolution, transformation, and reform get tossed about, it's worth taking a deep breath to clarify basic beliefs about learning, teaching, and educational progress. We will explore three essential questions for educators.","Description":"Educators yearning to create more productive contexts for learning should be able to answer three essential questions about teaching and learning. This session will introduce three provocative questions via classroom vignettes and the perspectives of big thinkers whose shoulders we stand upon. Then there will be a chance to think aloud and clarify your stance towards the future of education.\r\n\r\nA new free eBook on radical approaches to education will be launched at this session.","Link":["http:\/\/cmkfutures.com"],"Audience":["All School Levels"],"Practice":"Three essential questions will be introduced via classroom examples and theoretical perspectives offered by a range of elders, well-known and unknown, whose ideas can and should shape future pedagogical practice. There will be ample opportunity for conversation.","Presenter":["Gary S. Stager Ph.D."],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":86,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":703,"Class":"Conversation","Created":1479276990,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"What's in a Grade?","Handle":"what-s_in_a_grade","ShortDescription":"Grading for compliance, grading for understanding, are they mutually exclusive? How can we make grades more meaningful?","Description":"Grading for compliance, grading for understanding, are they mutually exclusive? How can we make grades more meaningful? <--we can make this better!","Link":[],"Audience":["All School Levels"],"Practice":"Sharing of practices discussions, agree\/disagree statements for group discussion, small group discussion about what grades mean in our classrooms.","Presenter":["Mary Beth Hertz","Ann Leaness"],"PresenterAffiliation":["Science Leadership Academy at Beeber"],"PresenterEmail":["mhertz@slabeeber.org","aleaness@slabeeber.org"],"ScheduleSlotID":86,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":705,"Class":"Conversation","Created":1479439882,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Intentionality and School Design","Handle":"intentionality_and_school_design","ShortDescription":"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.","Description":"How do we think about everything from instruction to culture to the schedule to professional development so that systems align and make sense and build to a whole ecosystem of a school that is easy for students, teachers and families ot quickly succeed within.","Link":["http:\/\/practicaltheory.org"],"Audience":["All School Levels"],"Practice":"Participants will walk through various aspects of school design and consider how visioning, design and implementation come together to form new school models. Participants will consider practical implications of new ideas and how they can create opportunities and challenges as we rethink school.","Presenter":["Chris Lehmann \/ Crystal Cubbage \/ Alexa Dunn"],"PresenterAffiliation":["Science Leadership Academy \/ Innovation Network"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":114,"ScheduleLocationID":13,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6}],"conditions":{"Status":"Accepted","ConferenceID":6},"total":72,"limit":false,"offset":false}