{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":12,"ScheduleSlotID":178},"total":8,"limit":false,"offset":false}