{"success":true,"data":[{"ID":659,"Class":"Conversation","Created":1477945010,"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":1477667921,"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":1478028753,"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":1480349731,"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":1477584178,"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":1479368891,"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":1472147990,"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":1478045395,"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":1478815087,"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":1479176388,"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":1478228456,"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":1477764594,"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":1478036223,"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":1479273390,"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}],"conditions":{"Status":"Accepted","ConferenceID":6,"ScheduleSlotID":86},"total":14,"limit":false,"offset":false}