{"success":true,"data":[{"ID":653,"Class":"Conversation","Created":1477934671,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Appealing to the Heart:  Getting the Most out of Teacher-Principal Relationships","Handle":"appealing_to_the_heart--getting_the_most_out_of_teacher-principal_relationships","ShortDescription":"\u201cAmong adult relationships in schools, that between teacher and principal is decisive.\u201d (Roland Barth)  How can we leverage this relationship to promote transformative, sustained change?  How do we create a community of learners?  What skills are involved? How do we strengthen these skill sets if they don\u2019t come naturally?","Description":"In his book Learning by Heart, Roland Barth states that, \u201cThe relationship among the adults in the school has more impact on the quality and character of the school - and on the accomplishment of the youngsters - than any other factor.\u201d  Most of us are in agreement that schools need to change dramatically in order to prepare students for tomorrow\u2019s world. We also know that changing educational institutions is difficult because people find comfort in familiar routines.  Is modeling strong adult relationships one path to transformative change?  What kind of work does this take from teachers\u2019 perspectives?  From the administrative perspective?  How do we genuinely grow positive relationships within teams and among staff?  How do we foster relationships that are stereotypically adversarial to create a culture of a single team?  Please join us for a conversation about leveraging adult relationships to make our schools places of kindness, curiosity, and community.","Link":["http:\/\/www.naplescsd.org\/"],"Audience":["All School Levels"],"Practice":"We\u2019ll begin with a brief overview of Barth\u2019s ideas, then move into a short self reflection protocol, followed by interactive small and large group conversations.  Key points will be captured digitally and shared.","Presenter":["Anneke Radin-Snaith","Kristina Saucke"],"PresenterAffiliation":["Naples Central School District"],"PresenterEmail":["aradinsnaith@naplescsd.org","ksaucke@naplescsd.org"],"ScheduleSlotID":84,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":"If our proposal is accepted, is there any chance we could avoid being scheduled  Sunday afternoon?  We have a long drive and generally leave after lunch on Sunday.  Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":648,"Class":"Conversation","Created":1477784636,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Breaking Down Walls: The Power of Teacher Peer Observation","Handle":"breaking_down_walls--the_power_of_teacher_peer_observation","ShortDescription":"All student teachers start by observing more experienced teachers practicing their craft. But, as teachers progress in their careers, they often don't seek out opportunities to watch and learn from other teachers. Why? In this conversation, we'll explore starting a peer observation program - the pushback, the fear, and also the success.","Description":"We\u2019ve probably all sat through \u201cdump-and-run\u201d professional development - the kind of PD where a hired consultant comes and talks at the faculty for a day. This strategy promotes the counterproductive idea that PD should be neatly confined to a handful of days a year. It\u2019s also costly and ineffective, and most teachers find it pretty useless.  \r\n\r\nCreating a peer observation program where staff members can visit other classrooms any day of the school year and utilize colleagues as professional development resources is an easy alternative to traditional PD strategies. \r\n\r\nAt our school, we created a schedule where teachers could post any lessons they were willing to allow other teachers to observe. Then, if others had a prep period or free time, they could check the schedule and get quick, free professional development by seeing a fellow colleague at work. It gave teachers agency over their own learning and encouraged them to develop a growth mindset about their practice. \r\n\r\nBut like most school initiatives that buck traditional norms, such a program didn\u2019t come without its challenges. In this conversation we\u2019ll share the lessons we\u2019ve learned from starting the program, the hard work it takes to shift teacher culture, and discuss challenges and best practices for teacher peer observation.","Link":["https:\/\/dylanfenton.com\/","https:\/\/danwhalen.org\/"],"Audience":["All School Levels"],"Practice":"The facilitators will share their experience starting a peer observation with attendees and present questions that will guide the conversation with the group. Insights, \u201clight bulb moments,\u201d and best practices from the conversation will be shared with the larger EduCon community.","Presenter":["Dylan Fenton","Dan Whalen"],"PresenterAffiliation":["Collingwood Public Schools"],"PresenterEmail":["dylan.h.fenton@gmail.com","dwhalen@collsk12.org"],"ScheduleSlotID":84,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":636,"Class":"Conversation","Created":1476910820,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Google Classroom:  An empowering tool in developing student voice","Handle":"google_classroom--an_empowering_tool_in_developing_student_voice","ShortDescription":"How can teachers maximize the potential of Google Classroom and other Edutech mediums, while fostering an environment to empower youth voices with Common Core classrooms?  As a aspiring master teacher Kilolo Moyo-White teaches through a pedagogy she calls TeachAkoma, from the heart.  Join a conversation of using online mediums as an instructional tool to foster youth voices in culturally responsive classrooms.","Description":"Through exposure to twitter, Educator and The Writer's Project, my instructional tool kit has expanded ten fold, over the past year.  Going a new school teaching 8th grade ELA I knew I wanted to make an impact upon the scholars writing as my main priority.  So when I created our academy's Google Classroom pages I never fully understood the impact this program and edutech programing would have upon my classes academic outcomes.  Through this workshop Mrs. Moyo-White will engage participants in an authentic discussion on how to maximize the use and functions of Google classroom in a 1 to 1 computer based Common Core ELA classroom.","Link":["https:\/\/teachakoma.wordpress.com\/2016\/05\/29\/blog-post-title-6\/"],"Audience":["High School","Middle School"],"Practice":"Using the essential question:  How can teachers maximize the potential of Google Classroom and other Edutech mediums, while fostering an environment to empower youth voices with Common Core classrooms?  Participants will actively engage in conversation on how to use edutech mediums to enhance instruction and how this medium fosters youth voices.  Scholars from Global Leadership Academy will share in this conversation as testimony to the power of this medium.  Using specific examples from the engageNY curriculum participants will examine focus group outcome examples and scholars will share their perspective on the impact upon their learning.","Presenter":["Kilolo Moyo-White"],"PresenterAffiliation":["Educolor","Global Leadership Academy Charter School"],"PresenterEmail":["ksmoyo99@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":650,"Class":"Conversation","Created":1477858115,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Hacking Project Based Learning","Handle":"hacking_project_based_learning","ShortDescription":"In this workshop session, co-authors of Hacking Project Based Learning share some of their PBL hacks. Discuss ideas for making your PBL more efficient, but most importantly more rigorous and engaging. Whether you are just starting with PBL or looking for ways to refine your practice, this session will meet your needs.","Description":"In this session, we will explore a 10-step (somewhat) linear process that contributes to effective project based learning: establishing a culture of inquiry and creativity, teaching collaboration skills, connecting standards to enduring understandings, turning enduring understandings into a project based plan, transforming enduring understandings into student-created essential questions, facilitating student-created checklists, driving student learning with conferencing and feedback, integrating direct instruction as necessary, determining the need for summative assessments, infusing reflection and publishing.","Link":["http:\/\/rosscoops31.com"],"Audience":["All School Levels"],"Practice":"Conversation will be built around the 10 aforementioned steps, in regards to \"where we are\" and how we can move forward for the benefit of our students.","Presenter":["Ross Cooper","Erin Murphy"],"PresenterAffiliation":["Salisbury Township School District","East Penn School District","https:\/\/psumurphette.com"],"PresenterEmail":["RossCoops31@gmail.com","psumurphette@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Thank you for your consideration!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":662,"Class":"Conversation","Created":1477955766,"CreatorID":334,"RevisionID":null,"Status":"Accepted","Title":"Innovate or Die vs. Innovate and Die: How to Cultivate a Classroom Culture of Innovation Despite the Odds and Risks to your Career","Handle":"innovate_or_die_vs._innovate_and_die--how_to_cultivate_a_classroom_culture_of_innovation_despite_the_odds_and_risks_to_your_career","ShortDescription":"A discussion of the productive tensions facing innovators at all levels of leadership, formal to  informal, classroom to central office, as they dare to advance new ideas and transform professional practices.","Description":"A discussion of the productive tensions facing innovators at all levels of leadership, formal to  informal, classroom to central office, as they dare to advance new ideas and transform professional practices, often despite seemingly insurmountable organizational inertia and even hostile political environments. Kevin and Brian will use their personal experiences as the starting point for the group\u2019s exploration of \u201ctypical\u201d (and not-so-typical) challenges facing those who willingly disregard the status quo in pursuit of what\u2019s best for kids. \r\n\r\n\r\nThe basic gist is this: great teachers want to innovate; how do they do so, and how far do they go, without potentially angering colleagues, administrators and clients and destroying their careers?\r\n\r\n\r\nWhat does \/ could \/ should innovation look like? \r\n\r\n\r\nHow and can we make innovation happen? \r\n\r\n\r\nWho needs permission? \r\n\r\n\r\nHow do we get this message to, \u201cThe leaders that will lead us to this?\u201d \r\n\r\n\r\nWhat examples do we have that this works? \r\n\r\n\r\nHow do we effectively promote innovative classrooms \/ schools \/ districts doing this already?\r\n\r\n\r\nHow do you grow seeds of innovation into more than isolated pockets of innovation, in a world where \u2018accountability\u2019 and data are more of a focus than ever before?\r\n\r\nSince much of what this looks like defies easy measurement, what measures CAN we use?","Link":["http:\/\/www.learningismessy.com","http:\/\/about.me\/kjarrett"],"Audience":["All School Levels"],"Practice":"This will be a conversation that embraces the adage that, \u201cThe smartest person in the room is the room itself.\u201d Kevin and Brian will take on the role of facilitators, and while they will add to the conversation, their goal will be to incite the participants in the room to explore the productive tensions in the room. A private wiki will be used to gather thoughts and compile summary observations. In addition, we plan to use the \u2018Sucks vs. Rocks\u2019 methodology, described by Darren Kuropatwa here: http:\/\/adifference.blogspot.com\/2014\/10\/assessment-rocks-and-sucks.html","Presenter":["Brian Crosby","Kevin Jarrett"],"PresenterAffiliation":["Brian Crosby - Pre-K - 12 STEM Learning Facilitator","Nevada\u2019s Northwest Regional Professional Development Program; Kevin Jarrett - STEAM teacher at Northfield Community Middle School"],"PresenterEmail":["learningismessy@gmail.com","kevin.jarrett@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":13,"SubmitterID":334,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":638,"Class":"Conversation","Created":1477357756,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Intentional and Unintentional Gender Bending as a Classroom Teacher","Handle":"intentional_and_unintentional_gender_bending_as_a_classroom_teacher","ShortDescription":"Most educators have agreed that strict gender roles are harmful to kids and make it more difficult for our kids to be comfortable in their own skin. Most of us have also agreed that any skill that we would like to see our students practice should be modeled by their teachers. As teachers who want to see our students grow into adults that feel comfortable being themselves and breaking gender roles, and standing up for others who do, we need to feel comfortable being ourselves and breaking gender roles as well. It is our duty to intentionally and purposefully plan visible gender role breaking on a regular basis, to make space four our kids to do the same.","Description":"In the beginning of this section, Jonathan and I will present the concept of intentional and unintentional gender bending as a teacher. Then we will spend some time story telling about our own experiences with gender bending in the classroom. Educators will be invited to share some of their own stories of gender bending in class. We will discuss some of the risk involved, and the importance of balancing feeling safe in your classroom, while at the same time pushing on heteronormative and traditional gender barriers. We will then give educators time to brainstorm possible ways that they themselves can gender bend in their classrooms. They will share out some of their ideas. They will then come up with a detailed plan for how and when they will carry out 3 specific ways to gender bend in their classrooms. Finally, educators will share out some of their plans and we will wrap up.","Link":[],"Audience":["All School Levels"],"Practice":"In the beginning of this session, educators will have the opportunity to share their own stories. As they brainstorm their plans, they will be able to share out their ideas. As they finalize their plans, they will have time to speak with one another and work together. When their plans are finished, they will be invited to share them out.","Presenter":["Freda Anderson","Jonathan Estey"],"PresenterAffiliation":["U School","SLA Center City"],"PresenterEmail":["Fanderson@uschool.org","jonathan.m.estey@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":701,"Class":"Conversation","Created":1479264799,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Learning to Teach in the Project Based Context","Handle":"learning_to_teach_in_the_project_based_context","ShortDescription":"In this session, current teachers from SLA@Beeber and The Workshop School will discuss their past experiences as student teachers within PBL, Innovation Network schools.  Student teaching in the PBL environment is unique; this workshop will discuss methods and techniques for supporting and engaging student teachers.","Description":"Student teaching in a PBL school can pose unique challenges.  The academic foundations of most teacher education programs are not constructed with PBL in mind.  But with the pedagogy gaining popularity, teacher education programs are increasingly placing students PBL schools.  In this session, participants will interrogate how student teachers can be better prepared to engage constructively with PBL praxis, what methods mentors\/faculty can employ to effectively support student teacher growth, and how PBL based pedagogies can be made more accessible to peer professionals.  This session will include brief comments from the conversation leaders, but will largely focus on an open conversation centered on how educational professionals can best share pedagogy and practice with one another.","Link":[],"Audience":["High School","Middle School"],"Practice":"Both presenters and participants will use our collective educational experiences to map the skills that teachers need to thrive within a PBL context. We will begin by critically interrogating the needs of student teachers in adapting to an inquiry model of teaching and learning.  Through our own experiences of both being student teachers and teach mentors, we will seek to understand the supports that student teachers need to thrive in this particular context.  We will also seek to develop an understanding of the PBL skills student teachers can take with them to other environments.","Presenter":["Rebecca Coven","James Elish","Swetha Narasimhan"],"PresenterAffiliation":["Science Leadership Academy at Beeber","The Work Shop School"],"PresenterEmail":["jelish@slabeeber.org","swetha.narasimhan@workshopschool.org","rebecca.coven@workshopschool.org"],"ScheduleSlotID":84,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"If possible, could this conversation be scheduled at a different slot from the Workshop School presentation?","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":656,"Class":"Conversation","Created":1477936279,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Listen! (How to Move Past a Culture of Performing for the Grade)","Handle":"listen--how_to_move_past_a_culture_of_performing_for_the_grade","ShortDescription":"Listening is \u201ca social innovation for the 21st century\u201d (Martin).  As we move from a traditional model of instructional delivery to a growth model that values student agency, the imperative \u201cListen!\u201d is redefined as intentional and deliberately practiced in a framework of collaborative inquiry in STEM and humanities courses.","Description":"We are a culture that is not accustomed to listening closely, deeply or well.   The traditional model of education with an emphasis on delivery of content required passive consumption\/listening on the part of students.  When we decided to become more \u201cstudent-centered,\u201d students could occasionally speak and lectures became minimally interactive.  As the notion of \u201cstudent-centered\u201d evolved to include voice and choice, it generally remained teacher-centered, as all responses, questions and otherwise, went to and through the teacher.  We continue to be challenged to develop a truly collaborative learning model, to define and enact student agency.  A component we need to explore deeply is the seldom-considered skill of listening.\r\n\tFrom the classroom to the boardroom we have been conditioned to perform: to answer, promote, explain, defend, illuminate, convince\u2014all active, delivery-based, and performative.  Reflection is a secondary activity.  The simple transaction in the content-delivery model required only passive consumption; in the new pedagogical economy, based on a collaborative model in a growth mindset, a thoughtful statement is owed a thoughtful response borne out of being fully present to the other, listening carefully and responding fully.  From the Socratic seminar in humanities to the \u201ctalk moves\u201d in our STEM classes, to making full use of the more democratic and inclusive space of the online classroom, listening is our underdeveloped skill.  In this session we describe classroom practices, invite participants to engage in a brief listening exercise, then engage in a discussion of implications for classroom practice.","Link":[],"Audience":["All School Levels"],"Practice":"After describing several iterations of the Socratic seminar used in our humanities classrooms, and the \u201ctalk moves\u201d used by our STEM teachers, we invite participants to engage in a listening exercise, give each other feedback on their reflective listening skills, then engage in a facilitated discussion of implications for reflective practice in classrooms across the disciplines, blended and online learning, and faculty support and development.","Presenter":["Cindy Sabik","Eileen Glassmire"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["cindy.sabik@worcesteracademy.org","eileen.glassmire@worcesteracademy.org"],"ScheduleSlotID":84,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"We are coming in from out of town, so if we are accepted, we'd prefer--if at all possible--to present on Saturday so as to maximize our traveling ability on Sunday afternoon.  Thanks for even considering it--and we certainly understand if it is not possible.  Looking forward to an exciting conference!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":628,"Class":"Conversation","Created":1475200058,"CreatorID":59,"RevisionID":null,"Status":"Accepted","Title":"Mental Health: Finding Help, Getting Help","Handle":"mental_health--finding_help-getting_help","ShortDescription":"Mental health is a crucial component of education, for students and adults. Do schools have supports in place to help children and adults who are part of our communities? Where do we find resources for ourselves or to share with others in need? Let\u2019s discuss and share ideas and information.","Description":"Participants will join in conversation about the \u201cstate of mental health\u201d in our communities. There will be a brief intro (statistics, short video clip, share-out) and then participants will join in smaller break-out groups to tackle challenging issues related to mental health, including discussion of how schools can support students, families, and colleagues with mental health needs. Do we know where to go to find help for those in need? Do we know how to identify signs of mental illness? Are schools responsible for reaching out to families or helping family members? Are our learning communities designed to promote mental health for all? Are we keeping an eye on our colleagues? Groups will discuss these or similar topics of interest to participants. The goal is to help each other become better informed, to share resources, and to simply provide a supportive environment for those who want to share in discussion of this sensitive topic.\r\n\r\nThank you for considering this conversation. I will provide a link to a shared document for participants during the session.  See the blog post (link below) for some general information.\r\n\r\nLINK TO COLLABORATION PAGES: http:\/\/bit.ly\/2izTz46","Link":["https:\/\/erasertownusa.blogspot.com\/2017\/01\/educon-2017-session-mental-health.html"],"Audience":["All School Levels"],"Practice":"Participants will engage in small group discussion around questions posed by the presenter and by the participants themselves. Break-out groups will come together throughout the session to share with the whole group key points of their discussion and\/or questions that have arisen. The whole group will then consider some \"next steps\" that could be used to address concerns. Participants will engage in several rounds of break-out and whole group summarizing, with questions, ideas, and resources posted to a collaborative document that will be available to participants and shared with others.","Presenter":["Maryann Molishus"],"PresenterAffiliation":["Council Rock School District"],"PresenterEmail":["molishus@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":2,"SubmitterID":59,"AdditionalComments":"Thank you for considering this conversation. I will provide a link to a shared document for participants during the session.  See the blog post (link above) for some general information.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":681,"Class":"Conversation","Created":1478050102,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Our \"DREAM\" Project: Deeper Learning, Race, Power and Privilege","Handle":"our-dream-project--deeper_learning-race-power_and_privilege","ShortDescription":"The founding team of South Bronx Community will share our methodology for radical collaboration to design, kick-off, implement and celebrate an interdisciplinary deeper learning project: The DREAM Project. The founding team will also share experiences designing a project that addresses critical conversations on race, power and privilege.","Description":"At South Bronx Community Charter High School, we are organized around two big ideas: education for learning\u2019s sake and education for liberation and service. The mission of SBC is to promote student excellence through an emphasis on academic, personal and professional skills in a supportive and responsive learning environment. We accomplish this goal by centering all teaching and learning on a core set of relevant and transferable skills. These competencies are a combination of critical social-emotional skills and applied academic proficiencies.\r\n \r\nTo promote critical consciousness, this summer, as a founding team, our entire staff read Between the World and Me. From our discussions, we were motivated to introduce our students to the work.  Subsequently, we used Between the World and Me as the anchor text for our very first interdisciplinary project. Our project is titled The DREAM and by design, the project connects our humanities and STE(A)M [Science, Arts and Math] classes. From each content perspective, students are grappling with the concept of The DREAM.  They explored its definition and tested its universality as a concept and construct. They studied injustices that harm and target our bodies while conducting qualitative and quantitative research, learning about data visualization, crafting letters and creating informative podcasts and vodcasts.   \r\n       \r\nOur Dream project culminates in a public exhibition of student work in collaboration with the Bronx Museum of the Arts to house the installation and host a reception. The founding team will share practices, experiences and student work resulting from the project.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School"],"Practice":"The facilitators will engage participants in experiential learning to simulate some of the elements of the DREAM project. Participants will participate in a Starburst Game that simulates systems of economic and racial inequality that was used as part of the Kick-Off to the project. The facilitators will also transform the presentation space into a small museum gallery, displaying student work resulting from the project. Participants will be invited to review the student work and help \"tune\" the project for future implementation. In addition, participants will engage in a facilitated dialogue to learn about and ask questions related to how the project was created.","Presenter":["Rosanny Cuello-Ventura","Padraig Shea","Chris Wilson","Asia Cruz","Rick Lopez","Ava Thomas"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["rosanny.cuello@southbronxcommunity.org","padraig.shea@southbronxcommunity.org","john.clemente@southbronxcommunity.org"],"ScheduleSlotID":84,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":629,"Class":"Conversation","Created":1475241639,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Future of Learning is Open","Handle":"the_future_of_learning_is_open","ShortDescription":"This presentation will share how shifting to openly licensed educational resources is imperative for PK-12 school districts across the country. This address will focus on what openly licensed educational resources are, how school districts across the country are making this transition, and why it is important students and educators.","Description":"Innovation does not have to simply be associated with the latest application to burgeon out of Silicon Valley or the savvy keynote speaker, but rather, it can be seen in our classrooms across the country. By nature, educators are researchers and designers within their classrooms and have always thrived on the ability to share and repurpose. As educational leaders, we must find ways to reinvest in the profession of teaching and amplify the innovative work that educators design on a yearly basis. Fostering a shared culture of learning and instructional design within an academic institution can support teacher leadership and greatly impact student growth. Openly licensed educational resources can help spark this culture and promote innovative teaching and learning by openly sharing and amplifying what educators create daily. It\u2019s time we recognize the innovative capacity of all educators.","Link":["https:\/\/medium.com\/@andycinek"],"Audience":["All School Levels"],"Practice":"What is needed in any classroom\/school\/district to make the shift to OER?\r\n---Professional learning\r\n---Curation and discovery tools and strategies\r\n---Infrastructure and technology\r\n---Implementation, modification, and sharing\r\n\r\nParticipant self-evaluation and processing activity\r\n1. Participants choose one of the topics from IV for a deep dive based on the needs in their school.\r\n\r\n2. Form small groups where participants:\r\n----read and analyze brief district case studies (from USDOE Story Engine) for their topic.\r\n----use guided questions to apply what they learn to their school\u2019s unique situation.\r\n----share out how they might move forward once they return to their school.\r\n\r\n3. Concluding discussion\r\n----Return to large groups to share takeaways from each group.\r\n----Presenters share contact information and full resource list for all participants.","Presenter":["Andrew Marcinek"],"PresenterAffiliation":["Worcester Academy","Eastern Lancaster County SD"],"PresenterEmail":["andymarcinek@gmail.com"],"ScheduleSlotID":84,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"Saturday morning session preferred due to travel schedule if possible. Thank you.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":716,"Class":"Conversation","Created":1483048999,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Using Engineering as a Boot Camp for Inquiry-based Learning","Handle":"using_engineering_as_a_boot_camp_for_inquiry-based_learning","ShortDescription":"Explore how engineering can be used to help students learn best practices in inquiry-based learning. Join SLA Center City's engineering teacher in the SLA Shop to see active projects and meet engineering students while discussing this topic.","Description":"How can the engineering design process and design thinking be used as models for inquiry-based learning? At SLA, every student takes Introduction to Engineering in 9th grade. Join SLA Center City's engineering teacher in the SLA Shop to discuss how engineering challenges can be used to learn and exercise practices critical to inquiry-based learning. Best practices in defining problems, brainstorming, collaboration, project management, and iteration are explored in detail. The conversation will include a survey of SLA engineering projects and a discussion with SLA engineering students.","Link":["https:\/\/www.facebook.com\/SLAengineers","http:\/\/www.linkedin.com\/in\/john-kamal-0b447b2"],"Audience":["All School Levels"],"Practice":"Will include students and projects in the discussion.","Presenter":["John Kamal"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jkamal@scienceleadership.org"],"ScheduleSlotID":84,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6},{"ID":672,"Class":"Conversation","Created":1478027453,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Why They Should Be Doing The Work: The Power of Peer Feedback and Editing","Handle":"why_they_should_be_doing_the_work--the_power_of_peer_feedback_and_editing","ShortDescription":"Grading student writing can feel like an exercise in futility when students fail to apply or even read feedback.  Why does it often feel like the teachers are doing all the work? Peer editing and feedback allows students to better assess their own writing and gives them ownership over the revision process. In this session, we\u2019ll talk about how to make peer feedback meaningful and how to create a classroom environment where students feel comfortable and capable of engaging in deep critique.","Description":"When students view writing as a mode of communicating with their peers in an environment free from negative judgment, they can make real strides toward measurable academic goals. Making my classroom a safe space in which to talk about our writing, using clear protocols to guide student discussions, and modeling these protocols myself in diagnostic feedback and conferencing, I have been able to help students become better resources for one another and, ultimately, develop their abilities to reflect and self-assess. \r\nRather than directing students to act as teachers, I have steered students away from traditional proofreading and asked them to focus their attention on ensuring clarity of purpose: students read each others\u2019 work looking for main ideas, evidence, and progress toward student-created specific goals.  This  allows all types of writers to be able to provide valuable feedback to their peers. My students have learned to look forward to the opportunity to give and receive timely, in depth, and qualitative critique that they can apply to their work immediately. \r\nIn this session, I will share protocols I have created, and my successes and failures along the way to cultivating a safe classroom space in which peer-to-peer conferencing is both meaningful and useful. I\u2019ll also show participants how I have adjusted my grading process to foster student interdependence and reward them for thoughtfully engaging with one another and reflecting on their own learning processes.","Link":[],"Audience":["High School"],"Practice":"There are so many ways to provide feedback, conduct meaningful conferences, and provide students the opportunity to assess their own work as well as the work of their peers. In this conversation we will all share our current practices\/problems around delivering written feedback. I will then describe my practice, share various artifacts, answer questions, and help teachers plan how they might use this or similar protocols in their own classrooms. Workshop participants will leave with meaningful tools and resources to implement successful peer conferences in their own classrooms.","Presenter":["Elizabeth Gray"],"PresenterAffiliation":["NYC iSchool"],"PresenterEmail":["egray@nycischool.org"],"ScheduleSlotID":84,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":6}],"conditions":{"Status":"Accepted","ConferenceID":6,"ScheduleSlotID":84},"total":13,"limit":false,"offset":false}