{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":6,"ScheduleSlotID":78},"total":12,"limit":false,"offset":false}