{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":6,"ScheduleSlotID":76},"total":10,"limit":false,"offset":false}