{"success":true,"data":[{"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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":6,"ScheduleLocationID":7},"total":6,"limit":false,"offset":false}