{"success":true,"data":[{"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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":12,"ScheduleLocationID":30},"total":5,"limit":false,"offset":false}