{"success":true,"data":[{"ID":1299,"Class":"Conversation","Created":1726492097,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A Better Justice","Handle":"a_better_justice","ShortDescription":"My students created a student run Youth Court that deals with disciplinary issues in the building and resolves them through Restorative Justice.","Description":"I had 19 students create a workable Court in three months time.  They met with politicians, judges, administration, students, school committee, and a whole host of other people to put this together.  They created a student Court that would take on disciplinary infractions within the school setting and give the students an opportunity to be heard at a hearing.  At that hearing the student jury would then assign them the appropriate disposition based on the ideas of Restorative practice.  Then if the respondent fulfilled the disposition the offense would be removed from their conduct record.","Link":[],"Audience":["High School","Middle School"],"Practice":"I would like to do a quick presentation to frame the issues and then run a Restorative Circle (Tier 1) with the participants.","Presenter":["Tobey Reed"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["treed@attleboroschools.com"],"ScheduleSlotID":176,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1316,"Class":"Conversation","Created":1729529140,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building and Sustaining Successful Partnerships","Handle":"building_and_sustaining_successful_partnerships","ShortDescription":"Schools thrive when students are able to connect with and learn from members of the larger community. Community members also benefit from mentoring and embedding their work in schools.Participants will learn about best practices for finding, securing, and maintaining partnerships and seek a new partner for their school community.","Description":"This session is led by Partnership Coordinators at Philadelphia high schools who build and maintain partnerships that provide their students with various career exploration and post-secondary readiness experiences. They will share their approaches and best practices and share specific examples of partnerships at their schools. \r\nParticipants will be asked to identify a need within their school community and will research specific resources within the community in which their school is located. They will be given time to reach out to potential partners and will be provided resources to support their ask and strategies for their first contact.","Link":[],"Audience":["All School Levels"],"Practice":"Participants will be given the opportunity to share their experiences with building and maintaining partnerships in small group discussions. They will practice their ask with each other and help each other with crafting their communications.","Presenter":["Mary Beth Hertz","Candace Eaton","Jeremy Spry"],"PresenterAffiliation":["SLACC","SLAB","Workshop School"],"PresenterEmail":["mhertz@slabeeber.org","candace.eaton@workshopschool.org","jspry@scienceleadership.org"],"ScheduleSlotID":176,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1333,"Class":"Conversation","Created":1730116466,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Conversation Title Democratic Schools and Learning Environments: What does that mean?","Handle":"conversation_title_democratic_schools_and_learning_environments--what_does_that_mean","ShortDescription":"Democracy is idealized but rarely fully realized, especially for young people. Schools offer one context where young people\u2019s voices should shape their education. In this democratic workshop, we will critically interrogate the Four Pillars of Democratic Education, which arise from decades of experience of educators from around the world.","Description":"Democracy, as an ideal, guides our nation\u2019s governance system, but as a practice, is rarely fully realized, especially with young people. Given our current political climate, young people must learn what it means to create, participate in, and maintain a democracy. Schools offer a setting to empower young people and let their voices shape their education. Linda Nathan and collaborators have drawn on decades of experiences and insights from across the globe to identify Four Pillars of Democratic Education. \r\n\r\nIn this democratic workshop, a community of students, teachers, and leaders from Philadelphia, Boston, and New York City will critically interrogate the four-pillar framework. We will engage in various activities to reflect on these four pillars, asking what they mean, how they (can) appear in our schools, and what changes need to be made to the framework. Importantly, we will try to live these four pillars as we engage in this work, culminating in a consensus-based decision-making process to amend the pillars.","Link":["http:\/\/www.lindanathan.com"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Students, teachers, and leaders will do a short journal activity, reflecting on what democratic education means to them and a concrete example of how that can look in the classroom.\r\n\r\nAnnotating the Four Pillars \r\nStudents, teachers, and leaders will annotate copies of the four pillars of democratic education to identify which words and phrases resonate with them and reflect their learning communities and which do not. Participants will highlight one sentence, phrase, and word in green that reflects their learning environment and one sentence, phrase, and word in red that isn\u2019t reflected in their learning environment. \r\n\r\nReflecting on Democratic Education\r\nStudents, teachers, and leaders will then share their annotations, identifying how they have lived these pillars and what\u2019s been missing.\r\n\r\n(re)Creating Democratic Education\r\nStudents with teachers assisting will lead small break-out groups to workshop what these pillars look like, what steps need to be taken to realize them in their schools, and who, when, and where these pillars may not work. Students will then present their group\u2019s work, identifying steps to realize these pillars and one change to the four-pillar framework.\r\n\r\nLiving Democratic Education\r\nThe workshop will culminate through a consensus-building process to identify changes to the four-pillar framework. This will allow participants to experience firsthand what democratic education looks, feels, and sounds like.","Presenter":["Linda F Nathan"],"PresenterAffiliation":["Harvard Graduate School of Education"],"PresenterEmail":["lfnathan@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"Teachers from various schools (and students) will join this workshop","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1343,"Class":"Conversation","Created":1730332620,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Deja Vu All Over Again","Handle":"deja_vu_all_over_again","ShortDescription":"Veteran educators remember the rise of Web 2.0 and the excitement around the potential for collaboration, innovation, and creative technologies. Similar conversations are now happening around artificial intelligence.  In this session, we will consider the lessons from the past that we can apply to the present to help lead to the kind of lasting change we envision for our students.","Description":"It has been almost 20 years since the rise of Web 2.0 led to conversations about changing pedagogy to take advantage of collaborative, innovative, and creative technologies in schools. With the rise of artificial intelligence, similar conversations are taking place. In this session, we will consider the lessons from the past that we can apply to the present to help lead to the kind of lasting change we envision for our students. In a way, the battle is harder now as required curriculum and high stakes testing are more ingrained than ever, often discouraging creative, digital pedagogy. \r\n\r\nAdd in panic over widespread cheating on often outdated and culturally irrelevant assignments, and we see the same kind of bans being placed on the use of AI that we saw in the early days of the 21st century. Remember when no one was allowed to use Wikipedia? How can we move more quickly this time to get past the urge to ban past the urge to ban and into the kind of in-depth discussions we need about how to support our students in learning how to use a tool that will potentially revolutionize the way they learn, work and live?","Link":["http:\/\/jenorr.com","http:\/\/www.ivyrun.com"],"Audience":["All School Levels"],"Practice":"Project Zero Thinking Routines will be utilized for Considering Controversies, Dilemmas, and Perspectives and Digging Deeper into Ideas.","Presenter":["Jennifer Orr","Dr. Karen Work Richardson"],"PresenterAffiliation":["Fairfax County Public Schools","University of Richmond","Old Dominion University"],"PresenterEmail":["jenorr@gmail.com","witchyrichy@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1317,"Class":"Conversation","Created":1729603890,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Discovering and Visualizing Data","Handle":"discovering_and_visualizing_data","ShortDescription":"How can we teach students about the importance of data? This hands-on conversation will integrate math, science, arts, and creativity to introduce a relatable way to teach data, identify patterns, and correlations. Educators will walk away from this session with simple tools to integrate data into every subject in all grades.","Description":"\u201cNo one ever made a decision because of a number. They need a story. Data without insights - without a story - is useless and learning how to extract stories from the data is the real skill.\u201d - Daniel Kahneman. From kindergarten to high school and beyond, we teach our students how to tally, how to put numbers on a graph, what are variables, but do we show them how to tell a story based on data? \r\nFrom Grade 3 on, our school puts a lot of emphasis on data science, what, how, and its multiple applications. This year, based on the book and website, Dear Data, we developed a unit where students were asked to tell their story through data in a creative way. Students were first introduced to the book and the website, as well as a plethora of artists who use data to tell a story - from big issues like climate change, to words of kindness, or human behavior. After a week of collecting data students chose colors, patterns, tally systems, and represented their data in a creative way. One student kept track of the number of times they listened to Taylor Swift\u2019s music, while another student counted the number of times their grandpa called them on the phone. Through their data tallying and creative representation students were surprised to see patterns and correlations. This conversation will introduce the unit, as well as other creative ways to teach data, and through a hands-on workshop participants will create their own data art stories, share them, discuss the importance of data collection and how to make it fun and engaging.","Link":["https:\/\/sites.google.com\/rashi.org\/kol-lab\/home"],"Audience":["All School Levels"],"Practice":"We will brainstorm and share various ways to collect data, discuss age appropriate data collection for students, look at how to collect this data and the limitless ways to visually show the data as a work of art. Hands-on demonstration, examples of data collection and resources, and time to create one's own data collection ideas using art materials.","Presenter":["Michelle Bernstein"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["mbernstein@rashi.org"],"ScheduleSlotID":176,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1334,"Class":"Conversation","Created":1730124194,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowerment Through Belonging: Elevating LGBTQIA+ Voices in Education","Handle":"empowerment_through_belonging--elevating_lgbtqia-voices_in_education","ShortDescription":"Join us for an engaging session on fostering equity and mental health support for LGBTQIA+ youth and staff. Learn effective strategies, explore successful practices, and build a supportive community through collaborative discussions. Discover how Affinity Groups and Communities of Practice can create inclusive environments where everyone thrives.","Description":"Outcomes:\r\n- Describe characteristics of effective LGBTQIA+ Communities of Practice and Affinity Groups.\r\n- Identify strategies that support LGBTQIA+ youth and staff to apply to your context.\r\n\r\nJoin us for an engaging breakout session focused on using Affinity Groups and Multi-Tiered System of Supports for Integration (MTSS-I) based Communities of Practice as a roadmap to support LGBTQIA+ youth and staff in our schools. Fostering equity and mental health support for queer folks benefits everybody. This session will dive into relevant practices and guidance, explore the successes of the Broome-Tioga BOCES Affinity Group and Community of Practice, and share effective strategies for integrating mental health resources.\r\n\r\nThrough collaborative discussions and activities, participants will learn how to engage staff, families, and youth in meaningful ways, as well as support the unique needs of all stakeholders to address common challenges faced in educational settings. Facilitators and participants will work together to build a supportive community tailored to the specific needs of the group. Utilizing the World Caf\u00e9 Structure, participants will engage in rich conversations, contribute their thinking, and create a collaborative rendering of their vision for happy, safe spaces for LGBTQIA+ school community members. This session is not just about strategies\u2014it's about creating an inclusive environment where everyone can thrive.","Link":[],"Audience":["All School Levels"],"Practice":"We plan on using a modified version of \u201cWorld Caf\u00e9:\u201d each table group will have a guiding question(s) posted on a paper table cloth. During the session, participants will be prompted to respond and doodle to the question, as well as engage in conversations. At the end of the session, participants will engage in a gallery walk to view the other participants\u2019 thinking.","Presenter":["Emily Friends (she\/her)","Shae McLachlan (they\/any)","Liz Wood (they\/them)"],"PresenterAffiliation":["The Professional Learning and Innovation Center at Broome-Tioga BOCES"],"PresenterEmail":["efriends@btboces.org","smclachlan@btboces.org","lwood@btboces.org"],"ScheduleSlotID":176,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"Thank you for your consideration!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1376,"Class":"Conversation","Created":1733368245,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Igniting Potential: Countering Stereotype threat and elevating the Academic Identity for Black and Latino Boys","Handle":"igniting_potential--countering_stereotype_threat_and_elevating_the_academic_identity_for_black_and_latino_boys","ShortDescription":"This presentation highlights an in-school mentoring intervention addressing the achievement gap for Black and Latino males. It shares strategies for boosting academic self-confidence, countering stereotype threat, and fostering racial-ethnic pride. Backed by research and proven outcomes, it offers practical guidance for replicating these programs to improve greater academic confidence  and outcomes.","Description":"Overview of Presentation:\r\n \r\nThis presentation provides an in-depth look at an in-school mentoring program aimed at closing the achievement and opportunity gaps for Black males compared to other demographics. Drawing on insights from my action-research dissertation and extensive experience as an administrator, the program offers proven strategies for improving academic outcomes for Black and Brown boys.\r\n\r\nObjectives:\r\n\r\nBoost Academic Self-Confidence: Share actionable strategies to enhance the self-confidence of Black and Brown adolescent male students, which is strongly correlated with improved academic outcomes.\r\n\r\nCounter Stereotype Threat: Demonstrate how integrating racial-ethnic identity, cultural pride, and embedded achievement throughout U.S. history can empower Black and Brown males.\r\n\r\nHighlight Program Outcomes: Showcase statistically significant improvements in academic self-competence, GPA, behavior, and students\u2019 Possible Future Selves, along with their broader implications.\r\n\r\nKey Concepts:\r\n\r\nRacial-Ethnic Identity: Refers to individuals' thoughts, attitudes, and beliefs about their racial or ethnic group. Affirming this identity is critical for the program\u2019s success.\r\n\r\nCultural Pride and Embedded Achievement: Central to countering stereotype threat and fostering sustained academic engagement.\r\n\r\nResults:\r\n\r\nThe mentoring interventions have demonstrated statistically significant  success in:\r\n\r\nAcademic Self-Competence: Increased belief in students' academic abilities.\r\n\r\nGPA Improvements: Statistically significant gains in academic performance.\r\n\r\nBehavioral Changes: Enhanced conduct and school engagement.\r\n\r\nFuture Aspirations: Development of clearer and more aspirational visions of students' Possible Future Selves.\r\n\r\nFocus Areas of the Presentation:\r\n\r\nTheoretical Framework:\r\n\r\nExplore key theories such as embedded achievement, cultural pride, stereotype threat, and racial-ethnic identity.\r\n\r\nUse visuals from Donovan\u2019s World: 25 Crucial Lessons Empowering Black and Latino Boys to illustrate these concepts.\r\n\r\nProgram Outcomes:\r\n\r\nPresent data on the program\u2019s success in enhancing academic and behavioral outcomes.\r\n\r\nDiscuss broader implications for student achievement and equity.\r\n\r\nImplementation and Sustainability:\r\n\r\nProvide practical guidance on creating, maintaining, and scaling similar mentoring programs or safe spaces in diverse educational settings.\r\n\r\nConclusion:\r\n\r\nThis presentation equips educators and practitioners with the tools to replicate successful mentoring initiatives. By fostering academic identity, countering stereotype threat, and affirming racial-ethnic pride, schools can help Black and Latino males unlock their full academic potential and achieve sustainable success.","Link":["https:\/\/uplifteducate.com"],"Audience":["High School","Middle School"],"Practice":"We will frame all sections of the presentation around the essential question: To what extent is a school responsible for building the academic identity of its most vulnerable students or to what extent is a school responsible for building the academic identity of Black and Latino students? We will use strategies such as think-pair-share, four corners, and a semantic differential scale activity that engages participants with differing perspectives in public discussions, encouraging them to provide rationale and justification for their answers.","Presenter":["Dr. Olufemi Fadeyibi"],"PresenterAffiliation":["Lower Merion High School\/UpliftEducate Consulting"],"PresenterEmail":["Fadeyibi@UpliftEducate.com"],"ScheduleSlotID":176,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"I recently released a graphic workbook that deals with my presentation topic.  Currently its in 13 schools and is being used by 3 education non-profits.  I have some anecdotal data from some of the schools using the curriculum and the reviews are positive.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1306,"Class":"Conversation","Created":1728058482,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"May This Classroom Be a Haven: Creating Classroom Environments that are Protective and Proactive in Supporting Students' Social-Emotional Well-being","Handle":"may_this_classroom_be_a_haven--creating_classroom_environments_that_are_protective_and_proactive_in_supporting_students-social-emotional_well-being","ShortDescription":"More than anything, students need and want to feel safe and seen in their classrooms. Join this conversation to discuss how to construct classrooms that are protective and proactive in supporting students' social-emotional wellness. We will discuss actionable ways to shape classrooms into safe spaces and you'll leave the discussion encouraged and hopeful for the lasting impact we will have on our students, ourselves, and our colleagues.","Description":"The purpose of this presentation is for participants to have the space to discuss what really matters in our classrooms. Beneath all of the grading, policies, mandates, curriculum and instructional demands, how do we ensure that our classrooms are built on a foundation of social-emotional safety and belonging? This session will be an opportunity for participants to breathe a breath of fresh air and forget about all of the other demands of the profession while focusing on why they probably entered the profession in the first place: the students. We will support one another with ideas, strategies, and practices in fostering safe and inclusive classroom spaces for our students. We will also discuss ideas, strategies, and practices for supporting ourselves and our colleagues in being educators who feel confident and empowered in our work.","Link":["https:\/\/www.linkedin.com\/in\/kellyfrazee\/"],"Audience":["All School Levels"],"Practice":"I like using Think-Pair-Share and the \"Chalk Talk\"\/\"Around the World\" conversation practices. I'll likely use both for this conversation session. I'll probably start with having participants walk around the room answering questions posed on large chart paper and also jotting down questions or thoughts based on other people's responses. We will come together to discuss and then we will make a list of strategies and resources together that everyone will have access to. I'll likely do this via Padlet.","Presenter":["Kelly Frazee"],"PresenterAffiliation":[],"PresenterEmail":["frazee.kelly@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1352,"Class":"Conversation","Created":1730488434,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Powering Up Criticality and Creativity with AI-Guided Writing at SLA at Beeber","Handle":"powering_up_criticality_and_creativity_with_ai-generated_writing_at_sla_at_beeber","ShortDescription":"How are your students using AI to support their revising and thinking this year?  Students at SLA at Beeber will show the work they have been doing on Writing Partners this semester. We will also invite you to power up your criticality and creativity with AI-guided writing.","Description":"How are your students using AI to support their revising and thinking this year? \r\n\r\nWe will share with you the work students at Science Leadership Academy at Beeber have been doing on Writing Partners https:\/\/writingpartners.net  this semester. They are using AI Writing Partners to:\r\n\r\n- create AI images for their Bios\r\n- revise their Bios using questions provided by the New York Times Learning Network\r\n- fact-checking while watching live the Harris-Trump and Vance-Walz debate live and later on the video\r\n- analyzing and finding themes in each of their sorted sets of time-stamped comments on videos of the debates\r\n- using an outlining tool to organize compositions about the debates and the issues that matter to each of the students.\r\n- getting feedback on drafts at different points in the process\r\n- creating images for their pieces of writing, an vibrant title, and a subhead to publish their work on Writing Partners as well as on a New York Times Forum.\r\n\r\nAnd so much more... \r\n\r\nJoin us to share your stories about writers using AI productively in your classrooms and to see what we are up to at SLA @ Beeber.","Link":["https:\/\/writingpartners.net","https:\/\/slabeeber.org"],"Audience":["High School","Middle School"],"Practice":"Students will present examples of their work, then invite participants to say what they see them doing. The students will also invite participants to do some writing themselves on the same platform where they have been working and to test a few AI Writing Partners to see for themselves how it works.","Presenter":["Paul Allison","Dr. Bonnee Breese Bentum"],"PresenterAffiliation":["Writing Partners","Science Leadership Academy at Beeber"],"PresenterEmail":["allisonpr@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"We will have to organize bringing the students.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1327,"Class":"Conversation","Created":1729879365,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Project-based Learning in Personal Finance","Handle":"project-based_learning_in_personal_finance","ShortDescription":"How many times do we as teachers hear, \u201cWhen will I ever use this?!\u201d Last year, Pennsylvania joined 25 other states to require all students in the class of 2030+ to complete at least one semester of personal finance before graduation. We intentionally incorporate a variety of math topics within the Personal Finance curriculum to help students answer these questions of \u201cwhen\u201d and \u201cwhy.\u201d","Description":"N\/A","Link":[],"Audience":["High School"],"Practice":"Both teachers and students will present a range of activities and projects that have been integrated into our SLA curriculum for Personal Finance. The majority of the session will focus on brainstorming and sharing additional activities that emphasize the real-world applications of personal finance.","Presenter":["Nicole Atkins","Erin Giorgio"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["egiorgio@scienceleadership.org","natkins@scienceleadership.org"],"ScheduleSlotID":176,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1336,"Class":"Conversation","Created":1730135682,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Authentically Building Empathy in Elementary and Middle School Lessons","Handle":"authentically_building_empathy_in_elementary_and_middle_school_lessons","ShortDescription":"In this conversation, we will explore the role empathy plays in the Design Thinking Process. We will look at creating lessons that juggle standards and interdisciplinary connections, while still including the empathy component.","Description":"In this conversation we will dive into how to build empathy into a lesson plan without sacrificing all the other important elements of a given lesson, including objectives and interdisciplinary connections. Attendees will experience a mini version of an elementary-aged design thinking activity, discuss the importance of teaching empathy across all disciplines, and brainstorm ways to meet objectives with empathy-driven lessons. Attendees will then be given time to adapt a lesson they currently teach to include a client to build empathy in their own classrooms.","Link":["https:\/\/sites.google.com\/rashi.org\/kol-lab\/home"],"Audience":["Middle School","Elementary School"],"Practice":"5 min: Introduction to a model design thinking challenge for young students. \r\n10 min: Attendees will build \r\n5-7 min: I will show a video of a sample Grade 1 lesson that I adapted to include the empathy step (potentially the same challenge as the attendees just completed, but maybe not). Then there will be a small frontal piece where I talk about the importance of empathy for SEL and how client-based design problems address this skill. \r\n20 min: Attendees will participate in an activity in small groups where they rotate through posters with objectives\/skills and brainstorm how to incorporate empathy and a client.\r\n30 min: Attendees will revamp a lesson they currently teach to include empathy\r\n10 min: Share out in small groups","Presenter":["Melissa Rosenblatt"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["mrosenblatt@rashi.org"],"ScheduleSlotID":178,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1313,"Class":"Conversation","Created":1729007734,"CreatorID":40692,"RevisionID":null,"Status":"Accepted","Title":"Building Anti Racist White Educators","Handle":"building_anti_racist_white_educators","ShortDescription":"Building Anti-Racist White Educators (BARWE) will lead an interactive session regarding our inquiry series that is dedicated to helping teachers explore their biases, look at their practice through an anti-racist lens, and take action to build community  and improve teaching practices with regards to racial equity.","Description":"Building Anti-Racist White Educators (BARWE) is proposing an interactive session dedicated to helping White educators explore our biases and improve teaching practices. Our inquiry series provides a monthly set of tools for reading, learning, and discussing issues of racism in our schools, classrooms, and communities. We encourage participants to build from regular reflection and dialogue towards action steps such as supporting colleagues of color, altering curriculum to better meet the needs of students, and resisting systemic White supremacy in our schools. In recent editions, our Inquiry Series has challenged participants to build and strengthen community in order to build coalitions to work alongside. BARWE groups across the United States, and internationally, are using our resources to facilitate discussion and change in schools and educational institutions.\r\nIn this interactive session, we will share our materials and experiences in order to give attendees the information and energy they need to form BARWE groups at their own schools or institutions. We will share our strategies for forming a BARWE group, as well as our experiences in facilitating monthly meetings and overcoming obstacles to this work. Teachers and an administrator from a nonprofit currently using BARWE materials will speak on their experiences. In order to get comfortable with our materials, attendees will participate in a sample inquiry discussion using BARWE protocols for reading and discussing.","Link":["https:\/\/www.barwe215.org"],"Audience":["All School Levels"],"Practice":"Participants will engage in a sample discussion guide from BARWE's most recent Inquiry Series. We will establish norms, read a shared text, and follow a suggested protocol for discussion, as well as debriefing the experience.","Presenter":["John MacElveen","BARWE Core Members"],"PresenterAffiliation":["Lower Merion School District","City Year","SDP"],"PresenterEmail":["bar.we215@gmail.com"],"ScheduleSlotID":178,"ScheduleLocationID":31,"SubmitterID":40692,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1358,"Class":"Conversation","Created":1730502336,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building Expectations Using Co-created Rubrics","Handle":"building_expectations_using_co-created_rubrics","ShortDescription":"Co-creating rubrics with students helps them understand assignments, increases autonomy over their learning, and offers motivation through ownership of the process. In this session we will explore how and when to co-create rubrics and how to support students in this process. We will also spend some time planning for implementation.","Description":"Rubrics have grown in popularity in education for positive reasons. There are many benefits to rubrics but they could be even more powerful tools in our classrooms. One of the positives to a rubric is that it outlines for students the expectations for an assignment immediately. On the flip side, they can overwhelm students with information that may not be completely clear. Through collaborating with students to create rubrics, they will be in a better position to understand what is expected as well as increasing their autonomy over their learning. This also increases motivation as a result of their participation in creating a piece of the assignment. In this session we will discuss the pros and cons of rubrics and the challenges in including students in their creation. We will explore rubrics in different content areas and for different ages and levels. Rubrics are not always the right answer so we will discuss when they might be useful and when they are less likely to support our educational work. In addition, we will talk about the work that goes into setting students up for success in this collaborative process through analyzing rubrics together and using rubrics for peer review, for two examples. Finally, we will spend some time planning for how to implement this practice in our own classrooms and schools.","Link":["http:\/\/mcclurken.org\/"],"Audience":["All School Levels"],"Practice":"We will create a collaborative document with the rubrics that are created during the session. It will be accessible to everyone in the session and will continue to be after the conference so that people are able to refer back to the ideas and utilize them in their classrooms.","Presenter":["Kate McClurken-Orr","Jeffrey McClurken"],"PresenterAffiliation":["University of Mary Washington"],"PresenterEmail":["kate.mcclurken@gmail.com","mcclurken@gmail.com"],"ScheduleSlotID":178,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1322,"Class":"Conversation","Created":1729867428,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building Skill and Procedural Fluency in an Inquiry-Based Classroom","Handle":"building_skill_and_procedural_fluency_in_an_inquiry-based_classroom","ShortDescription":"As math educators in 2024 we strive to find a balance between mastering procedural fluency and conceptual understanding. We want our students to have strong automaticity while becoming efficient problem solvers in the real world. Participants will leave with practical tools to apply in their classrooms and ideas for how to integrate fluency practice into everyday lessons.","Description":"As math educators in 2024 we are striving to find a balance between mastering procedural fluency and conceptual understanding. We want our students to have strong automaticity while also providing the opportunity to explore and construct deep mathematical thinking in order to become efficient problem solvers in the real world. So what does it mean to be fluent and what does it look like in an inquiry based classroom? Together we will dig deeper into the three features of fluency- flexibility, accuracy, and efficiency - by way of best practices, activities, and strategies for enhancing mathematical discussions. Participants will leave with practical tools to apply in their classrooms, as well as inspiring ideas for how to integrate fluency practices into everyday lessons. Participants are encouraged to bring resources that will help build a rich mathematical learning community.","Link":[],"Audience":["Middle School","Elementary School"],"Practice":"Participants will be exposed to and experience practical tools to apply in their classrooms, as well as inspiring ideas for how to integrate fluency practices into everyday lessons. As a group we will discuss and reflect on these resources (activities, routines, manipulatives, games, etc.) and how they can be most effective for student learning. Participants are encouraged to bring resources with which they have had success to share with the group.","Presenter":["Fallon Katz"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["fkatz@rashi.org"],"ScheduleSlotID":178,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1355,"Class":"Conversation","Created":1730493592,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building the Village - Transforming Family-School-Community Engagement for Return on Relationships (RoR)","Handle":"building_the_village_-_transforming_family-school-community_engagement_for_return_on_relationships-ror","ShortDescription":"Humans of all ages, have the innate desire to connect.  When we connect, we trust one another and are able to tackle life's ups and downs.  But...we need to create those safe spaces and time for people to connect while tapping into their own experiences and sharing them with others.","Description":"The definition of insanity is doing the same thing over and over again and expecting the same results.  If that is so, why do we always do the same thing over and over again when it comes to family-school-community engagement and expect different results?  This session will connect TRANSFORMATIONAL family-school-community engagement that will change your school\u2019s ecosystem.  Families, educators and community members will build relational trust which is the root of resilience and allows for collaboration to take hold.  Eventually leading to the holy grail of impacts of student achievement - family-school-community collective efficacy.  When parents KNOW their school leaders, they are willing to stand behind them, support them and work on the tough issues that face our kids and schools.\r\n\r\nListen to what schools in Delaware and the Delaware Department of Education share about the impact of ParentCamps in Delaware and their school communities.  \r\ntinyurl.com\/ParentCamp-Stories-of-Impact","Link":["https:\/\/www.parentcamp.org","https:\/\/www.tinyurl.com\/ParentCamp-Stories-of-Impact"],"Audience":["All School Levels"],"Practice":"Conversation or really dialogue is what we are all about.  We train facilitators of dialogue.  \"Dialogue is a freely flowing group conversation in which participants attempt to reach a common understanding, experiencing everyone's point of view fully, equally and non-judgmentally.\" - David Bohm\r\n\r\nParticipants will feel the energy of being in a circle fully immersed in the conversation rather than a stand and deliver sit & get.  We will use Mentimeter at the end for participants to capture their shared experiences.","Presenter":["Julia Pile","Laura Gilchrist"],"PresenterAffiliation":["ParentCamp"],"PresenterEmail":["julie@parentcamp.org","laura@parentcamp.org"],"ScheduleSlotID":178,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":"We possibly may have two of our local coaches - Maz Ashraf and Audrey Boney will be joining us.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1323,"Class":"Conversation","Created":1729870545,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How do you plan?","Handle":"how_do_you_plan","ShortDescription":"Planning in an inquiry driven classroom can be challenging! What tools, workflows, and techniques do SLA teachers use to ensure that planning is student-centered and meaningful? How do you plan? Join in on an open and honest conversation led by an SLA teacher about planning effective unit and day-to-day lesson.","Description":"Understanding by Design has largely become the \"go-to\" planning methodology for teachers across the country. After 10 years of experience in the classroom it has become clear that, despite having a shared format and mindset, the ways in which teachers plan varies drastically both within and across subject areas (which isn't necessarily a bad thing!). During this conversation, we will be tackling some tougher questions that aren't talked about enough:\r\n\r\n- How long are you actually spending on planning? How long should you spend?\r\n- What should new teachers focus on when first designing inquiry driven units?\r\n- How detailed should daily lessons be?\r\n- Who are we actually planning for? Us? Administrators? Students? How do we plan to meet the needs of all of our stakeholders? \r\n\r\nDiscuss all of these questions and more!","Link":[],"Audience":["High School"],"Practice":"We will begin by discussing and agreeing upon some shared vocabulary. After this, we will have some facilitated discussion within small groups. The point of these conversations are not to come to a conclusion, rather to make you assess and think critically about your own planning practice.","Presenter":["John Henkel"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jhenkel@scienceleadership.org"],"ScheduleSlotID":178,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":"John teaches 9th graders biochemistry and seniors various science electives at Science Leadership Academy.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1361,"Class":"Conversation","Created":1730735930,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Inquiry: Human Superpower for Our Future","Handle":"inquiry--human_superpower_for_our_future","ShortDescription":"Curiosity, questions, wonder - these human qualities serve as powerful drivers of learning in the age of AI. Join me in creating a plan for implementing a more human focused learning environment leveraging the effectiveness of inquiry. Specific classroom resources, action plans, walkthrough rubrics and coaching plans will be shared.","Description":"Curiosity, questions, wonder - these human qualities serve as powerful drivers of learning in the age of AI. This modern era is changing at a breakneck speed, leaving educators to grapple with how to best prepare learners for their future. In light of that reality, inquiry is one of the human superpowers that will need special attention and cultivation for our current students. This is an era that students will need to hone in on what humans are good at *so that* they can then engage the technology in relevant and meaningful ways. Reminding us that it is the learning focus first and then the technological connections. The goal is for students to be perpetually learning, questioning and growing throughout this era of rampant change. Using inquiry methods will not only engage students in powerful thinking habits, but can also address student apathy and disengagement. During this conversation we will work through a series of questions and share experiences to co-create a resource of classroom routines\/protocols, action plans, coaching ideas, unit plans and assessment approaches.","Link":["http:\/\/inquiryschools.org"],"Audience":["All School Levels"],"Practice":"Using a series of readings, videos and visuals - we will employ the Harvard Project Zero Thinking Routines Toolbox to collaborate, question and create.","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Inquiry Schools"],"PresenterEmail":["diana@inquiryschools.org"],"ScheduleSlotID":178,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"I will most likely be on an 11am flight out on Sunday, I'm hoping that can be accomodated.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1369,"Class":"Conversation","Created":1731975188,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"\u201cAddition by Subtraction: Creating Historic Markers for Philadelphia with Subtractive Manufacturing\u201d","Handle":"addition_by_subtraction--creating_historic_markers_for_philadelphia_with_subtractive_manufacturing","ShortDescription":"STEAM should not be siloed into one-off spaces or projects.  This session will take you through the process of creating a unit that combines subtractive manufacturing with CNC machines, the design process, and ELA standards to create historic markers for people, places, or events in Philadelphia with the students who made them.","Description":"STEAM should not be siloed into one-off spaces or projects.  This session will take you through the process of creating a unit that combines subtractive manufacturing with CNC machines, the design process, and ELA standards to create historic markers for people, places, or events that 1) do not already have them and 2) are important to our students.  Previous examples from students include the 1876 World\u2019s Fair, the Rocky 50K Fatass Run, the Broad Street Run, and the Philadelphia Mint to name a few.  Students will be present to walk attendees through what they did to go from the initial design brief to two iterations of their design carved into 2-color HDPE in small groups.  Attendees will also create their own historic marker to be picked up or shipped out at a later date. We will share any and all resources that have been created for this unit including the UbD plan.","Link":["https:\/\/slams.philasd.org"],"Audience":["Middle School"],"Practice":"Students will be available to share their thoughts\/processes in smaller breakout groups.  Ideas and suggestions will be compiled in a shared Google Doc, and attendees will create their own historic markers with student guidance.","Presenter":["Michael Franklin","Hetta Saatman"],"PresenterAffiliation":["SLAMS"],"PresenterEmail":["msfranklin@philasd.org","hsaatman@gilman.edu"],"ScheduleSlotID":178,"ScheduleLocationID":38,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1319,"Class":"Conversation","Created":1729692831,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowering Educators: Effective Coaching Strategies for Leaders and Teachers","Handle":"empowering_educators--effective_coaching_strategies_for_leaders_and_teachers","ShortDescription":"Our current educational environment can feel both fragile and sometimes hostile to teachers and leaders, leaving us on the edge of burnout. Coaching can be a tool to reinvigorate and reaffirm educators. Join me for an interactive session designed to elevate the art of coaching in educational settings. As the landscape of teaching continues to evolve, effective coaching is essential for fostering growth, enhancing collaboration, and improving student outcomes. How can we build a framework for coaching that is meaningful, based on trust and support, individualized in goal setting, and reflective? \r\n\r\nThis session will explore proven strategies for leaders and teachers to develop meaningful coaching relationships, promote reflective practices, and drive relevant professional development. Whether you are a school leader, an instructional coach, or a teacher seeking to enhance your coaching skills, this session will equip you with actionable insights and tools to transform your coaching practices. Come ready to collaborate, share experiences, and leave inspired to make a lasting impact in your educational community.","Description":"All of the above, plus the following:\r\n\r\nParticipants will engage in discussions and activities that cover:\r\nCoaching Models: An overview of various coaching frameworks, including peer coaching, instructional coaching, and collaborative coaching, with practical applications for each.\r\nBuilding Trust and Rapport: Techniques for establishing strong relationships that encourage open communication and vulnerability in coaching conversations.\r\nGoal Setting and Progress Monitoring: Strategies for setting achievable goals and tracking progress to ensure that coaching efforts lead to meaningful change.\r\nFeedback and Reflection: Best practices for giving and receiving constructive feedback that fosters continuous improvement among educators.","Link":["https:\/\/northstar-collaborative.com\/"],"Audience":["All School Levels"],"Practice":"This will be a mix of small group, large group, sharing best practices, and ideally participants will take away some baseline ingredients that anyone should have when coaching someone else, and curiosity to explore more.","Presenter":["Alexa Dunn"],"PresenterAffiliation":[],"PresenterEmail":["alexa@northstar-collaborative.com"],"ScheduleSlotID":179,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":"Thank you for considering me! :)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1350,"Class":"Conversation","Created":1730470203,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Heroic Perspectives: Using Comics to Foster Empathy and Understanding","Handle":"heroic_perspectives--using_comics_to_foster_empathy_and_understanding","ShortDescription":"Explore comic book tropes of masked heroes and secret identities to empathize with others\u2019 struggles. Use design thinking in this interactive session with creativity stations and a discussion circle. Participants will create and share original comics and develop classroom ideas for addressing local and global challenges.","Description":"How might we use the comic book tropes of masked heroes and secret identities to demonstrate our understanding of others\u2019 struggles and perspectives?  During this interactive conversation, we will combine the visual language of comics, the cross-cultural archetype of heroism, and the empathy-fueled mindset of design thinking to create original comics that address the struggles and challenges facing our colleagues and communities around the world. This conversation will be held in an inner\/outer circle style, where there will be several creativity stations in the outer circle and a conversation circle for the inner circle. As participants complete activities in the outer circle, they will enter the inner circle to discuss and share their work with their colleagues to develop ideas they can use in their classrooms immediately. The four stations will include one on using a superhero design graphic organizer, one on the visual language of comics, one with examples and comic resources to gain inspiration, and one on infographic creation.","Link":[],"Audience":["All School Levels"],"Practice":"As participants complete activities at the stations, they will join the inner circle to discuss and share their work and findings, and will discuss with each other how these activities could be integrated into their classroom practice. They will reflect on how their ideas and processes could ensure that their new materials are adaptable to various settings and accessible to diverse audiences.","Presenter":["Jacqueline Gardy","Dan Ryder"],"PresenterAffiliation":["Educator","Maryland and Dan Ryder","Community Regional Charter School","Skowhegan","ME"],"PresenterEmail":["jacquiegardy@gmail.com"],"ScheduleSlotID":179,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"none :)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1324,"Class":"Conversation","Created":1729870593,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Insider View of Inquiry & PBL","Handle":"insider_view_of_inquiry-pbl","ShortDescription":"Join SLA students and an SLA teacher to experience and examine learning in a classroom centered on Inquiry & PBL.","Description":"With the goal of using classroom practice to support students to redefine beliefs about themselves and understandings of the world around them, this experiential session will include learning experiences and student reflections about experiences in an inquiry and PBL centered classroom.","Link":["http:\/\/mrjblock.com"],"Audience":["High School","Middle School"],"Practice":"Many opportunities for participation of attendees.","Presenter":["Joshua Block"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jblock@scienceleadership.org"],"ScheduleSlotID":179,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"Please schedule me for Saturday.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1357,"Class":"Conversation","Created":1730499319,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Make the Invisible Visible: Multimodal Tools & Models for Fostering Agency in Daily Learning","Handle":"make_the_invisible_visible--multimodal_tools-models_for_fostering_agency_in_daily_learning","ShortDescription":"In this conversation, will explore tools and visual strategies, such as learning cycles, project pathways maps, illustrated concept briefs, and more, to make the process of learning transparent and accessible for students. Participants will have the opportunity to share their own favorite tools, respond to and critique provided examples, and explore new ideas for making the invisible visible.","Description":"In traditional classroom settings, learning is often linear, and complex cognitive processes often remain abstract and obfuscated for learners. The research behind Universal Design for Learning (UDL) points to the power of making learning processes accessible through multi-modal design. \r\n\r\nThis conversation will provide a space to share a range of tools and strategies to make learning processes transparent and shift power dynamics in the classroom. We'll discuss specific, high-leverage and repeatable frameworks like a learning cycle, as well as specific instructional techniques like metacognitive prompting, guided and gradual-release decision-making, and conferring\u2013all aimed to cultivating self-directed learning skills that position learners to lead increasingly more of their own learning pathway.\r\n\r\nWhy this? Because making the process of learning, and key cognitive and metacognitive learning strategies visible, accessible, and actionable, students can better develop their own procedural, conceptual, and metacognitive skills and knowledge, and ultimately expand their a sense of agency as learners. We\u2019ll explore how these approaches connect to such lifelong skillsets as working in collaborative teams, project leadership, and reflection, which are each critical to student-centered learning environments.","Link":["http:\/\/www.cblpartners.org"],"Audience":["All School Levels"],"Practice":"This session will be highly interactive, launching with opportunities to explore models, share examples from our own practice, and discuss challenges and opportunities in the work. Participants will have the opportunity to workshop existing models and\/or co-design visual tools that could be used in their own classrooms. Using small group discussions, participants will examine and modify sample templates, brainstorm ways to implement them across different subjects, and share insights from their own practices. This session aims to equip educators with concrete tools and inspire a supportive, iterative learning environment that meets students where they are and supports their journey toward self-directed learning.","Presenter":["Sydney Schaef"],"PresenterAffiliation":[],"PresenterEmail":["sydney@cblpartners.org"],"ScheduleSlotID":179,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Thank you for the opportunity to submit!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1363,"Class":"Conversation","Created":1731346877,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Meaningful Making With Middle Schoolers (Year 3)","Handle":"meaningful_making_with_middle_schoolers-year_3","ShortDescription":"In Year 3 of our hands-on program to engage and educate middle school makers:  What best practices in STEM, STEAM, Makerspaces, Engineering, and more can be used to create an engaging and educational experience?  What outcomes do we value when creating these programs? What did we learn from the past?","Description":"Making in middle schools can be both exhilarating and frustrating in equal measures.  Planning hands-on projects for our students is a lot of fun, and also a lot of work.  From the initial planning, to creating materials and activities, scaffolding lessons, managing projects, and designing assessments, a lot of work goes into a successful project.  Join a middle school Pre-Engineering teacher and Makerspace teacher for a discussion around best practices, planning, management, and projects for a broad spectrum of maker programs.  We\u2019ll dive into conversations around topics such as structuring a multi-year program, developing project ideas, managing creative spaces, creating capstone projects, and what we changed from the last two years.  Come prepared to share your experiences, both what has worked and what hasn\u2019t, as well as future goals and \u2018pie in the sky\u2019 ideas.  Don\u2019t have a standalone maker class?  No problem!  We\u2019ll also discuss ways to integrate these types of projects into more traditional classrooms.","Link":["https:\/\/slams.philasd.org\/"],"Audience":["Middle School"],"Practice":"Presenters will facilitate conversation both within the whole group and smaller breakout groups.  Ideas and suggestions will be compiled in a shared Google Doc.","Presenter":["Michael Franklin","Meredith Martin"],"PresenterAffiliation":["SLA Middle School"],"PresenterEmail":["msfranklin@philasd.org","mbmartin@philasd.org"],"ScheduleSlotID":179,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":"We work at SLAMS. I would really love to attend John Kamal's final year of educon for his session on engineering.  Please don't schedule us at the same time if possible.  Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1314,"Class":"Conversation","Created":1729107001,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Motivating Kids to Do Deep Thinking in Mathematics","Handle":"motivating_kids_to_do_deep_thinking_in_mathematics","ShortDescription":"A conversation about classroom practices and teacher moves that support independent thinking and wondering about math.","Description":"Teachers from Science Leadership Academy Middle School will lead a conversation about practices around projects, rubrics, and questioning strategies that support student understanding of the big ideas of math and creative problem solving.","Link":[],"Audience":["All School Levels"],"Practice":"As a group we will co-generate practices and resources to be shared with the wider mathematics community.","Presenter":["Nancy Ironside and Justin Powell"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["nironside@philasd.org","jpowell3@philasd.org"],"ScheduleSlotID":179,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"our schedules do not allow for a Sunday presentation. thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1368,"Class":"Conversation","Created":1731969770,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Paradox of Tolerance and Care","Handle":"the_paradox_of_tolerance_and_care","ShortDescription":"We know that the coarsening of the national dialogue has an effect on schools.  All over, schools have reported an increase in hate speech. How do we take care of all our students in a time when adults on the national stage engage in hate speech that we would not allow in our classrooms?","Description":"We know that the coarsening of the national dialogue has an effect on schools. All over, schools have reported an increase in hate speech. How do we take care of all our students in a time when adults on the national stage engage in hate speech that we would not allow in our classrooms?\r\n\r\nThere are two competing philosophies that inform how we can think about what to do in this moment in time. First, Karl Popper's Paradox of Tolerance tells us that any pluralistic society (like our schools) must be intolerant of intolerance or risk losing their openness. Second, Nel Noddings' Ethic of Care reminds us that creating caring schools is essential to creating a caring society? \r\n\r\nSo... how do we remain intolerant of intolerant ideas while caring for all our students -- even those who are experimenting with intolerant ideas? Is it possible in this moment in time?","Link":["http:\/\/www.practicaltheory.org"],"Audience":["High School","Middle School"],"Practice":"Participants will first play with the intersection of the ideas in their abstraction before taking on case studies and discussing ways that our schools can meet this moment with care while remaining true to the values of the open school and open society.","Presenter":["Chris Lehmann"],"PresenterAffiliation":["SLA"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":179,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1337,"Class":"Conversation","Created":1730220016,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Who gives a crap? Fostering academic motivation in tweens and teens","Handle":"who_gives_a_crap-fostering_academic_motivation_in_tweens_and_teens","ShortDescription":"Drawing from interviews with young people all over the country, plus secondary research in positive psychology and education, this workshop lays out some basic principles for building sustainable motivation in the classroom and creates space for educators to collaborate and apply it to their context.","Description":"To really learn, students need to feel motivated by more than just panic about the next test or project, or anxiety about high academic performance. But what does it actually look like to cultivate the kind of environment that sustains motivation in the school building?\r\n\r\nIn this workshop, educator, author and researcher Rebecca Block, PhD, will lay out the basics of the ABCDs of sustainable motivation, with examples from student interviewees across the country. Participants will then have the chance to pick a theme that they're most interested in and collaborate with other educators who are also invested in that theme to brainstorm ideas, ask questions, get feedback, and emerge with something to try in your own classroom context.","Link":["http:\/\/www.beccablock.com","http:\/\/www.phareeducation.org"],"Audience":["High School","Middle School"],"Practice":"Once everyone's settled, I'll spend ly 10 minutes laying out the high level framework of the ABCDs of motivation, with classroom examples. Then I'll invite participants to pick one theme of interest and sit at tables (or in breakout rooms, if the request is to hold it as a virtual or hybrid session) with 2-3 other educators interested in the same theme. They'll have specific questions to prompt them to pick one area of their classroom\/school life they want to focus on boosting this motivation supporter and brainstorm ideas, brainstorm ideas, and get quick additive (not critical) feedback from others at the table. I'll circulate the room, answering questions as they arise (if a hybrid option is desirable, I have a colleague Ian ask to join to do the same in virtual breakout rooms). If there's time, groups can opt to share ideas back out to the full room at the end of the session.","Presenter":["Rebecca Block"],"PresenterAffiliation":[],"PresenterEmail":["blockrebeccar@gmail.com"],"ScheduleSlotID":179,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"If the priority is to have educators leave with really concrete materials they can use in their classroom, then this workshop would ideally get a full 85-90 minutes. If leaving with new ideas and the start of how to apply them is enough, then 45 minutes is enough time to accomplish that. I can design the workshop to go either way, I just need to know which time constraint to use.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1356,"Class":"Conversation","Created":1730494295,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Write Out: Poetry for the Planet","Handle":"write_out--poetry_for_the_planet","ShortDescription":"Write outside during a conference about the future and the now of schools? YES! Join us to explore what it means to be human when living, learning, and teaching alongside machines. What better way to explore and embrace our questions about the implications of AI and other technologies than to go outside and write together.","Description":"This session invites participants to spend time outdoors and do some writing and sharing in the style of an event called Write Out hosted annually by the National Writing Project. Write Out is a free two-week celebration of writing, making, and sharing inspired by the great outdoors (see writeout.nwp.org). We invite the EduCon community to explore the theme of the 2024 Write Out event - Poetry for the Planet - as this feels to us to be an important focus in a moment of huge technological and climatic change. \r\n\r\nWhy Write Out? Through research as well as our lived experience, writing outside and in our place gets the creative juices flowing, engages learners, and supports important connections within communities. Write Out taps into the value of the outdoors in support of learning while also building on the importance of place-based writing and education. It surfaces the opportunity to engage connected literacy and civic engagement in public spaces, both on and offline, and in this way affords an unique opportunity to explore complex questions in more holistic ways. \r\n\r\nThis session will start with an indoor gathering to orient participants, followed by an invitation to go outside and find a space to write along with optional prompts. We will stay together to write and then share our writing (although participants are welcome to find a space of their own as they choose, or, if they do not wish to go outside, they can find an inside window to sit by and write instead). We will then regather inside to debrief the experience and have a discussion about the implications and possibilities of this kind of practice in our own communities. Participants will take away a range of resources and tools to do Write Out with their own students, neighbors, colleagues and friends.","Link":["https:\/\/writeout.nwp.org\/"],"Audience":["All School Levels"],"Practice":"We will write together and everyone will be invited to share in person as well as via the NWP Teacher Studio and\/or social media (always with the option to pass). We will use this experience to discuss what Write Out might look like in our places and spaces.","Presenter":["Willeena Booker","Christina Cantrill","Christina Puntel"],"PresenterAffiliation":["Hallowell Elementary School","National Writing Project","W.B. Saul High School"],"PresenterEmail":["willeenabooker@gmail.com","ccantrill@nwp.org","cpuntel@philasd.org"],"ScheduleSlotID":179,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"Thank you for considering our proposal!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1351,"Class":"Conversation","Created":1730478219,"CreatorID":72,"RevisionID":null,"Status":"Accepted","Title":"Cultural Storytelling with Physical Computing","Handle":"cultural_storytelling_with_physical_computing","ShortDescription":"Explore how to combine cultural storytelling and social justice with robotics in this hands-on workshop using Hummingbird kits. Educators will learn to create interactive student-led projects that celebrate cultural heritage, advocate for change in community spaces, and empower students with voice, agency, and technological skills.","Description":"Content Summary\r\nThis workshop introduces educators to combining culturally relevant storytelling with robotics to promote social change in their communities. Content covers the fundamentals of culturally relevant pedagogy, project-based learning (PBL), and hands-on use of Hummingbird Robotics Kits to create interactive, student-led projects that connect cultural narratives with social justice initiatives.\r\n\r\nEngagement Summary\r\nParticipants will be actively engaged through a mix of peer-to-peer discussions, hands-on device-based activities, collaborative group work, and a showcase of ideas. The session encourages participants to connect personal experiences with technology integration and share insights and feedback with colleagues.","Link":["https:\/\/www.geraldaungst.com","https:\/\/www.amandajeane.com","https:\/\/www.birdbraintechnologies.com\/about-us\/research\/","https:\/\/drive.google.com\/file\/d\/1rzOzScgaxZSUZ3-7_FDNtUUfQSw_OHiD\/view?usp=drive_link","https:\/\/doi.org\/10.1080\/00131725.2021.1957632","https:\/\/d"],"Audience":["All School Levels"],"Practice":"The session will be structured as an interactive maker space where conversation naturally flows through collaborative exploration and creation. Here's how we'll ensure dynamic engagement:\r\n\r\nParticipants will begin in small teams at maker stations, each equipped with a Hummingbird kit. As they explore the technology, they'll share stories about their communities and brainstorm how their students might use robotics to tell these stories. This hands-on exploration drives organic discussion about both technical and cultural considerations.\r\n\r\nParticipants will be encouraged to  rotate between stations to share their emerging project ideas and build upon each other's concepts. Each rotation adds new perspectives on both the technical possibilities and cultural applications.\r\n\r\nA shared document  will capture the group's collective insights about connecting robotics with cultural storytelling. Participants will contribute tools, resources, story frames, and other strategies, creating a living document of project ideas, cultural connections, and technical tips.","Presenter":["Gerald Aungst","Amanda Jeane Strode"],"PresenterAffiliation":["Gerald: Cheltenham School District","Amanda: CodeJoy Director of Learning"],"PresenterEmail":["geraldaungst@gmail.com","amandajeane@codejoy.org"],"ScheduleSlotID":182,"ScheduleLocationID":36,"SubmitterID":72,"AdditionalComments":"CodeJoy will be providing material resources for this session and will share information about available professional development programs with the participants, but the session will not focus primarily on products or services sold by the company.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1370,"Class":"Conversation","Created":1731981339,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Good Faith Responses to Bad Faith Arguments about Classroom Race Conversations","Handle":"good_faith_responses_to_bad_faith_arguments_about_classroom_race_conversations","ShortDescription":"How can good teachers respond, in good faith, to bad-faith arguments against discussing race in the classroom? In this session, we figure out how to win over the \"middle third\" of parents who doubt that their children should be thoughtfully discussing race.","Description":"This session encourages teachers to think of ways to respond authentically and deliberately to arguments that various bad actors make to discourage the practice of leading race conversations in the elementary classroom. We will unpack and prepare responses to three separate arguments. In the second part of the session, Jen will lead a model conversation about a children\u2019s book - and teachers will practice designing their own conversation about the same text.","Link":["http:\/\/www.notlight.com"],"Audience":["High School","Middle School","Elementary School"],"Practice":"Discussion and Case Study","Presenter":["Matthew Kay","Jennifer Orr"],"PresenterAffiliation":["SLA","Stenhouse Publishers","ASCD"],"PresenterEmail":["mrkay@notlight.com","jenorr@gmail.com"],"ScheduleSlotID":182,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1321,"Class":"Conversation","Created":1729865968,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Human-Centered Wellness","Handle":"human-centered_wellness","ShortDescription":"Explore human-centered wellness in schools, focusing on strategies to support the holistic wellbeing of students and staff. This conversation will offer practical approaches for fostering emotional, social, and physical wellness, building resilience, and creating balanced, connected educational environments that prioritize the growth and engagement of all community members.","Description":"Let\u2019s delve into the transformative potential of human-centered wellness in schools, focusing on how it fosters holistic success for students and staff alike. Leading with human-centered wellness means prioritizing the social, emotional, and physical wellbeing of all stakeholders, moving beyond simply meeting basic needs to create a supportive, balanced community. By embracing this approach, schools can address the multifaceted impact of physical spaces, emotional climate, and social support systems, fostering environments where individuals feel safe, valued, and empowered to thrive.\r\n\r\nIn this collaborative conversation, we will discuss practical strategies for embedding human-centered wellness into middle and high school settings. Participants will examine how to design programs and policies that prioritize holistic wellbeing, tackle challenges such as stress, burnout, and disengagement, and promote resilience. By sharing insights and best practices, we\u2019ll work together to identify actionable approaches that create a culture of wellness, emotional intelligence, and sustainable growth in educational communities. This session is an opportunity for educators to reconsider traditional wellness approaches, exploring new ways to cultivate personal balance, wellbeing, and a deep sense of connection across their school communities.","Link":["http:\/\/www.innovageous.com"],"Audience":["High School","Middle School"],"Practice":"Our team uses the following principles as a guide when facilitating group conversations: \r\n\r\nEstablish Ground Rules: Clearly communicate expectations for respectful communication, active listening, and turn-taking. \r\n\r\nFlexibility: Be prepared to adjust the discussion flow as needed to address emerging topics or concerns. \r\n\r\nPrepare Conversation Starters: Have a few icebreaker questions or prompts ready to initiate discussion and engage participants. \r\n\r\nPhysical Space Arrangement: Arrange chairs in a circle to foster a sense of equality and connection. \r\n\r\nUse a Talking Piece: Introduce a designated object that signifies who has the floor to speak, ensuring everyone gets a chance to share. \r\n\r\nEncourage Participation: Prompt quieter participants to share their thoughts and perspectives. \r\n\r\nMaintain Confidentiality: Respect the privacy of shared information within the circle. \r\n\r\nTime Management: Be mindful of time constraints and ensure everyone has a fair opportunity to speak. \r\n\r\nSummarize Key Points: Briefly recap the main insights and themes that emerged from the discussion. \r\n\r\nAction Steps: If appropriate, discuss potential next steps or follow-up actions based on the conversation.","Presenter":["Shira Woolf Cohen","Tiffany Searles"],"PresenterAffiliation":["Innovageous"],"PresenterEmail":["shira@innovageous.com","tiffany@innovageous.com"],"ScheduleSlotID":182,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1309,"Class":"Conversation","Created":1728388312,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Leveraging Student Interest to Engage Learners:  An Exploration of Sneakerhead Culture","Handle":"leveraging_student_interest_to_engage_learners--an_exploration_of_sneakerhead_culture","ShortDescription":"We will be learning how to engage students in learning by leveraging a topic of interest (sneakers, sneakerhead culture, etc), use various principles of culturally responsive pedagogy to address the needs of our students in our curriculum writing, talk about how we build relationships with our students organically and of course you will leave here having a jumpstart knowledge on a little bit about sneakerhead culture and the history of sneakers to flex on with your students.","Description":"We will review strategies to engage student interest and build relationships naturally, we will go over what sneaker head culture is and some facts on sneakers and the industry, we will make our own connections to our classroom and have time to share our wonderful wealth of knowledge that we have together, and then there will be actual work and collaboration time where you can start to plan out a lesson with feedback for your peers and myself. At the end, I will ask that you share your ideas and we reflect with each other and go over any questions you may have.","Link":[],"Audience":["High School","Middle School","Elementary School"],"Practice":"We will have a living google document and google drive folder that teachers will share the lesson plan ideas they got from the lesson and be able to share their cross curricular ideas and continue the conversation virtually over the document.","Presenter":["Allison Aubry"],"PresenterAffiliation":["Julia R Masterman School"],"PresenterEmail":["aaubry@philasd.org"],"ScheduleSlotID":182,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1342,"Class":"Conversation","Created":1730314601,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reducing Teacher Burnout and Boosting Retention","Handle":"reducing_teacher_burnout_and_boosting_retention","ShortDescription":"Philadelphia Learning Collaborative\u2019s approach to increasing teacher retention creates opportunities for educators to build skills, networks, a sense of autonomy, and to take on leadership roles. Experiences like help to retain a talented corps of educators. Come hear from teachers energized by these strategies and apply them in your school.","Description":"An October 2024 Inquirer article states, \u2018Philadelphia\u2019s pool of effective teachers is shrinking every year.\u2019 Districts nationwide are experiencing the same trend. Increased financial compensation is a first step in retaining educators. It\u2019s one of a menu of strategies that should be employed to reduce burnout and high turnover rates in the profession.  According to research from the Research for Action, schools that empower teachers through leadership opportunities, a strong sense of community, and expanded autonomy see higher retention rates and greater teacher satisfaction.\r\nIn this session, Philadelphia Learning Collaborative will share how it has operationalized these recommendations. Teachers will share what role participating in PLC\u2019s retention initiatives has played in helping them reconnect with their purpose, avoid burnout, and thrive in their roles.\r\nKey use-now strategies from PLC\u2019s experience include:\r\nSkill-Building for Teachers: Teachers will discuss how professional development, including teacher-led sessions tailored to their needs, gave them the confidence and skills to succeed, further increasing retention.\r\nCreating Leadership Opportunities: Educators will share how leadership roles\u2014such as mentoring, and opportunities to lead professional development for colleagues \u2014fostered their professional growth and engagement.\r\nBuilding Community: You\u2019ll hear about structured support systems like workshops and peer networks that have helped teachers feel more connected and supported in their schools.\r\nExpanding Teacher Autonomy: Learn how PLC helps educators increase their autonomy in classroom decisions and school initiatives, leading to higher job satisfaction and reduced burnout.\r\nAttendees will leave with concrete strategies they can implement to retain talented staff in their schools.","Link":["https:\/\/www.phlcollab.org\/"],"Audience":["High School","Middle School","Elementary School"],"Practice":"The session will begin with a brief introduction to the issue of teacher retention, including key research findings from Research for Action in the School District of Philadelphia highlighting strategies to strengthen teacher retention. Following the introduction, practicing teachers will share personal stories about how their practices have been revitalized by participating in PLC initiatives that promote leadership,community-building, and increased autonomy.\r\nAfter hearing from teachers, participants will break into small groups to discuss how to apply these use-now strategies to their own schools. The whole group will reconvene to share the insights and ideas that emerged. The session will conclude with a brief reflection and action-planning segment, where participants create personalized plans for implementing the strategies in their schools.\r\nThis session is designed for school leaders\u2014principals, assistant principals, instructional coaches, and district administrators\u2014who are seeking practical, research-backed strategies to reduce teacher burnout and improve retention. By learning from the Philadelphia Learning Collaborative\u2019s experience, participants will leave with ready-to-implement ideas to re-energize staff teams.","Presenter":["Crystal Cubbage","Jennifer Brevoort","and Philadelphia School District teachers to be confirmed"],"PresenterAffiliation":["Philadelphia Learning Collaborative"],"PresenterEmail":["crystal@phlcollab.org","jennifer@phlcollab.org"],"ScheduleSlotID":182,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1382,"Class":"Conversation","Created":1735423562,"CreatorID":5101,"RevisionID":null,"Status":"Accepted","Title":"Teaching Adulting Skills Throughout Your School","Handle":"teaching_adulting_skills_throughout_your_school","ShortDescription":"Explore with other educators how they teach (or don\u2019t) life skills in their classrooms. Learn from students what they most want to learn, and discuss tricks to sneak these adulting lessons into your existing curriculum and school day. Hear from existing and former students how adulting lessons have impacted their transition into their independent lives.","Description":"Many young people leave high school unprepared for the transition to adulthood, which comes rapidly in the years following graduation. Educators commonly talk about the need to teach our students financial competency, smart consumerism, professionalism in the workplace, and other adult skills. But we often find that time pressures, standardized curriculum, and lack of knowledge or materials, limit our ability to include those topics in the school day.  \r\n\r\nWe will hear from actual students what they most want to learn as they enter adulthood, and will hear from young adults how this kind of learning has aided their transitions. Come prepared to discuss how and what you learned, and importantly, what you most wished someone had taught you in secondary school. \r\n\r\nWe\u2019ll discuss how these skills are taught at SLA and learn about curricular resources and tricks for squeezing lessons into existing curriculum and across classrooms.","Link":[],"Audience":["High School"],"Practice":"We will begin by polling participants for their experiences in learning life skills - which were helpful, and which would have been. We\u2019ll talk with existing and graduated students to learn their perspectives, and then explore our own challenges in bringing adulting lessons to our own classrooms. The point of these conversations is not to come to conclusions, but to explore options for implementing these needed learnings.","Presenter":["John Kamal"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jkamal@scienceleadership.org"],"ScheduleSlotID":182,"ScheduleLocationID":38,"SubmitterID":5101,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1348,"Class":"Conversation","Created":1730410687,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"We\u2019re All Coaches: Enhancing Teacher Support in Non-Traditional Roles","Handle":"we-re_all_coaches--enhancing_teacher_support_in_non-traditional_roles","ShortDescription":"Educators in various school roles\u2014principals, tech specialists, librarians, and more\u2014can support teachers by adopting coaching techniques. This interactive session invites participants to explore facilitative, dialogical, and directive coaching styles through role-play, reflection, and collaborative resource-building, empowering them to foster growth and innovation in their schools.","Description":"In the last decade, instructional coaching has grown rapidly, with 59% of public schools now employing at least one coach (Ng, 2024). Yet, many other educators\u2014principals, technology specialists, librarians, learning specialists, and others\u2014are also in unique positions to offer coaching support, even without the formal title.\r\nWe propose that educators in various school roles can improve outcomes for both teachers and students by adopting coaching techniques. By understanding when to use facilitative, dialogical, and directive coaching styles, educators can foster collaboration, innovation, and growth within their schools. In this session, we\u2019ll explore coaching styles and techniques, practice some scenarios, and learn from one another what works when you serve as a \u201cthinking partner\u201d to a colleague.\r\nThis session will feature role-play practice and group discussions. Participants will explore practical coaching techniques, engage in scenarios, and walk away with a toolkit of sentence stems and strategies to use immediately. \r\n\r\nNg, Alexandra: https:\/\/marketbrief.edweek.org\/meeting-district-needs\/how-common-are-instructional-coaches-in-schools\/2024\/04","Link":["https:\/\/margaretpowers.com\/","https:\/\/www.kentplace.org\/academics\/primary-school"],"Audience":["All School Levels"],"Practice":"Participants will explore practical coaching techniques in small groups, engage in role-play scenarios, and collaboratively create a toolkit of strategies to use immediately.","Presenter":["Kimberly Walker","Margaret Powers","Julie Diana"],"PresenterAffiliation":["The Agnes Irwin School","Kent Place School","Creative Thinking Partners LLC"],"PresenterEmail":["jdiana@agnesirwin.org","walkerk@kentplace.org","Margaret.a.powers@gmail.com"],"ScheduleSlotID":182,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1360,"Class":"Conversation","Created":1730569052,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Why Would  Young People Come to Your School if They Didn't Have to?","Handle":"why_would_young_people_come_to_your_school_if_they_didn-t_have_to","ShortDescription":"\"Why would learners come to your school even if they didn't have to?\" Let\u2019s map how school communities create experiences that draw students into owning their learning. When students become full partners in design processes, the community\u2019s culture changes. Join us to collaboratively build a field guide on the spot.","Description":"In this conversation, participants will explore the question of what actually brings young people to school every day. Why do they come? How do educators and young people together create a context in which learning makes sense, inspires, and compels an intense desire to be a part of the community. What do young people do? What do adults do? How do they together become a collaborative teaching and learning community ? We want to converse, create, and collaboratively develop an \"on the spot\" field guide to share our co-constructed narrative in the Educon community and beyond. We believe that appreciative inquiry sets the stage for participants to emerge the strengths and assets of the \u201cpop up\u201d community in the room as they develop story shorts documenting pathways which support young people and adults of different interests, backgrounds, dispositions, experiences, and neurodivergency to form a community of learners and learning.","Link":["https:\/\/www.socolmoran.com\/","https:\/\/vascl.org\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Participants will explore questions of why young people come to school - what compels them to want to be in a school community? In exploring the \"why, how, and what\" of school communities that set the stage for young people to have voice, agency, and influence in their own learning, participants will collaboratively create a field guide that narrates the \"room's\" responses to the question, \"why would young people come to your school if they didn't have to?\" This will be shared with the Educon community and beyond.","Presenter":["Ira Socol","Pam Moran"],"PresenterAffiliation":["Socol Moran Partners","Virginia School Consortium for Learning"],"PresenterEmail":["pammoran@socolmoran.com","irasocol@gmail.com"],"ScheduleSlotID":182,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"I tried to submit this earlier in the week before Nov 1 but never received a submission acknowledgment so decided to resubmit today.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1341,"Class":"Conversation","Created":1730307407,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Conversations for Change: Harnessing the Power of Classroom Dialogue","Handle":"conversations_for_change--harnessing_the_power_of_classroom_dialogue","ShortDescription":"Research shows the power of classroom conversations. In this session we will explore how to facilitate effective conversations across grade levels in order to  promote active participation and build students' agency, independence, and confidence.","Description":"Quality classroom conversations are powerful catalysts for developing students\u2019 Social Emotional Learning (SEL) skills and fostering learner agency. This session will delve into the transformative potential of structured dialogue, showing how intentional conversations can enhance communication, collaboration, and critical SEL components such as self-awareness, empathy, and emotional regulation. By actively engaging students in dialogue, educators empower them to take ownership of their learning, ask critical questions, and contribute to collective problem-solving. This co-creation of a culturally responsive classroom environment promotes active participation and builds students' agency, independence, and confidence. Participants will leave with practical strategies and protocols to facilitate effective conversations across diverse grade levels, ensuring that every student\u2019s voice is heard and valued.","Link":["http:\/\/jenorr.com","http:\/\/www.planzplservices.com","http:\/\/www.resonanceed.com"],"Audience":["All School Levels"],"Practice":"Center for Leadership and Educational Equity protocols and Project Zero thinking routines will be utilized.","Presenter":["Jennifer Orr","Tammy Musiowsky-Borneman","Krista Leh"],"PresenterAffiliation":["Fairfax County Public Schools","Plan Z Professional Learning Services","Resonance Educational Consulting"],"PresenterEmail":["jenorr@gmail.com","tammy@planzplservices.com","krista@resonanceed.com"],"ScheduleSlotID":184,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1340,"Class":"Conversation","Created":1730303080,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Culture Eats Everything, or How the Hell did We Get Here!","Handle":"culture_eats_everything-or_how_the_hell_did_we_get_here","ShortDescription":"Walking into our space, visitors exclaim that, \u201cIt feels different in here!\u201d We break down with you our big decisions and many micro choices that have led to the creation of a human-centered learning space focused on community, respect and support for each other and divergent ideas.","Description":"In our STEAM Hub, we have created a culture that at times baffles us. Our learners are motivated, mature, creative, and able to work through multiple iterations of projects. When we compare their skill set with that of students outside our program, they generally blow their peers out of the water. In seeking to understand how we built our culture, we first turned to our learners themselves. We found that their answers were remarkably similar: we listen, we treat them as equals, we engage them in meaningful conversations, we demand integrity and maturity, and we celebrate successes and milestones. Their answers helped us to define aspects of our culture that create the conditions for powerful learning. In hindsight, we realize that our culture was built through hundreds of small decisions and a set of core practices that are ultimately anchored in the Stanford design process. With the help of our learners, we will walk you through the process of designing a culture that fosters strong community and deep learning.","Link":["https:\/\/www.creationlearningjoy.net\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will do a lightning example of a protocol we use to create viable community agreements. We\u2019re also interested to know what practices others use to create a strong and supportive community in their own spaces and will facilitate a group conversation resulting in a set of shared resources.","Presenter":["Rachel Paparone and Paul Wiech"],"PresenterAffiliation":["Creation-Learning-Joy and Trumansburg Central Schools"],"PresenterEmail":["rachelpaparone@gmail.com","paulwiech@gmail.com"],"ScheduleSlotID":184,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1353,"Class":"Conversation","Created":1730489297,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Engaging High School Students to Build the Future Public Health Workforce","Handle":"engaging_high_school_students_to_build_the_future_public_health_workforce","ShortDescription":"Public health is in a state of social transformation. To meet the demands of the ever-changing field of public health and of the public it serves, education must transform. This conversation focuses on the importance of early engagement of high school students to develop a future-ready public health workforce.","Description":"Public health is in a state of social transformation and therefore public health education must follow suit to continue to produce public health practitioners who can meet the demands of the ever-changing field of public health and of the public it serves.Over the past 8 years there has been a significant decline in the public health workforce, quickened by the pandemic. Though this experience was costly, we learned that the field doesn\u2019t fully represent the public it serves. There has been endeavors such as Drexel University\u2019s School of Public Health creation of a Summer Public Health Institute geared towards exposing students to various career paths in public health, and the newly created partnership between a local Philadelphia high school and Children\u2019s Hospital of Philadelphia aimed at addressing local healthcare workforce shortages, but there is still much work that needs to be done to create a public health workforce that mirrors the public. \r\n\r\nThis conversation emphasizes the importance of engaging high school students in building a skilled, diverse, and future-ready public health workforce. By focusing on students early, we can foster essential skills\u2014like communication, analytical thinking, and problem-solving\u2014that are foundational for careers in public health. Highlighting the role of diversity, this approach ensures that the future workforce better represents and understands the communities it serves. Through real-world examples and actionable strategies, this discussion encourages collaboration between public health organizations and schools, aiming to inspire early interest in public health careers and lay the groundwork for a resilient, well-prepared workforce.","Link":[],"Audience":["High School"],"Practice":"To ensure that this is a conversation and not just a presentation I aim to use conversational protocols such as reflective questions to spark thought; use examples to aid in discussion; and pose challenges to aid in creative problem solving to aid in the creation of the next generation of public health practitioners.","Presenter":["Dr. Tariem Burroughs"],"PresenterAffiliation":["Drexel University\u2019s Dornsife School of Public Health"],"PresenterEmail":["tab54@drexel.edu"],"ScheduleSlotID":184,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1338,"Class":"Conversation","Created":1730220819,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Presence in Practice: How We Show Up Matters","Handle":"presence_in_practice--how_we_show_up_matters","ShortDescription":"Presence in Practice: How We Show Up Matters invites educators to engage in reflective dialogue about their impact on their learning community in a variety of educational roles. Through reflective questions, participants will explore their professional identities, fostering inclusivity and deeper understanding. Participants will also be encouraged to build connections among participants to strengthen collaborative growth among educators.","Description":"Presence in Practice: How We Show Up Matters is a professional development conversation designed for educators to reflect on their presence and impact in the educational landscape. Led by practicing educators, this session focuses on how our mindsets and actions influence both our teaching practices and student outcomes.\r\n\r\nThrough a conversational format, facilitators will establish a supportive atmosphere and set clear expectations for engagement. Participants will explore reflective questions that invite them to share their experiences and insights. This approach encourages all voices to be heard, fostering a sense of community and inclusivity.\r\n\r\nBy engaging in this collective reflection, educators can gain a deeper understanding of their professional identities and the nuances of their interactions within the learning community. This dialogue will illuminate how individual attitudes and behaviors can shape the learning environment, ultimately impacting educational outcomes in a variety of ways.\r\n\r\nAt the end of the session, participants will be encouraged to connect with one another, creating opportunities to build a professional network of like-minded educators committed to ongoing growth and collaboration.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Depending on the number of participants, we will either facilitate a conversation through circle practice or facilitate a World Cafe. In either case, the facilitators will set the expectations for the conversation and utilize 3-4 open ended guiding questions to open the conversation for the input of the participants. \r\nBy utilizing this type of strategy, educators can create a space where all voices contribute to the collective reflection on their professional identities and practices. This method not only fosters inclusivity but also deepens understanding of how individual actions and mindsets influence educational outcomes, ultimately enhancing the effectiveness of their educational practice.\r\nAt the close of our session, we will encourage participants to connect with another participant to build their professional network of educators invested in this kind of work.","Presenter":["Nicole Dent","Jessica Massenat","Anna Muessig"],"PresenterAffiliation":["Trenton Public Schools New Jersey"],"PresenterEmail":["ndent@trenton.k12.nj.us","jmassenat@trenton.k12.nj.us","amuessig@trenton.k12.nj.us"],"ScheduleSlotID":184,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1385,"Class":"Conversation","Created":1736458772,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Recruiting & Retaining Diverse Educators in the Wake of the Great Resignation","Handle":"recruiting-retaining_diverse_educators_in_the_wake_of_the_great_resignation","ShortDescription":"Discover how South Bronx Community Charter High School reimagines teacher recruitment with its Community Beacons Program, fostering diversity and equity. Learn actionable strategies to attract and retain educators through relational recruitment, embedded mental health support, and mentorship programs tailored for today's education challenges. Leave equipped to enhance your school\u2019s educator pipeline.","Description":"This session will focus on innovative recruitment and retention strategies for building a diverse teaching workforce amid the aftermath of the Great Resignation. South Bronx Community Charter High School (SBC) will share its Community Beacons Program, a model designed to address the educator pipeline crisis while prioritizing equity and representation.\r\n\r\nIn a time of heightened teacher turnover, SBC\u2019s approach demonstrates how schools can attract candidates from diverse backgrounds by focusing on relational recruitment practices, embedded mental health support, and professional growth. This presentation will delve into how SBC leverages organizational talent to design a recruitment strategy that both builds community among existing staff and opens opportunity for personalized connections with prospective staff members.\r\n\r\nKey components include the Beacons Spotlight Series, which combines recruitment with self-care and community-building workshops, and the Beacons Mentorship Program, which fosters retention through targeted training and leadership development. In addition, SBC has a Counselor for Staff Support that provides individual and group mental health support for all staff. Participants will also learn how these strategies have increased applications from Black and Latinx candidates by 30% and made an immediate impact on student engagement.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"The session will be highly interactive, inviting participants to engage in a design-thinking activity where they adapt the Beacons model to their own schools. This will include:\r\n*A mock recruitment workshop from the Beacons Spotlight Series.\r\n*Breakout groups discussing how to integrate mental health support, mentorship, and relational recruiting in their recruitment processes.\r\n*Collaborative brainstorming on strategies to overcome barriers to hiring diverse candidates during a workforce crisis.\r\nParticipants will leave with:\r\n*A toolkit for implementing relational recruiting and mentoring practices.\r\n*A sample budget and timeline for launching similar initiatives.\r\n*Practical strategies to enhance teacher recruitment pipelines while supporting retention.\r\nBy attending, participants will gain actionable insights to navigate the unique challenges of recruiting and retaining educators in today\u2019s rapidly changing landscape.","Presenter":["John Clemente","Gaylene Alexis","Ferne Nunez"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["john.clemente@southbronxcommunity.org"],"ScheduleSlotID":184,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1339,"Class":"Conversation","Created":1730298661,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Thinking Outside the Box: Can ALL Students Become Proficient Readers?","Handle":"thinking_outside_the_box--can_all_students_become_proficient_readers","ShortDescription":"Sub-literacy is rampant for students of all ages and ability levels, negatively impacting their full participation in school and in life. This problem can be solved. Join us and EBLI students to discuss how! We'd like to hear your insights, solutions, and action steps and share about what we have discovered.","Description":"The majority of students, regardless of age or ability level, suffer from sub-literacy: reading, spelling, and writing below or well below their potential.\r\nWhether you are a teacher or administrator serving elementary to high school students, you are impacted by this epidemic. Effective, efficient literacy solutions and outside-the-box thinking at all tiers of instruction are imperative to tackle this pervasive problem.\r\nWhy is it that 67% of 4th graders in the US are not proficient in reading? What social and emotional impact does this have on them, including when they become adults who are not proficient in reading? What is the negative impact on communities and society? And the most important question of all: Can this be remedied? If so, how?\r\nOur \u2018Brain Trust\u2019 collaborative has been discussing and, more importantly, taking action to address the question of \u2018how\u2019. The good news is that we have realized, through experience teaching emerging readers through secondary students and adults, that this issue CAN be rectified. The goal: 95-100% of ALL learners become proficient readers.\r\nSystemic change takes time, energy, collective brainstorming and targeted action that, among other things, serves to penetrate the status quo mindset. You have unique and beneficial insights and talents to add to this mission. Let\u2019s work together to cast a wider net to provide solutions to rectify the sub-literacy crisis in our country!","Link":["http:\/\/www.ebli.com"],"Audience":["All School Levels"],"Practice":"We welcome students and attendees to converse while engaging in literacy activities that activate our brains\u2019 natural ability to process language, regardless of our perceived literacy proficiency. Small group discussions including EBLI student ambassadors will follow with questions to discuss how it feels to utilize instruction that results in enhanced learning and outcomes in reading, spelling, and writing in a short amount of time.","Presenter":["Nora Chahbazi","Shari Most"],"PresenterAffiliation":["Nora Chahbazi: Founder","Literacy Brain Trust; Co-Founder: Structured Linguistic Literacy Collaborative","Founder","EBLI; Board Member","The Reading League Michigan Shari Most","Orton Gillingham Associate","EBLI Private Practitioner","Member My Brother's Keeper","Member"],"PresenterEmail":["nora@ebli.com","sharimost@gmail.com"],"ScheduleSlotID":184,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Thank you for this potential opportunity!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1315,"Class":"Conversation","Created":1729400451,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What if Senior Year Didn't Suck?","Handle":"what_if_senior_year_didn-t_suck","ShortDescription":"Remember having \u201csenioritis?\u201d For those of us who work in high schools, we anticipate the onset of this familiar affliction each Spring. But what if Senior year didn\u2019t need to suck? What if that languishing feeling could be replaced with purpose and preparation for the next phase of life?","Description":"Senior year of high school is a time of anxiety and excitement, of dread and possibility. What if, instead, it was launchpad\u2014an experience that gave you the skills, mindset, and confidence to feel ready for whatever is next? \r\nIn this session, we will discuss big ideas like \u201cWhat is the purpose of school?\u201d and \u201cHow does school prepare you for life after graduation?\u201d We will learn about Walkabout-an experiential learning model that re-imagines Senior year as a launchpad into life, creating a guided experience to help young people build confidence, self-efficacy, and discover their purpose. \r\nParticipants will be given an opportunity to hear from current Seniors at SLA Beeber about what they want out of Senior year to help inform ways they can augment, tweak or reimagine how their young people experience Senior year to create that launchpad into life. They will then have an opportunity to record that vision to take with them as well as share it with each other.","Link":["https:\/\/walkabout.org"],"Audience":["High School"],"Practice":"This session will include large group and small group discussions as well as time to collaborate on their vision and share it with others to receive feedback both from other participants and from the students.","Presenter":["Mary Beth Hertz"],"PresenterAffiliation":["Walkabout Education"],"PresenterEmail":["marybeth@walkabout.org"],"ScheduleSlotID":184,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1331,"Class":"Conversation","Created":1730059096,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Centering Student Stories Through Windows and Mirrors: A Deeper Look at Decentering Whiteness in Education","Handle":"centering_student_stories_through_windows_and_mirrors--a_deeper_look_at_decentering_whiteness_in_education","ShortDescription":"Research shows that critical conversations push white teachers to understand their own identities and the identities of their minoritized students. The SEED project uses Windows and Mirrors to foster dialogue, enhancing cultural competence. This conversation will share findings on white educators' growth after SEED. Participants will also experience SEED protocols.","Description":"This conversation shares the findings of my dissertation. My study looked at the Seeking Educational Equity and Diversity project to determine if participating in this project had any bearing on White educators\u2019 feelings of efficacy in their ability to be culturally responsive to their minoritized students. My research identified ways in which SEED structures provided white teachers with concrete steps for unpacking their own lived experiences and inviting the stories of minority students into the classroom. For this conversation, there are two possible approaches based on whatever is more appropriate for the Educon setting. The conversation can be centered around the findings of my study and specifically geared exclusively towards White participants as an accountability space. Alternatively, it can be restructured to focus less on the exclusive experience of White educators and provide all Educon participants with the opportunity to engage in a Windows and Mirrors activity across lines of difference and grounded in SEED norms. The Windows and Mirrors activity is an activity in which participants are given a selection of images and directed to find one that is a mirror of their own lived experience and one that is a window into the lived experience of others. Participants share these images with one another, engaging in serial testimony where they are given an allotted amount of time to speak uninterrupted. Participants then engage in cross talk. Finally, they journal about their reflections as a result of this conversation.","Link":[],"Audience":["All School Levels"],"Practice":"The conversation will be structured similarly to a SEED seminar. The following activities and conversational protocols will be leveraged:\r\n-Serial Testimony and Cross Talk\r\n-Windows and Mirrors \r\n-Identity Mapping","Presenter":["Sarah Hanrahan"],"PresenterAffiliation":["Philadelphia Hebrew Public Charter School"],"PresenterEmail":["shanrahan@philadelphiahebrewpublic.org"],"ScheduleSlotID":185,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"Because my dissertation looked specifically at White educators, it is inherently geared towards White educators who bear the responsibility of reflecting on and addressing their privilege and lived experiences. This session would best be facilitated as a White accountability space. If this is not something Educon has capacity for, the conversation can also be modified to allow all participants to experience SEED practices and remove the reflections of exclusively White educators from the narrative.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1354,"Class":"Conversation","Created":1730491257,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Experience the Synergy: AI and Poetic Creation","Handle":"experience_the_synergy--ai_and_poetic_creation","ShortDescription":"This interactive workshop explores the powerful combination of AI-guided writing and poetry. Participants will learn to harness AI as a means to enhance their creative writing process. Through hands-on activities, educators will discover how to integrate this innovative approach into their classrooms, fostering creativity, critical thinking, and digital literacy.","Description":"Educators will embark on a journey to explore the powerful intersection of artificial intelligence and poetry. The participants will discover how the facilitators spent a summer writing and playing with the strategy and how she introduced it. Participants will discover how to leverage AI as a creative tool to enhance their own writing process and ways to introduce it to their learners. \r\nThe session begins with an introduction to generative AI and its applications in education. Participants will gain a foundational understanding of how AI can be used to support creativity and critical thinking. Through hands-on activities, educators will experiment with AI-powered image generation tools and Writing Partners to craft their poetry. By analyzing the generated images, participants will learn how to identify new perspectives, themes, and imagery to enrich their writing.\r\nThe workshop emphasizes the iterative nature of the creative process. Participants will engage in multiple rounds of poetry revision, continuously creating new AI-generated images as catalysts for inspiration and deeper revision. This cyclical approach fosters experimentation, risk-taking, and a deeper understanding of the poetic craft.\r\nThroughout the workshop, participants will reflect on the pedagogical implications of using AI in the classroom. We will discuss strategies for integrating AI into curriculum, assessment, and student projects. \r\nBy the end of the session, educators will have a solid foundation in using AI as a creative tool, practical strategies for incorporating AI into their teaching, and a renewed sense of inspiration for their own writing and their students' creative endeavors.\r\nThis workshop is designed for educators of all levels who are interested in exploring innovative teaching methods and harnessing the power of technology to enhance student learning. No prior experience with AI or poetry is required.","Link":["https:\/\/writingpartners.net","https:\/\/www.pocanticohills.org"],"Audience":["All School Levels"],"Practice":"Introduction (10 minutes):\r\nGet to know everyone in the room by sharing names, positions, and one word that they connect with AI \r\nBrief overview of generative AI and its potential in education\r\nIntroduce the concept of using AI as a creative tool for poetry\r\nStory (10 minutes):\r\nWe will share the story of our experience working with pre-service teachers on working with generative AI through NowComment and how that sparked a creative approach for one of the facilitators\r\nThe facilitator will share how they developed authentic poems and matched them with ai generated images, which further developed the work\r\nThey facilitator will share how they took their personal writing experience and used it with their third graders.\r\n\r\nHands-on Activity: AI-Generated Imagery (30 minutes):\r\nParticipants write a short poem based on an image in Writing Partners.\r\nIntroduce an AI image generation tool or participants use one of their choice(e.g., Midjourney, Stable Diffusion, Canva, Designer)\r\nParticipants will paste their poem into the AI tool and ask it to generate an image that matches their poem.\r\nEncourage participants to use the generated images as inspiration for revising their poems\r\nProvide prompts and guidance for incorporating new imagery and language\r\nShare poems and images \r\n\r\nReflection and Sharing (10 minutes):\r\nFacilitate a group discussion about the workshop experience\r\nShare ideas for integrating AI into classroom practice\r\nDiscuss ethical considerations and challenges","Presenter":["Paul Allison","Marina Pisto Lombardo"],"PresenterAffiliation":["Writing Partners","Pocantico Hills Central School"],"PresenterEmail":["allisonpr@gmail.com","marinaplombardo@gmail.com"],"ScheduleSlotID":185,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1296,"Class":"Conversation","Created":1725475883,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Nurturing Neurodivergence","Handle":"nurturing_neurodivergence","ShortDescription":"Many Neurodivergent people struggle to thrive in school, because too many schools perpetuate deficit mindsets about brains that work differently. What if we asked new questions that challenge fundamental assumptions and nurture Neurodivergent identities? Let's explore these new questions and what they mean for creating radically inclusive learning spaces.","Description":"Join us for a conversation about nurturing Neurodivergence. \r\n\r\nTo date, I have attended hundreds of child study, student support, 504, IEP, and gifted team meetings at public, private, parochial, and charter schools in five different states in the roles of student, teacher, parent, administrator, and advocate. Across miles, decades, and contexts, each one brought adults together to solve the problems that arise when the needs of the learner and the typical learning path are in tension. Inevitably, the mostly neurotypical adults (who don\u2019t know viscerally what it's like to live in an ableist world) ask: What goals and specialized instruction will help this child overcome challenges and meet expectations?\r\n\r\nWhat if we asked new questions that challenge fundamental assumptions and have the potential to nurture Neurodivergent identities? \r\n\r\nDo trusted educators know deeply this student\u2019s strengths, passions, and needs?\r\n\r\nDoes the student find flow in learning?\r\n\r\nDoes the student glow in an inclusive learning community through care and acceptance?\r\n\r\nDoes the student grow skills and knowledge that matter for a hopeful future?\r\n\r\nFeeling known and glowing with the sense of belonging that authentic care and unconditional acceptance bring, then finding flow and growing skills and knowledge to actualize one\u2019s unique talents is desirable for any student. For Neurodivergent students, however, it may be the only destination that protects their highly vulnerable self-concept against adverse mental health outcomes. When schools can answer \u201cYes!\u201d to the questions above, more stories of Neurodivergent learners will have happy endings.","Link":["http:\/\/www.linkedin.com\/in\/dani-shylit-23aa1063"],"Audience":["All School Levels"],"Practice":"This conversation will be structured as a Socratic Seminar, facilitated in a circle. Using the four questions in the extended description above as a springboard, participants will engaged in imagining, sharing, and teasing out ways their own learning environments might get to \"yes,\" then co-crafting new questions to replace ones founded in old assumptions to curate opportunities that truly re-imagine belonging for ND students in schools.","Presenter":["Dani Shylit"],"PresenterAffiliation":["String Theory School of Design","Arcadia University","Philadelphia Learning Collaborative"],"PresenterEmail":["dshylit@arcadia.edu"],"ScheduleSlotID":185,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"I loved being a presenter at EduCon in 2019 and would be grateful for the opportunity to return.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12}],"conditions":{"Status":"Accepted","ConferenceID":12},"total":45,"limit":false,"offset":false}