{"success":true,"data":[{"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 \r\n\r\nAdd in panic over widespread cheating on often outdated and culturally irrelevant assignments, and we see the same kind of bans being placed on the use of AI that we saw in the early days of the 21st century.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":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":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":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":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":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,"ScheduleLocationID":34},"total":6,"limit":false,"offset":false}