{"success":true,"data":[{"ID":1220,"Class":"Conversation","Created":1698866070,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A case for Empathetic Geography","Handle":"a_case_for_empathetic_geography","ShortDescription":"Most young Americans can't find Ukraine or the Gaza Strip on a map. This is a problem. In order to empathize with other people, we need to *slow down* and learn where each of us come from and what matters to us. We need more empathetic geography.","Description":"Five years ago, I met a 90 year old Holocaust survivor from Bialobrzegi, Poland, and we became close friends. The time I took to understand where Bialobrzegi is located and what life was like in Poland, as well as the location and conditions of the three slave labor camps where he was forced to work as a teenager allowed be me to ask better questions and build a stronger relationship. Similarly, to understand a current event, such as Gaza and Israel and the West Bank, for example, a sense of the geography of the Middle East is crucial. Similarly, to understand Ukraine today, it's necessary to know what the \"Donbas\" region of Ukraine is and how Crimea fits into the picture, as well as where major cities and rivers are located.","Link":[],"Audience":["High School","Middle School"],"Practice":"Conversational Practice\r\nAfter I provide a few examples of how Geography can lead to Empathy, we will break into groups and each person in the group will tell the other group members about a place that they care about, using a map as a visual aid. Participants will be encouraged to slow down and look closely at the map and the surrounding areas and ask questions of each presenter.\r\nWe will come back together to talk about what we learned from that exercise and how teachers and students can better empathize in our communities if we take time to understand the geography that matters to each member of the community.\r\n\r\nWe will come back together to talk about what we learned from that exercise and how teachers and students can better empathize in our communities if we take time to understand the geography that matters to each member of the community.","Presenter":["Steve Goldberg"],"PresenterAffiliation":[],"PresenterEmail":["MrGoldberg@gmail.com"],"ScheduleSlotID":157,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":"I have led a conversation at EduCon previously about using Google Earth to build empathy -- this format should be more interactive and have more time for discussion. If folks want to learn more about Google Earth, I'm happy to schedule follow-ups. I have over 5,000 placemarks saved on Google Earth. \r\n\r\nSome people would say I have Google Earth problem :) \r\n\r\nI contend that my placemarks are a record of the many places I've taken the time to slow down and learn about -- and I can make more connections when I refer to past sets of place marks that I've made.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1224,"Class":"Conversation","Created":1698873175,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Breaking the Burnout Cycle: Weaving Wellness and Building Bonds among School Staff","Handle":"using_personal_stories_to_build_critical_consciousness","ShortDescription":"Teacher mental health is a real thing!\r\n\r\nIt\u2019s no secret that youth mental health is in crisis. Teachers aren\u2019t okay either. Educators experience substantially higher rates of depression than the overall population. Nearly 50 percent leave the classroom within five years. Teaching is considered as stressful as working as an emergency room doctor (Hechinger Report August 2023).\r\n\r\nEducators are invited to learn more about a unique program \"Adult Rites of Passage\", which mirrors the siblinghood groups offered to students at South Bronx Community Charter High School. The Adult ROP space provides two functions: one is to learn more about the types of activities that can be conducted in the student space by doing them in groups of adults. The second is to provide respite from busy weeks of lesson planning and give adults a space to unwind, be silly, reflect and connect.","Description":"","Link":["https:\/\/southbronxcommunity.org","https:\/\/www.instagram.com\/southbronxcommunity\/"],"Audience":["High School","Middle School"],"Practice":"This will be a panel with students, staff and administrators. We will model using constructive, conversational practices.","Presenter":["Travis Delancey-Goodman","Jeannette Bautista","and John Clemente"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["Robert.Gulya@southbronxcommunity.org"],"ScheduleSlotID":157,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1223,"Class":"Conversation","Created":1698872209,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building Social Emotional Skills through Personalized Advising","Handle":"building_social_emotional_skills_through_personalized_advising","ShortDescription":"How can you use one-on-one advising to meet young people where they are, build strong relationships and fortify student's confidence, self-advocacy, reflectiveness and prioritization skills?  At SBC, we meet with students bi-weekly and set personalized goals.  Join us to jumpstart advising at your school\/district or take your advising practice to the next level.","Description":"How can you use one-on-one advising to meet young people where they are, build strong relationships and fortify student's confidence, self-advocacy, reflectiveness and prioritization skills?  \r\n\r\nAt SBC, we meet with student one-on-one bi-weekly to build a strong coaching relationship and support a young person in setting personalized goals that carry over the course of a year.  Students lead their conferences twice per year with their advisor and parent and complete a \"Gateway presentation\" at the end of the year detailing evidence of their growth in their personalized goals and areas of improvement\/future focus.  This process models the process that staff embark on with their supervisors so they have a direct mental model for the journey over the year.\r\n\r\nWe will share our advising model and create the opportunity to discuss practices\/key takeaways and apply learning to one's local context.  We will also treat participants as experts and create an opportunity to share their practices.","Link":["https:\/\/southbronxcommunity.org\/","https:\/\/www.facebook.com\/sxswedu\/videos\/1878172858873414\/ (minute 36)"],"Audience":["High School"],"Practice":"We will build in the opportunity to discuss practices and build an action plan for how to apply learning.  We will share stories and also create the opportunity for stories to be shared.","Presenter":["Natalie Ferrell","Cathleen Collazo","Angie Aponte","Sabrina Fernandez","Daniel Lipford"],"PresenterAffiliation":[],"PresenterEmail":["natalie.ferrell@southbronxcommunity.org"],"ScheduleSlotID":157,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"https:\/\/www.facebook.com\/sxswedu\/videos\/1878172858873414\/ You can see an advisor from SBC's story at a keynote at SXSW (starts at minute 36).","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1196,"Class":"Conversation","Created":1698252803,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Developing a Sense of Place and Purpose: Using Urban Neighborhoods as Classrooms and Textbooks","Handle":"developing_a_sense_of_place_and_purpose--using_urban_neighborhoods_as_classrooms_and_textbooks","ShortDescription":"The 11th grade STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia highlights how an urban neighborhood can become a powerful extension of the classroom. This conversation will discuss ways that teachers can connect with their neighborhoods in the service of inquiry-driven learning and culturally responsive teaching.","Description":"A Google search of \u201cplace-based learning\u201d brings up idyllic images of young, suburban children exploring a natural area. The STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia breaks that stereotype and highlights how an urban neighborhood can become a powerful extension of the classroom. STRIPES is an 11th grade, semester-long, elective program: Exploring Parkside (sem 1) and Designing Parkside (sem 2). Students apply into the program and participate in either\/both semesters. Through the pandemic, STRIPES has taken different forms but has stayed true to its mission: Students learn through real-world, local experiences in the city of Philadelphia to develop a sense of connection, purpose, and possibility that empowers them to shape and impact their communities. STRIPES relies on three main pathways to attain its mission: authentic partnerships, integrated learning, and self-knowledge.\r\n\r\nIn this conversation we will discuss with participants the ways that they can connect with their neighborhoods and develop partnerships within the larger community. This is all done in the service of centering students\u2019 identity and experiences through inquiry-driven learning and culturally responsive teaching. STRIPES is a flexible format that can adapt to many themes and can exist within the public-school system. We will discuss both the curriculum planning and the logistics needed to implement this kind of program.","Link":["http:\/\/www.belmontcharternetwork.org\/bchs\/stripes"],"Audience":["High School","All School Levels"],"Practice":"At EduCon we will offer breakout sessions\/discussions centered around the main pathways of STRIPES: authentic partnerships, integrated learning, and self-knowledge. How do they work and what do they look like? Former and current STRIPES students will be among the facilitators.\r\n\r\nThe conversation will wrap up with a focus on the nuts and bolts: the logistical pieces of implementing such a program, including scheduling and rostering, grading, permission slips, and other logistical pieces. We will also share larger evaluation methods in place to gauge the effectiveness of STRIPES in meeting its stated mission. Participants will leave with the information and inspiration needed to propose a place-based unit or program at their school.","Presenter":["Alyssa Ripley","Taylor Lewis","Michael Friedman"],"PresenterAffiliation":["Belmont Charter Network"],"PresenterEmail":["alyssa.ripley@belmontcharternetwork.org","taylor.lewis@belmontcharternetwork.org","michael.friedman@belmontcharternetwork.org"],"ScheduleSlotID":157,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1219,"Class":"Conversation","Created":1698865929,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Educators as Advocates and Policymakers","Handle":"educators_as_advocates_and_policymakers","ShortDescription":"Educators know the needs of students and schools better than anyone, but it can often feel like you\u2019re on an island of your own in your classroom. With this in mind, let\u2019s reflect on how we are already acting as advocates, dig into some deep questions, dream about what could be, see what ideas emerge, and walk through a number of policy tools, tips, and tricks!","Description":"Educators have a wealth of knowledge that is critical for policymakers to understand to act in the best interests of students, but they aren\u2019t always listened to by those in positions of authority or policy making. The goal of this conversation is to create space for educators to reflect on how they currently advocate, consider how they might like to advocate, discuss current systems and structures to build knowledge around avenues for advocacy, and dream of how we could collectively make sure our voices are heard. Here are some of the questions we\u2019re hoping to tackle:\r\nWhat are our responsibilities as educators to share our learnings and experiences with those in positions of power? \r\nWhose voices are currently at the table in our communities and whose are not? \r\nWhat is the landscape of policy structures and systems? And how can individual educators best navigate those to make their voices heard? \r\nHow can we build power collectively in our schools, communities, and the larger education environment so we don\u2019t each individually feel so alone in trying to meet all of the needs of our learners?\r\nWhat are tools, tricks, and tips that can help influence policy at the local, state, and federal level?","Link":["https:\/\/digitalharbor.org\/"],"Audience":["All School Levels"],"Practice":"This is a big topic and there are no single correct answers to these questions, so we\u2019ll be very curious to actively ask and listen to what the attendees have to say and to build upon their ideas and input during the session. We plan to set the purpose of the space, give background on why this topic is important, provide some tools, tips, and tricks, and then walk through some questions where we ask participants to reflect on how they currently advocate and why this is important to them too. Then we\u2019ll build upon that reflective foundation to look forward and have participants ideate on how they would like to advocate more and make some commitments about how they can do that. We\u2019ll ask people to share what they\u2019re thinking and to be asking each other questions to help each other clarify their visions.","Presenter":["Andrew Coy"],"PresenterAffiliation":["Digital Harbor Foundation"],"PresenterEmail":["andrew@digitalharbor.org"],"ScheduleSlotID":157,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1221,"Class":"Conversation","Created":1698866546,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"PBL: Human-Centered Teaching and Learning","Handle":"pbl--human-centered_teaching_and_learning","ShortDescription":"What are the elements of PBL, and how can we leverage them for human-centered teaching and learning in our communities?","Description":"What are the elements of PBL, and how can we leverage them for human-centered teaching and learning in our communities?\r\n\r\nIn this session, we will unpack the elements of project-based learning and their applications for our communities and practices. Using some of SLA\u2019s systems and structures as a springboard, we will consider how elements of PBL can be integrated by design and used to create the conditions for learning to thrive in any context.","Link":["http:\/\/sla.philasd.org"],"Audience":["All School Levels"],"Practice":"Inquiry, Research, Collaboration, Presentation, and Reflection :)","Presenter":["Amal Giknis + Brad Latimer"],"PresenterAffiliation":["Science Leadership Academy","Center City"],"PresenterEmail":["agiknis@scienceleadership.org","blatimer@scienceleadership.org"],"ScheduleSlotID":157,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Lehmann, we trust you to make adjustments to this description as you see fit. It'll be PBL 101: What is PBL --> How do the core values and the SLA rubric create the conditions --> Apply this thinking to your own jawn","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1207,"Class":"Conversation","Created":1698680912,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Generative Age: An AI Symposium","Handle":"the_generative_age--an_ai_symposium","ShortDescription":"This session promises a playful and comprehensive exploration of AI's role in forging the future of education. Join us for this enlightening conversation as we explore the rapidly evolving world of generative artificial intelligence (AI) and its impact on education.","Description":"The conversation is about exploring various facets of AI's influence on education, with panelists sharing insights on its role in classrooms, risk-taking, bias and discrimination, creative arts, human interaction, and academic integrity. The session dives into the evolving world of generative AI and its impact on education.","Link":["http:\/\/www.AlanaWinnick.com"],"Audience":["All School Levels"],"Practice":"The presenter will facilitate roundtable conversations by handing out bags with spark topics that participants will pull from to discuss. We will come back together and share.","Presenter":["Alana Winnick"],"PresenterAffiliation":["Pocantico Hills CSD + NYSCATE"],"PresenterEmail":["alana.edtech@gmail.com"],"ScheduleSlotID":157,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":"Facilitator Alana Winnick is the esteemed author of \"The Generative Age: Artificial Intelligence and the Future of Education.\" Over the past year, Alana has dedicated her time to extensive research, experimentation, and staying abreast of the ever-changing educational landscape. Her expertise and commitment have greatly contributed to the depth and relevance of our conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1231,"Class":"Conversation","Created":1698889982,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What Can We Learn from Each Other's Expertise","Handle":"what_can_we_learn_from_each_other-s_expertise","ShortDescription":"Join an elementary school teacher, high school student, and college student to consider the strengths teachers at each of those levels bring to the table. What could teachers at other levels learn from each other?","Description":"The goal is to brainstorm the strengths that are common in educators at the elementary, secondary, and higher education levels. Then to discuss which of those strengths could benefit educators at the other levels. Some skills may be more age specific, but it seems likely that there are myriad ways we could learn from our colleagues at other levels. Our own experiences, as educators and students, will guide our questions and our own thoughts, but we are hoping others will add from their own experiences, whatever those might be.","Link":["https:\/\/jenorr.com"],"Audience":["All School Levels"],"Practice":"We will definitely collect the ideas that are shared with the goal to post them publicly in some way. \r\nWe will have guiding questions to ask orally and to have posted to help people reflect deeply. We will also be open to other questions and directions the conversation might flow.","Presenter":["Jennifer Orr"],"PresenterAffiliation":["Fairfax County Public Schools"],"PresenterEmail":["jenorr@gmail.com"],"ScheduleSlotID":157,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1188,"Class":"Conversation","Created":1697830941,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What School Looks Like for Future-Ready Teens: Paradigm Shifts for Career + Life Success","Handle":"what_school_looks_like_for_future-ready_teens--paradigm_shifts_for_career-life_success","ShortDescription":"What needs to change in schools -- in your school -- for teens to be truly future-ready? What mindsets, what paradigms, what systems \u2014 big and small? We'll ask the big questions, dig in, and unpack the shifts needed at the district, school, and classroom levels. Then we'll shift into accelerator mode,  sharing real ideas for catalytic teaching and learning that guide teens to be future-ready.","Description":"Discussion: What needs to change in schools -- in your school -- for teens to be truly future-ready? What mindsets, what paradigms, what systems \u2014 big and small? We'll ask the big questions, dig in, and unpack the shifts needed at the district, school, and classroom levels. We'll provide examples of what some schools are doing to make these shifts as inspiration.\r\nWorkshop: Then we'll shift into accelerator mode, sourcing and sharing real ideas for catalytic teaching and learning that guide teens to be future-ready. We'll also explore how to make these shifts happen \u2014 starting small, piloting, etc.","Link":["http:\/\/www.jenniferlmgunn.com","http:\/\/www.myuniquegenius.com"],"Audience":["High School","Middle School"],"Practice":"The entire session will be rooted in conversation and creation. We'll incorporate whole-group and small-group discussion and idea sharing throughout. Crowd-sourcing ideas, group brainstorming, and the creation of artifacts participants can take home to their schools. A really creative, and collaborative. environment","Presenter":["Jennifer L.M. Gunn","Bennett Smith"],"PresenterAffiliation":["NYC Dept. of Education","My Unique Genius"],"PresenterEmail":["jennifer@myuniquegenius.com"],"ScheduleSlotID":157,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Jennifer L.M. Gunn is an educator, designer, and writer who believes passionately in progressive public education. She brings love and creativity to her work as an educator and instructional designer with over a decade of experience building highly engaging and impactful instructional materials for learning and development \u2014 for schools, companies and private clients. She believes ardently in education innovation, social-emotional learning, and meeting the diverse and evolving needs of learners. Jennifer created My Unique Genius, a new platform for career-connected learning and SEL. She also created Right to Read, a literacy acceleration series for teens, steeped in social justice. She also created the innovative learning models, The Big Idea Project and We the Change. Co-founder of the EDxEDNYC Education Conference for teacher-led innovation, she frequently writes about education, adolescent literacy and innovation in teaching and learning.\r\n\r\nGeoff Helt is the fonder of Forge School in Bend, Oregon. Forge provides a catalytic environment where kids can translate their passions and talents into more meaningful and impactful lives. Geoff\u2019s current portfolio of ventures is focused on creating paradigm shifts and innovation in education. In addition to Forge School, Geoff is leading the development of My Unique Genius to unlock the potential of millions of teens around the world.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1230,"Class":"Conversation","Created":1698887614,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Why Would Students Come to Your School If They Didn't Have to?","Handle":"why_would_students_come_to_your_school_if_they_didn-t_have_to","ShortDescription":"Participate with friends and colleagues in a deep discussion exploring this question. Let's crowd source responses and create a Medium post before we leave that represents our conversation. Consider street data you notice that says young people matter in schools. Share practices that bring young people to see school as a home of opportunity. What's the spirit that you would like to see inhabit your school and others?","Description":"The key focus of this conversation is on the question of why would students want to come to your school if we didn't have compulsory attendance laws? Engagement and chronic absenteeism are worse than ever in recent decades. Home schooling is the most rapid growing education sector for ages 5-18. Parents don't see the need for students to go to school every day. Many teachers are more actively disengaged than they have ever been. Rather than focusing on what's not working in schools. Let's look at what may be the outlier educators and school communities among us and consider why kids, parents, and teachers want to come to school.","Link":["https:\/\/www.socolmoran.com\/","https:\/\/vascl.org\/","https:\/\/learningcampfire.com\/"],"Audience":["All School Levels"],"Practice":"We intend to frame this conversation in the round through appreciative inquiry process questions to uncover and share strengths, assets, and opportunities within the conversation community that emerges during the session.","Presenter":["Pam Moran","Ira Socol"],"PresenterAffiliation":["Virginia School Consortium for Learning"],"PresenterEmail":["pmoran@vascl.org","irasocol@gmail.com"],"ScheduleSlotID":157,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"We are working with educators all over the US to support their work to codesign learning experiences that create a reason for students to value being in school and to find their learning and community of value to them. We've worked with educators from tribal schools in Nevada to suburban schools in Pennsylvania and urban schools in the D.C. area to explore, develop, and sustain how schools can become spaces that matter to parents, teachers, and students. This is our passion and mission work as educators.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1232,"Class":"Conversation","Created":1698892784,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Circle of Power & Respect: Changing Classroom Culture","Handle":"circle_of_power-respect--changing_classroom_culture","ShortDescription":"In our highly engaging and interactive session, we will model the ways we integrate Circle of Power and Respect (CPR) into our teacher education course. We will share lessons we are learning about what it takes to build an engaging and connective classroom. We\u2019re excited for you to join us!","Description":"Research shows that K-12 school disengagement is prevalent and a challenge facing teachers working to create impactful and meaningful learning environments. As preservice educators, we are seeking ways to create vibrant, caring, and connective environments that inspire learning and engage students. An important component of this classroom building is creating space for both academic and social and emotional learning priorities to co-exist and where students and teachers have a powerful sense of belonging and mattering. In our presentation, we will share and model one practice that we use in our teacher education classroom to build our own classroom community with these goals in mind. In our Designing Learning Environments class, we have been practicing Circle of Power and Respect (CPR) at the start of each class session. The circle has four components: Greet, Share, Activity and Daily News. Every Tuesday and Thursday, our college class starts in our own circle and is regularly led by a student. In our presentation, we will share the lessons that our use of CPR is teaching us about teaching, learning, building community, and creating engaging classroom spaces. We will share how this approach is impacting our thoughts and ideas about what it means to be a college learner, a culturally relevant educator, and also how we are transferring this to our work as pre-service educators in high schools and educational organizations.","Link":[],"Audience":["All School Levels"],"Practice":"Our highly interactive and participatory session will run as a Circle of Power and Respect (CPR) where we will Circle Up as a way to model building classroom culture and community. Each participant will have the opportunity to engage in meaningful experiences and discussions that are key to this classroom approach.","Presenter":["Jodi Bornstein","Jakya Barnhill","Arianna Barr","Justin Chinici","Alyssa Iovacchini","Karoline Lopez","Hardika Patel","Noel Reidy","Patrick Wagner"],"PresenterAffiliation":["Arcadia University"],"PresenterEmail":["bornstej@arcadia.edu"],"ScheduleSlotID":158,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1205,"Class":"Conversation","Created":1698674676,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Culturally Relevant Project Based Learning","Handle":"culturally_relevant_project_based_learning","ShortDescription":"Demonstration of culturally relevant project based learning with students ranging from 8th grade to 12th grade in both district and charter schools.","Description":"This conversation demonstrates how students can be engaged in culturally relevant project based learning. Participants will see artifacts from project done by students ranging from 8th grade to 12th grade, in both an history and an english class.","Link":[],"Audience":["High School","Middle School"],"Practice":"Culturally relevant project based learning is both both respectful and relevant. Teachers presenting opportunities for students to engage the world in which they live, should be the function and purpose of education. Participants will engage in a discussion\/question protocol in which they will be presented with a project and through the protocol, participants will create a culturally relevant project. Resources will be drawn from various education scholars.","Presenter":["Njemele Anderson"],"PresenterAffiliation":["School District of Philadelphia","Philadelphia Writing Project"],"PresenterEmail":["njemele1@gmail.com"],"ScheduleSlotID":158,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1250,"Class":"Conversation","Created":1702413083,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Productive Struggle and Generative AI","Handle":"productive_struggle_and_generative_ai","ShortDescription":"Have a conversation with Chris Lehmann and Matt Kay of SLA as we examine how we continue to embrace process over product and the need for productive struggle in our classrooms and how generative AI tools are changing the nature of student work.","Description":"Generative AI is neither the death knell of school nor is it its savior. The new tools will be used in our schools, and they will change much of how students and teachers work. If we are not thoughtful about how these tools show up in our practice, we run the risk of doing harm. \r\n\r\nGenerative AI should help us focus on the processes and the \"why\" learning, as much as the \"what.\" And if we seek to understand the promise and the challenges these tools create, we can hopefully keep the focus on student learning, not on the shininess of the tools themselves.","Link":["https:\/\/www.notlight.com\/","http:\/\/www.practicaltheory.org"],"Audience":["All School Levels"],"Practice":"This will be a mixture small group and large group conversations.","Presenter":["Matthew Kay","Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mkay@scienceleadership.org","clehmann@scienceleadership.org"],"ScheduleSlotID":158,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1227,"Class":"Conversation","Created":1698880376,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Stay Hungry Stay Foolish: A Conversation on Teaching for a Lifetime","Handle":"stay_hungry_stay_foolish--a_conversation_on_teaching_for_a_lifetime","ShortDescription":"We have heard that teachers are fleeing the profession: retiring early, leaving for consulting jobs, or burning out.  But that's not true of all teachers.  So just how does one stay engaged and engaging while aging?  How might we avoid both burning out and fading away.","Description":"As we age, teachers invariably face a dilemma:  Our youth, which used to tie us so closely to our students and which was vital to our relationships with them, invariably fades. Curricula become stagnant.  Ideas that once excited us rebound as hollow echos, and the vitality we know is crucial to the life of the class wanes earlier in the day.  \r\n\r\nThis is not a fiction. It is an inevitability (though certainly heightened by a. bit of hyperbolic description here).    It has happened to me as a 30 year veteran.  Join this conversation to explore our pasts, presents, and futures as  career educators and how we might continue to bring energy and heart to this work, 15, 20, 30 years in.","Link":["https:\/\/pvhsnovalab.com","https:\/\/onlyconnects.wordpress.com"],"Audience":["All School Levels"],"Practice":"Two main conversational practices are in play here:  \r\n1) Depending upon attendance, a modified version of the \"World Cafe Protocol\" \r\n2) A modified version of the \"Consultancy Protocol\" for dealing with dilemmas.\r\n(Both protocols, and others, found here:  https:\/\/drive.google.com\/file\/d\/1OMJSuPCX2pbne4vzZQ5K13bfGMtGQzmu\/view?usp=sharing)","Presenter":["Garreth Heidt"],"PresenterAffiliation":["Perkiomen Valley High School"],"PresenterEmail":["gheidt@pvsd.org"],"ScheduleSlotID":158,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"This session is open to everyone, students included.  Your presenter doesn't have the answers and has no particular expertise in this topic, other than 30 years of experience and a sense that he knew these days were coming, and still isn't prepared.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1236,"Class":"Conversation","Created":1698898066,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Sustaining the Rebellion: Maintaining Upstart Culture in the Face of Tradition","Handle":"sustaining_the_rebellion--maintaining_upstart_culture_in_the_face_of_tradition","ShortDescription":"How might we keep our bonfires of innovation and spirits of upstart culture thriving in the face of constant pushback and regression to the mean?   Unite around a common cause -- improving the teaching and learning experiences for all -- and cast cynicism aside.","Description":"It is so difficult to keep our energy up and our optimism in the fore.  With so many progressive minded folks attending Educon and participants who work on school wide and system wide scales  as well as classroom and individual practice scales, this is an opportunity for us to share the ways in which we stay crispy and hungry.   We could kvetch for days and we will not.  We will lean into our inner Jedi, our stolid Mandolorian, and bring positive and purpose to the fore in this conversation.","Link":["https:\/\/www.crcsme.org"],"Audience":["All School Levels"],"Practice":"We will use restorative circle formats to help guide these conversations as we are all in various degrees of hurt and in need of both healing and humanity.  Using a sequence of circles and a flexible design, we hope to mix and remix as many participants in the room as possible.","Presenter":["Elizabeth Firnkes","Megan Gibbs","Dan Ryder"],"PresenterAffiliation":["Community Regional Charter School"],"PresenterEmail":["efirnkes@crcsme.org","mgibbs@crcsme.org","danryder207@gmail.com"],"ScheduleSlotID":158,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"We would very much like to bring our little contingent from a rural Maine public charter school to learn from the diverse participants at Educon while also bringing our experiences and insights as a 12-year-old school to help others.   We are also craving the positivity of Educon.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1247,"Class":"Conversation","Created":1701113910,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"We are Talking About Practice?!!!??!","Handle":"we_are_talking_about_practice","ShortDescription":"We will let the wisdom of Allen Iverson help us define practice, assessment, and re-takes to create more equitable grading structures in our schools.","Description":"After watching Allen Iverson's \"we talking about practice\" press conference, participants will discuss and co-generate definitions of practice, assessment, and re-take. After sharing classroom practices and protocols, and defining terms, participants will plan how they can bring back these ideas to their classroom or school.","Link":["https:\/\/slams.philasd.org\/"],"Audience":["All School Levels"],"Practice":"On-line and on paper sticky charts for ideas what constitutes practice\/assessment\/re-take. Co-generated definitions of the terms published on the shared slide deck.","Presenter":["Timothy M. Boyle"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["tmboyle@philasd.org"],"ScheduleSlotID":158,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1173,"Class":"Conversation","Created":1694282257,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"When I grow up, I want to be a \u2026: Matching Personality Types with Multiple Intelligences","Handle":"when_i_grow_up-i_want_to_be_a--matching_personality_types_with_multiple_intelligences","ShortDescription":"This conversation breaks down 4 personality types and 10 multiple intelligences that are most prevalent in K-12 students, and helps cultivate the students\u2019 area(s) of interest and potential career exploration.","Description":"During this conversation, the presenter will highlight 4 personality types and the attendees will model the behavior based on its description. Following the modeling, the group will have a discussion on share which primary and secondary personality type that they exhibit and which ones they naturally gravitate towards. Then, the presenter will give an overview of 10 multiple intelligences, and the attendees will discuss what hobbies or careers match that category. Finally, the group will be given a sample story to assess how they can identify the personality and match it with a multiple intelligence.","Link":["https:\/\/www.aquishaspeaks.com"],"Audience":["All School Levels"],"Practice":"The attendees will do a combination of conversational protocols like think-pair, think-pair-share, value line, and round-robin.","Presenter":["Aquisha Harris"],"PresenterAffiliation":[],"PresenterEmail":["info@aquishaspeaks.com"],"ScheduleSlotID":158,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Aquisha Harris is also an approved Act48 provider and a former middle school and high school teacher.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1249,"Class":"Conversation","Created":1701277211,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empathy Interviews: An Opportunity to Build Inclusion, Access, and Belonging","Handle":"empathy_interviews--an_opportunity_to_build_inclusion-access-and_belonging","ShortDescription":"Using the Equity X Design Framework, we will explore empathy interviews \r\nto build collective understanding that can transform communities and practices. In this session, we delve into the art of empathy interviews as a profound tool for gathering insights that go beyond surface-level observations and push practitioners to design their practice at the margins.","Description":"In this session, we will be using the EquityxDesign framework to focus on empathy interviews and how they can transform communities and practices. The art of empathy interviews is a profound tool for gathering insights that go beyond surface-level observations and push practitioners to design their practice at the margins.\r\n\r\nParticipants in this workshop will embark on a journey to improve their listening skills, unlocking the ability to truly understand the needs, desires, and challenges of community members. We will explore how empathy interviews can guide the development of community initiatives and refine professional practices.\r\n\r\nThrough interactive exercises and real-world scenarios, you will learn how to ask the right questions, navigate sensitive topics, and uncover the emotions that underlie personal experiences. This workshop is not just about collecting data \u2013 it\u2019s about fostering genuine connections and building bridges of understanding within and beyond your community.\r\n\r\nJoin us as we explore the transformative potential of empathy interviews, arming you with the tools to create positive change and make a lasting impact on both community dynamics and professional landscapes. Get ready to listen, learn, and lead with empathy.","Link":["https:\/\/www.228accelerator.com\/"],"Audience":["All School Levels"],"Practice":"Through interactive exercises and real-world scenarios, you'll have multiple opportunities to ask questions, navigate sensitive topics, and uncover the emotions that underlie personal experiences. This session goes beyond collecting street data through empathy interviews\u2014it's about listening, fostering genuine connections, and building bridges of understanding within and beyond your community.","Presenter":["Lauren Overton"],"PresenterAffiliation":["Lauren Overton - PAS","228Accelerator"],"PresenterEmail":["ljoverton@gmail.com"],"ScheduleSlotID":159,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"Looking forward to it!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1228,"Class":"Conversation","Created":1698882043,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"It's time for Mid-21st Century technology in schools","Handle":"it-s_time_for_mid-21st_century_technology_in_schools","ShortDescription":"Schools all over continue to fight the battle against this century's technologies while they watch learners disengage and, now more than ever, stop showing up at all. Let's talk about learner-centered technologies, learner-centered technology policies, and what \"technology\" means as we enter this mid-century.","Description":"Schools have battled with learner uses of technology for 25 years now, beginning with wars against Wikipedia and, for this entire century, a corrosive battle against both phones and learner-controlled tech. These fights have increased the apparent irrelevance of schools - for both learners and their parents - while abandoning any effort to teach the best uses of this century's tools. Ira Socol and Pam Moran will provoke a conversation centered around questions that go to the heart of the why and how of school at a time when students are choosing to walk away, often with their parents consent.","Link":["https:\/\/www.socolmoran.com\/"],"Audience":["All School Levels"],"Practice":"Hot topics discussed rationally - with evidence - is our style. Yes, we will be provocative but not angry and not accusatory. This isn't about right vs wrong, but about the strategies that we need to build around every school technology decision, and the societal costs and benefits of each decision.","Presenter":["Ira Socol","Pam Moran"],"PresenterAffiliation":["Socol Moran Partners LLC"],"PresenterEmail":["irasocol@gmail.com"],"ScheduleSlotID":159,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1204,"Class":"Conversation","Created":1698619283,"CreatorID":4757,"RevisionID":null,"Status":"Accepted","Title":"Let Them Play! - Games in the Classroom","Handle":"let_them_play-games_in_the_classroom","ShortDescription":"When students engage with educational games they can learn through play. But, when students create games, they learn even more. At Science Leadership Academy there are many student projects that revolve around game creation. In this session we will discuss the different types of game projects that students can do, and hope that you can walk away from this session with a prototype of a game, or project, that you can take back to your class.","Description":"When students engage with educational games they can learn through play. But, when students create games, they learn even more. At Science Leadership Academy there are many student projects that revolve around game creation. In this session we will discuss the different types of game projects that students can do, and hope that you can walk away from this session with a prototype of a game, or project, that you can take back to your class.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"The goal here is to give teachers the tools they need to start exploring game design as a pedagogical practice. Attendees should expect to see examples of games and gaming projects that have been used at SLA. We will also discuss core game mechanics and what they can teach us about project creation. From there, attendees will collaborate to start their own game projects for their own classes.","Presenter":["Steph Sessa","Victor Hernandez","BJ Enzweiler"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["ssessa@scienceleadership.org","vhernandez@scienceleadership.org","renzweiler@scienceleadership.org"],"ScheduleSlotID":159,"ScheduleLocationID":35,"SubmitterID":4757,"AdditionalComments":"Hi folks!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1240,"Class":"Conversation","Created":1699063749,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Partnership and Inquiry at the Lea School","Handle":"partnership_and_inquiry_at_the_lea_school","ShortDescription":"An exploration of the process of integrating partnerships into inquiry driven student work and presentation at the Lea School in West Philadelphia.","Description":"At the Lea School we have spent the last two years shifting towards project based learning as a school community. As part of this process we have re-thought how we utilize partners to support the work of the school and built a process for connecting partners to units of inquiry. In this session we will present artifacts from this experience and a guide for exploring and questioning them. Through this shared exploration we will engage in dialogue and a shared inquiry in to the work being done in our school and community. Hopefully participants will come away with no ideas and fruitful questions!","Link":["https:\/\/lea.philasd.org\/"],"Audience":["All School Levels"],"Practice":"A combination of independent and shared inquiry. We will use artifacts as jumping off points for inquiry and provide opportunities for shared questions.","Presenter":["Aaron Gerwer"],"PresenterAffiliation":["School district of philadelphia","UPenn"],"PresenterEmail":["agerwer@philasd.org"],"ScheduleSlotID":159,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1222,"Class":"Conversation","Created":1698871656,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Rethinking Grading in the Math Classroom","Handle":"rethinking_grading_in_the_math_classroom","ShortDescription":"This presentation\/conversation centers on a public school teacher's transition from traditional grading to a system emphasizing student thinking, reflection, growth, and understanding. Influenced by restorative practices, it prioritizes ongoing assessment for both retention and improvement throughout the school year.","Description":"Participants will reflect on and share their experiences with the severe drawbacks of status quo grading systems in a math classroom such as punishing students for past misunderstanding and awarding students for memorization alone.\r\n\r\nIn response to the drawbacks shared, the participants will learn how to highlight student thinking through ungraded practice tests, describe student understanding with holistic vocabulary, make time for 1-on-1 teacher\/student graded test conversations, allow flexibility with graded assignments, work around the harmful effects of averaging grades, and help students see grades as feedback vs. as their identity.\r\n\r\nParticipants will reflect on and discuss how they can reimagine their own grading systems in small or large ways as a result of this presentation\/conversation.","Link":[],"Audience":["High School","Middle School"],"Practice":"I'd like to begin by engaging participants in conversations (both small and whole group) where they share their known and experienced drawbacks to status quo grading systems prior to me jumping into my story. After hearing my story (which is ever evolving), I'd like to end by engaging participants in conversations once more (both small and whole group) where they share ideas that come to mind regarding grading in their own respective professional spaces.","Presenter":["Alex Herr"],"PresenterAffiliation":["Perkiomen Valley High School"],"PresenterEmail":["aherr@pvsd.org"],"ScheduleSlotID":159,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Thank you for taking the time to read through my proposal! I was so thankful for my experiences at my first EduCon last year. I look forward to learning from and with all of you again in 2024. I appreciate all the hard work you put in to making this event happen.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1235,"Class":"Conversation","Created":1698897175,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Artist Incognito: Making Art to Inform Our Educational Practice","Handle":"the_artist_incognito--making_art_to_inform_our_educational_practice","ShortDescription":"Whether hobbyists or side-hustlers, education professionals often turn to art as escapism or income enhancement.  How might we turn artistic expressions into opportunities for professional and personal development?  Come create while conversing; no skills required.","Description":"We so often use artistic expression as ice breakers, tempo shifters, and detachment from the task at hand in learning environments.   In this conversation, participants will be offered a wide range of artistic techniques, media, and excecises in 2D and 3D art  in the service of better understanding their professional practice as educators and humans.   More than a paint and sip, this is will be more of an art and insights.  We want all to feel welcome to explore and try their hand at different methods as they discover links between the collages and watercolors in hand and the way they approach the world of teaching and learning.","Link":["https:\/\/www.instagram.com\/artbyjacquie\/","https:\/\/www.danryder207.com"],"Audience":["All School Levels"],"Practice":"We will use an art studio structure as well as a salon discussion format, providing stations and prompts to encourage conversation between neighbor participants with mindful pauses and opportunities to gather together as a whole before starting the cycle once more.  Each piece of art created -- from doodle to diorama will serve as an artifact and talking piece for the conversation.","Presenter":["Jacquie Gardy","Dan Ryder"],"PresenterAffiliation":["US Department of State English Language Programs","Community Regional Charter School"],"PresenterEmail":["gardyJA@state.gov","danryder207@gmail.com"],"ScheduleSlotID":159,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"We have been tinkering with this conversation format for some time now and we'd love to be able to put it into practice for the first time ever at Educon, the home of beautiful idea artists.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1237,"Class":"Conversation","Created":1698899679,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Forgotten Conversation: Developing Literacy Skills in Older Students","Handle":"the_forgotten_conversation--developing_literacy_skills_in_older_students","ShortDescription":"Research shows that students who develop into strong readers live longer lives, are healthier overall, make significantly more money throughout their lifetime, and have more options for lifting themselves out of poverty.  Yet, most high school students who attend comprehensive high schools in Philadelphia come into their secondary education reading at the 5th-8th grade level.  The ability for students to access grade-level texts and teach themselves new skills through reading is crucial.  So, how can neighborhood schools help students to become literacy leaders?  While there has been a great deal of dedication to more efficacious literacy practices in the lower grades, that research has not translated to high school. Nationally, there is no model and very little data to address unfinished literacy skills in older students.","Description":"This is the question that the Administration at John Bartram High School is actively tackling.  This conversation has been pursued by both the Assistant Principal and Academic Coach who are asking these questions through their doctoral studies. We understand that a focus on growing literacy skills \u2013 and addressing unfinished skills while teaching literacy across all core subjects \u2013 is key to helping students make up for lost learning and excelling in their future. \r\n\r\nThe work of  Reading Specialists in elementary or middle school is very different from what is needed in high school, and the mode of instruction also needs to be adjusted for the intellectual and social needs of teenagers.  \r\nFor those who work with students in Middle and High Schools, this issue is very real.  How can we address unfinished learning in skills that are crucial for comprehension to rise up to grade level?\r\n\r\nIn 2022-2023, Bartram\u2019s standardized test scores rose 6% in literacy.  This growth begs the question - how do we maintain this trajectory?  Administrators prioritized dedicated funds to obtain a Reading Specialist and a school-based Academic Coach in addition to their school-based Teacher Leader.  This team, as a whole, is taking unusual steps to address this issue. We hope our work may be a model for other high schools that are serving similar demographics.  At EduCon we would like to present the ideas and steps that we are taking, share up-to-the-moment data from our work, and contribute to a larger conversation about supporting high school students' unfinished literacy skills.","Link":["https:\/\/bartram.philasd.org\/"],"Audience":["High School","Middle School"],"Practice":"I feel that EduCon would be a great place to uplift an important conversation.  As such, people who join this group will be asked to share their own best practices and insights.  So, the conversational practice could include Turn and Talks, Philosophical chairs, or similar Total Participation Techniques.  In addition, a seminar-style presentation filled with anecdotal and data points will invite inquiry and dialogue.","Presenter":["Felicia Rosen"],"PresenterAffiliation":["Office of Professional Learning","School District of Philadelphia & John Bartram High School"],"PresenterEmail":["frosen@philasd.org"],"ScheduleSlotID":159,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"Other members who could be part of the conversation include: Dr. Jennifer Reed, Assistant Principal, and Edward Meagher Singer, Reading Specialist","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1190,"Class":"Conversation","Created":1697922858,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Balancing Tradition and Technology: The Dilemma of Knowledge Constitution in AI-Assisted Writing","Handle":"balancing_tradition_and_technology--the_dilemma_of_knowledge_constitution_in_ai-assisted_writing","ShortDescription":"In this conversation, we will discuss the process of knowledge constitution in tradition and AI-driven writing practices. Drawing on Writing to Learn research, I will explore how human beings develop new knowledge and insight through first and second learning processes in the writing process. First, writers learn through memory work and data retrieval. Second, writers learn through sentence and paragraph creation. Thus, if our students turn over increasing amounts of sentence and paragraph generation to AI, they run the risk of missing out on key opportunities to learn. And yet, we cannot hide from AI. Know this fact, we can begin to develop a more \"conscious\" method of use.","Description":"Here are the major findings of my research to date:\r\n\r\nMore traditional modes of writing will always coexist with AI-infused modes of expression to the extent that users will still need to fill in prompts with original text or use original text as the basis for AI generative process. In these contexts, writers will need to evaluate proportionality of generative AI use in light of the nature of specific tasks, genres, functions, and purposes.\r\n\r\nWhat kinds of writing tasks can be turned over to generative AI processes? What kinds of writing need more human supervision or need to be written in an entirely unassisted way?\r\n\r\nThe difficulty of the matter is that we probably will not be able to know ahead of time in an a priori or axiomatic sense which writing tasks will be truly knowledge-constituting and which will not be. Even the most perfunctory piece of writing under the right conditions has the possibility of yielding a dramatic insight if not from a field-changing perspective, then at the very least from an internal psychological perspective. Except perhaps\u2026   We all can fill in that blank.\r\n\r\nCertainly, the solution here is not to hide from generative AI or avoid using it as a writing tool. Instead, what I suggest is that we think very carefully about what might be lost and what might be gained by using AI in particular cases.\r\n\r\nWhat proportion of our work do we want to turn over to AI? (Here, the questions of volition and choice are critical.) What proportion do we want to retain? Where in the writing process do we feel like we generate the most original thoughts or creative insights? What steps do we need to create a writing practice that is knowledge-constituting?","Link":["https:\/\/nickpotkalitsky.substack.com\/"],"Audience":["All School Levels"],"Practice":"I will design a learning experience that asks participants to use writing as a process of knowledge constitution. \r\n\r\nParticipants will engage in both traditional and AI-infused writing processes around a challenge or problem.\r\n\r\nParticipants will qualitatively evaluate their experiences as more or less knowledge constituting. \r\n\r\nI am anticipating that those involved in AI-infused writing will learn a lot, but the knowledge building will primarily focus on skills and competencies related to working with the medium in question (AI).\r\n\r\nBut I am very much excited to have my own hypothesis disproven.","Presenter":["Nick Potkalitsky"],"PresenterAffiliation":["The Miami Valley School"],"PresenterEmail":["nicolas.potkalitsky@mvschool.com"],"ScheduleSlotID":160,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":"Nick Potkalitsky, Ph.D.\r\nNick\u2019s dedication as an educator and researcher is directed towards the continuous enhancement of research methodologies, instructional techniques, and assessment systems in areas spanning language arts, history, media studies, and digital humanities.\r\n\r\nPresently, Nick holds the position of a high school language arts teacher at a small independent school in Ohio, where he actively contributes to the school's endeavors in crafting an AI-responsive curriculum and policy. In his prior roles, he has been actively involved in teaching and curriculum development across various educational levels, private and public, ranging from middle school to college and graduate school settings. His educational background includes a Bachelor's degree in the Classics, a Master's in Education, a Ph.D. in American Literature, two teaching licenses in Ohio, and a Montessori certificate.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1197,"Class":"Conversation","Created":1698253075,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Capturing Intergenerational Oral Histories: Connecting with Elders to Preserve Stories and Build Community","Handle":"capturing_intergenerational_oral_histories--connecting_with_elders_to_preserve_stories_and_build_community","ShortDescription":"The 12th grade STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia explores themes of protest and change in the surrounding neighborhood through lenses such as storytelling. Collecting and sharing the stories of community elders is one powerful way students gain perspective and connection.","Description":"After writing and recording their own \u201cThis I Believe\u201d essays, 12th graders in STRIPES begin to expand outward in the community. Protest and change are major themes of the course, and often students have narrow views of what these look like in action. By connecting with elders from a local senior center, students build relationships and begin to understand how the Parkside neighborhood has changed over time. In addition, students hear how others have navigated change in their lives, as well as ways that people have confronted and protested injustice. Students develop and apply interviewing skills, and then work in a media lab to edit and consolidate the elders\u2019 stories. The unit ends with an exhibit at the senior center in which students share the final stories along with photo portraits they took of their interviewees. The elders\u2019 stories are cataloged in an archive for posterity.\r\n\r\nThe various pieces of the oral history project reflect the mission of STRIPES: Students learn through real-world, local experiences in the city of Philadelphia to develop a sense of connection, purpose, and possibility that empowers them to shape and impact their communities. STRIPES relies on three main pathways to attain its mission: authentic partnerships, integrated learning, and self-knowledge.\r\n\r\nIn this conversation, we will share the scope and sequence of the oral history project, along with final products. We will discuss with participants the ways that we connected and partnered with local organizations and senior centers in order to implement this project.","Link":["https:\/\/www.belmontcharternetwork.org\/bchs\/stripes"],"Audience":["High School","All School Levels"],"Practice":"At EduCon we will offer breakout sessions\/discussions centered around the main aspects of the unit: developing interviewing skills, connecting with elders in the community, editing interviews, and other elements. Current STRIPES students will be among the facilitators.\r\n\r\nThe conversation will wrap up with a focus on the nuts and bolts: the logistical pieces of implementing such a unit, including scheduling and rostering, grading, permission slips, and other logistical pieces. Participants will leave with the information and inspiration needed to develop an oral history unit at their school.","Presenter":["Alyssa Ripley","Taylor Lewis","Michael Friedman"],"PresenterAffiliation":["Belmont Charter Network"],"PresenterEmail":["alyssa.ripley@belmontcharternetwork.org","taylor.lewis@belmontcharternetwork.org","michael.friedman@belmontcharternetwork.org"],"ScheduleSlotID":160,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1216,"Class":"Conversation","Created":1698854673,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Do collaborations really work? Exploring lessons learned from a successful seven-school community of practice in Philly implementing student-centered initiatives.","Handle":"do_collaborations_really_work-exploring_lessons_learned_from_a_successful_seven-school_community_of_practice_in_philly_implementing_student-centered_initiatives.","ShortDescription":"Cross-school collaboration can be a powerful way to expand teacher, administrator, and school capacity. In this conversation, teachers from seven Philadelphia schools - public and charter - share what it took for their Community of Practice (CoP) to introduce a new SEL advisory curriculum in their school communities.","Description":"Broadly this discussion is about how the Philadelphia Learning Collaborative (PLC), an educational nonprofit that often functions as an intermediary organization, convenes schools in its membership to take on initiatives that are too daunting for individual schools to tackle alone, such as implementing new curriculum or strengthening school-based real-world learning programs. Specifically, teachers from the CoP will share details from the first of a two-year long journey of working across seven schools to implement an SEL curriculum in advisory that addressed students post-pandemic needs. \r\n\r\nPLC and the Learning Accelerant partnered to build a CoP of 30-educators with representation from seven Philadelphia schools. The goal of this ongoing initiative is to maximize advisory by using a common curriculum (nXu)  and learning how it is adapted in different contexts. The curriculum guides teachers in helping students to: 1. navigate transitions 2. find their voice 3. chart a path for the future, and 4.prepare for what\u2019s next.\r\n\r\nIn our conversation teachers will openly share the benefits and challenges of this approach. \r\n\r\nAttenders will learn about how to:\r\nengage with school leaders about an identified challenge\r\nremove barriers to participation to create an open community \r\ncollaborate with colleagues in your school\r\nbuild a virtual community to advance the initiative\r\n\r\nAfter the panel, the session will transition into small groups where attendees will take some time to strategize around needs and innovations that have been tabled in their own schools and determine how cross school collaboration could be meaningful.","Link":["https:\/\/www.phlcollab.org\/"],"Audience":["High School"],"Practice":"This panel will feature teachers who are CoP members.  The attendees will be encouraged to ask questions. Following the panel, CoP teachers will facilitate structured small group discussions aimed at guiding attendees to workshop their own next steps and leave the session with ideas about how to move a similar initiative forward in their own context.","Presenter":["Crystal Cubbage","Jennifer Brevoort","Robbie Marsden and two additional CoP members (To be confirmed)"],"PresenterAffiliation":["Philadelphia Learning Collaborative"],"PresenterEmail":["crystal@phlcollab.org","jennifer@phlcollab.org"],"ScheduleSlotID":160,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1214,"Class":"Conversation","Created":1698757121,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Failure in the Generative Age","Handle":"failure_in_the_generative_age","ShortDescription":"A conversation about seeing failure as an important part of the AI world.","Description":"Artificial Intelligence is not new. It is not perfect. But, it is also not going away. So, as educators, the question really isn't how can we ban AI in our schools; the question is how do we invite a conversation about it into the classroom? We see an opportunity here to simultaneously develop a nuanced conversation about what Amy Edmonson calls \"intelligent failure\" in her book, The Right Kind of Wrong (2023). How we guide our students through the Generative Age will require us to also be more adapt at leveraging the moments when things don't go the way we wanted.","Link":["https:\/\/sites.google.com\/view\/alana-winnick\/home?authuser=0","https:\/\/www.nicholasfargnoliconsulting.com\/","https:\/\/www.toastedpodcast.com\/"],"Audience":["All School Levels"],"Practice":"This conversation will be based on a variety of interactive activities and restorative circle protocols. We will converse in an effort to develop ideas about what it means to live and teach in uncertain times--and with tools that seem to develop as fast as the mythology around them.","Presenter":["Alana Winnick"],"PresenterAffiliation":["Toasted Podcast","Finger Lakes Community College","The Generative Age","Pocantico Hills Central School District"],"PresenterEmail":["alana.edtech@gmail.com"],"ScheduleSlotID":160,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1206,"Class":"Conversation","Created":1698680454,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Finding Joy in Centering Inclusion","Handle":"finding_joy_in_centering_inclusion","ShortDescription":"Where do we find joy in our schools, classrooms and communities? How can we center joy, and with that, also elevate inclusivity? In this session, we will explore how to more purposefully cultivate joy and center students\u2019 identities, experiences and perspectives. A collaborative and hopefully joyful conversation uplifting some practices from Gholdy Muhammad\u2019s Unearthing Joy.","Description":"1. Using Alok's quote: \"Your role on this earth is to cultivate the truest form of yourself, and other people are going to feel threatened by that because they are living an abbreviated version of their own joy\" We will reflect on our own identities and how they bring us joy and how they present challenges to showing up as our authentic selves. We will draw on this reflection to ask, when or how have we caused our students to live an abbreviated version of their own joy? What would it take in our schools to allow everyone to show up as the \u201ctruest form of themselves\u201d?\r\n2. We will present findings from SDP\u2019s Student Experience Survey and discuss the under-reporting of LGBTQ experiences. We will discuss and provide alternative measures to gather more accurate data on all students' experiences in schools. \r\n3. Cultivating Joy in\/and Inclusivity\r\nParticipants will explore Gholdy Muhammed's \"Unearthing Thought\" exercise, completing an evaluation regarding opportunities for Joy in schools. \r\nWe will explore, \u201cWhat is getting in the way of Joy in our schools?\u201d and tie this back to Alok\u2019s message that \u201cpeople are living an abbreviated version of their own joy.\u201d\r\n4. Finally, we will view art, listen to music and ask participants to share examples of how joy is cultivated in their own educational spaces. We will share strategies to center joy and create truly inclusive communities in schools, drawing on the facilitators\u2019 experiences facilitating Equity Centered PD with leaders and working to establish more inclusive communities in schools.","Link":[],"Audience":["All School Levels"],"Practice":"We will provide many opportunities to discuss, collaborate and share ways to cultivate joy, and how we recognize and center the many beautiful identities in our schools. Drawing on the experiences of those in the group, we will reflect on when and how school was joyful for us and where and how we bring joy to our school communities now. Participants will view and discuss art, listen to music and spoken word, and problem solve around what is getting in the way of centering joy?","Presenter":["Katie Culver","Dylan Van Duyne"],"PresenterAffiliation":["School District of Philadelphia"],"PresenterEmail":["kculver@philasd.org","dvanduyne@philasd.org"],"ScheduleSlotID":160,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1218,"Class":"Conversation","Created":1698864043,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Meaningful Making With Middle Schoolers (Year 2)","Handle":"meaningful_making_with_middle_schoolers-year_2","ShortDescription":"In Year 2 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 year one?","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 last year.  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:\/\/sites.google.com\/philasd.org\/independent-exploration\/home?authuser=0"],"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":["Meredith Martin","Michael Franklin"],"PresenterAffiliation":["SLA Middle School"],"PresenterEmail":["mbmartin@philasd.org","msfranklin@philasd.org"],"ScheduleSlotID":160,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1217,"Class":"Conversation","Created":1698859841,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Social Emotional Learning and Brave Spaces in a STEM Classroom","Handle":"social_emotional_learning_and_brave_spaces_in_a_stem_classroom","ShortDescription":"Discover how SEL activities can enliven curriculum and deepen student connections. The FirstHand team shares tools from the evidence-based CASEL framework, and how these practices have impacted the outcomes of our informal STEM program. Attendees will participate in a fishbowl discussion called Brave Spaces prompted by a student-created question.","Description":"FirstHand is a program of the University City Science Center that offers free informal STEM education to Philadelphia students through real-world, hands-on experiences that connect middle and high school students to careers in Philadelphia. In 2021, we began visioning how the FirstHand program could best incorporate evidence-based SEL (Social Emotional Learning) strategies to support student growth. In this discussion, we will detail our successes in implementing SEL activities, and speak about the positive student outcomes when combined with STEM learning. Recent, relevant feedback gathered from student focus groups will be shared, including student quotes that describe the FirstHand Lab as a safe place where students are free to be themselves and how the program sparks an interest in science that students may not have known was there.\r\n\r\nWhile learning about FirstHand SEL practices, including Brave Spaces, session attendees will have the opportunity to experience activities themselves and discuss how these strategies could be best implemented in the context of their own classroom.","Link":["https:\/\/sciencecenter.org\/programs\/firsthand"],"Audience":["High School","Middle School"],"Practice":"Participants will join us for a Brave Spaces conversation to discuss a student-created question related to building positive teacher-student relationships. Brave Spaces is an activity that University City Science Center uses both as SEL time for FirstHand students, as well as a DEI initiative to build community with our staff. We aim to foster a safe, affirming, and inclusive environment where all voices are heard and respected. The fishbowl formation provides two concentric circles: those who wish to speak may join the inner circle and active listeners sit in the outer circle. Over the course of the conversation, participants switch positions\/roles, and there is no pressure to speak if folks do not want to. Our goal is for attendees to experience SEL activities as a participant and share ideas for implementation in new contexts.","Presenter":["Andrea Poulsen","Stefanie Bingham"],"PresenterAffiliation":["FirstHand at University City Science Center"],"PresenterEmail":["apoulsen@sciencecenter.org","sbingham@sciencecenter.org"],"ScheduleSlotID":160,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1193,"Class":"Conversation","Created":1698094930,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"AI & Chat GPT for Your Classroom and Hustle","Handle":"ai-chat_gpt_for_your_classroom_and_hustle","ShortDescription":"Come join this interactive conversation and discover the potential and pitfalls of AI and Chat GPT in education and entrepreneurship. Through a combination of student presentations( case studies), demonstrations, and interactive activities, participants will gain insights, tips, and actionable ideas for enhancing their classroom practices and side hustles while promoting social good.","Description":"This session will provide an exploratory dive into the importance of responsible use of AI and Chat GPT in education and entrepreneurship. By exploring the potential and pitfalls of AI technology, we aim to empower participants to harness AI & Chat GPT benefits for educational and professional success.\r\n\r\nThrough practical strategies and actionable ideas, we will provide attendees with the tools to integrate AI and Chat GPT in a manner that promotes inclusivity, access, and fairness. We will emphasize the ethical considerations associated with AI, including data privacy, bias mitigation, and responsible algorithmic decision-making.\r\n\r\nFurthermore, by co-presenting with high school students, we ensure that diverse voices are represented, fostering a sense of inclusion and promoting representation of underrepresented groups in discussions around AI and technology integration.\r\n\r\nThe session will also highlight the relevance of AI and Chat GPT in addressing educational and societal inequities. Moreover, by exploring the entrepreneurial potential of Chat GPT, we encourage participants to leverage AI for social good, addressing community needs and promoting inclusive economic development. By sharing innovative approaches and success stories, we hope to inspire attendees to use AI technology to create opportunities and make a positive impact in underserved communities.\r\nIn summary, this session advances Equitable Development by promoting responsible AI usage, fostering inclusivity, addressing educational disparities, and empowering participants to leverage AI and Chat GPT for equitable and sustainable educational and entrepreneurial practices.","Link":["http:\/\/www.uschool.org\/","https:\/\/www.sriiiconsulting.org\/"],"Audience":["High School","All School Levels"],"Practice":"The audience will be directly engaged through a variety of interactive activities and discussions. Participants will have the opportunity to experience AI and Chat GPT firsthand through demonstrations and guided exercises. Small group discussions will encourage collaboration, allowing attendees to share their insights, ask questions, and brainstorm ideas for integrating AI into their classrooms and entrepreneurial ventures. \r\n\r\nAdditionally, dedicated time for Q&A and a student case studies discussion with the lead presenter and student co-presenters will provide an interactive platform for participants to engage, seek clarifications, and gain diverse perspectives. This session is designed to actively involve the audience, ensuring an engaging and participatory learning experience.\r\n\r\nDuring our workshop, participants will actively engage in dynamic conversation, including students who will co-present. Here are some ways we will ensure their experiences and perspectives are integrated:\r\n\r\nContent Expertise: Students will share their firsthand experiences of using AI and Chat GPT in the classroom, providing unique insights into its practical applications.\r\n\r\nEffective Communication: The session will include panel discussions where students will actively communicate their experiences and perspectives on using AI for learning and innovation.\r\n\r\nCollaboration: Students will join group activities and discussions, collaborating with other participants to explore AI's potential in education and entrepreneurship.\r\n\r\nCritical Thinking & Problem Solving: Students will engage in problem-solving scenarios, offering their perspectives on addressing challenges related to AI integration.\r\n\r\nSelf-Directed Learning: Students will share how they've independently explored and applied AI technology to enhance their learning and side hustles.\r\n\r\nAcademic Mindsets: By participating as co-presenters, students will exemplify an academic mindset, demonstrating their enthusiasm for learning and leveraging AI for positive change.","Presenter":["Samuel A. Reed III"],"PresenterAffiliation":["U School \/ AFRN Program","SriiiConsulting"],"PresenterEmail":["sriii2000@gmail.com"],"ScheduleSlotID":161,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"I plan to bring up to 3-4 student as co-presenters","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1226,"Class":"Conversation","Created":1698876499,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building a school-wide real-world learning program","Handle":"building_a_school-wide_real-world_learning_program","ShortDescription":"In this session, we will unpack every aspect of building a school-wide RWL program, including project design and planning, assessment, partnerships, internship programs and much more!","Description":"What does \"real world learning\" mean? How can schools build robust RWL programs? How do you plan the work? What are students expected to learn and how is that learning demonstrated and assessed? What role to partnerships play, and how do you cultivate and maintain them? How do you scaffold RWL experiences across grades? How do you know if you're ready to launch an internship program? How can college classes or industry training be embedded in your curriculum? \r\nIn this session, we explore all things RWL from a leadership, classroom and student perspective.","Link":["http:\/\/www.workshopschool.org"],"Audience":["High School"],"Practice":"This session will be facilitated by staff and students from the Workshop School. Facilitators will ask participants to reflect on and share their current RWL practices and identify specific next steps they can take to grow or deepen their programs. We will share information and resources from our own systems and practices but focus our work on how participants might adapt them to their own contexts.","Presenter":["Matthew Riggan","Candace Eaton","Workshsop School students (TBD)"],"PresenterAffiliation":["The Workshop School","Workshop Learning"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":161,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"We will identify student facilitators well in advance so they can be included in the program.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1234,"Class":"Conversation","Created":1698896008,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Cardboard & Consoles: Game-Based Thinking in the Classroom","Handle":"cardboard-consoles--game-based_thinking_in_the_classroom-2","ShortDescription":"How might we apply the underpinnings of tabletop and video game design to the demonstration of deeper content knowledge,  social-emotional growth, and future-ready skill development?  Ideate and imagine while exploring a library of games & resources.","Description":"After a brief exploration period investigating a variety of games, the community of conversationalist will be guided through a framework to game-based thinking and use a human-centered design process to brainstorm and initiate prototype game-based experiences.  From there we will discuss the insights and understandings they took from that process and they might apply to their impact areas.","Link":["https:\/\/www.danryder207.com"],"Audience":["All School Levels"],"Practice":"We will use my 5E framework for human-centered design and problem solving: EXPLORE, EMPATHIZE, EXPERIMENT, EXECUTE, EVOLVE.  \r\nWe will dive into a library of games and unpack the ideas of game-based thinking.\r\nWe will discuss one another's histories and experiences with games.\r\nWe will experiment with ideas for applying game-based thinking to learning experiences in our impact areas.\r\nWe will identify an idea to develop and plan to execute.\r\nAnd we will discuss our experiences and thinking so we may evolve even the kernel of an idea into something more.","Presenter":["Dan Ryder"],"PresenterAffiliation":["Community Regional Charter School"],"PresenterEmail":["danryder207@gmail.com"],"ScheduleSlotID":161,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"This whole idea hatched from a lunchtime ignite I presented at Educon in the before times.   Designing games in the classroom with learners sent me thinking more deeply about game-based thinking and WHY it is so powerful.   The last few years I've been going stronger and stronger toward these ideas as central to my educational practice and that makes me uber happy.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1225,"Class":"Conversation","Created":1698873276,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How to Increase Rigour through College Partnerships and Experiences?","Handle":"how_to_increase_rigour_through_college_partnerships_and_experiences","ShortDescription":"Participants will go through a series of guided conversations and curriculum that helps build a college-going mindset in high school by increasing students' access to college courses through school partnerships.","Description":"Participants will go through a series of guided conversations and curriculum that helps build a college-going mindset in high school by increasing students' access to college courses through school partnerships.  \r\n\r\nIn these conversations, participants will develop a plan to increase the college-going mindset in their class either through curriculum building or partnerships and in their school through intentional partnerships","Link":["https:\/\/southbronxcommunity.org\/"],"Audience":["High School"],"Practice":"Participants will use the discussion protocol and consensus statement actions to engage in courageous conversations around access to college experiences in high school for Black and Brown students.","Presenter":["Christipher Fleming","Pablo Lopez","Alex D. and Yanil"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["christipher.fleming@southbronxcommunity.org"],"ScheduleSlotID":161,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1187,"Class":"Conversation","Created":1697817531,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Let's Write a Song","Handle":"let-s_write_a_song","ShortDescription":"Join us as we listen to famous songs from the American folk and blues traditions and then write our own songs in response.","Description":"Despite its prevalence across society, songwriting is rarely taught as a fundamental form of communication in the school curriculum. We listen to songs, and we sing songs. But when it comes time to write in school, we tend to focus on essays, reports, short stories, and poems. They are the types of writing that \"everybody\" is supposed to know how to do \u2014 while songwriting is just something that musicians need to know about. Well, let's flip that script and imagine a world in which all learners are expected to understand how to listen to songs and how to write them. Let's have a conversation and write a few songs while we're at it. In this session, we'll listen to key examples of song-form from the American folk and blues traditions. Then we'll write new songs modeled on those forms. Extra points for bringing a guitar or banjo.","Link":[],"Audience":["All School Levels"],"Practice":"We're going to sit in a circle and write and perform songs together.","Presenter":["Shelly Blake-Plock"],"PresenterAffiliation":[],"PresenterEmail":["blakeplock@gmail.com"],"ScheduleSlotID":161,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":"While all of my professional and research background can be found here: https:\/\/www.linkedin.com\/in\/sblakeplock\/ -- this presentation really isn't about all of that. It's just about exploring and opening up a new way of communicating as learners.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1248,"Class":"Conversation","Created":1701276052,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Queering the Classroom - Co-Designing to Create Brave, Inclusive Classrooms","Handle":"queering_the_classroom_-_co-designing_to_create_brave-inclusive_classrooms","ShortDescription":"Through the Equity X Design Framework, we are going to take a critical look at the idea of belonging that builds a brave space for all children, but centering Queer Youth. We will discuss what it means to design at the margins, what a transformative classroom looks like, what transformative environments look like, and how to co-create & co-design with youth through a design sprint.","Description":"The equity through line of our presentation is that a classroom that centers queer youth benefits and positively impacts all students in the classroom. We start off by discussing the current state of affairs, but want to make sure that we focus on queer joy and possibility. We frame the discussion on identity, imagination, and the equityXdesign framework. We discuss foundational elements of reimagining \u201cqueer,\u201d defining \u201cbelonging,\u201d and sharing what queer youth say is \u201cfoundational elements of a classroom.\u201d We end with an overview of equityXdesign and give an opportunity for participants to do a design sprint focus on a key lever of schooling, which allows them to dream and imagine brave spaces.","Link":[],"Audience":["All School Levels"],"Practice":"This presentation is focused on building definitions together and then depending on the number of participants - will allow participants to see a number of ideas of innovating school levers that relate to centering queer students in the classroom.","Presenter":["Andre Zarate","Lauren Overton"],"PresenterAffiliation":["Andre Zarate - The Z Factor","LLC; House of Legends; 228Accelerator  Lauren Overton - PAS","228Accelerator"],"PresenterEmail":["ljoverton@gmail.com"],"ScheduleSlotID":161,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"anthony.andre.zarate@gmail.com","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1239,"Class":"Conversation","Created":1699048639,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Using \"portraiture\" to inform education design and disruption","Handle":"using-portraiture-to_inform_education_design_and_disruption","ShortDescription":"Workshop U is a new vision for college built on many of the same ideas that power the Workshop School. As educators, how do we measure what matters and use it to inform our design and iteration? 'Portraiture' is a unique form of qualitative research that has potential to reimagine how we measure impact, collect impact data, and use data for design work in school settings.","Description":"Workshop U is a new college program where students develop a vision for what they want their life to look like now and the skill set to make that vision a reality. Through this process, students earn competency based college credits, complete at least one paid internship per year and receive personalized coaching to ensure they thrive along the way.  This first year pilot is serving as a lab that will provide the learnings to ultimately grow Workshop U into a degree bearing program. HOW DO WE gather, measure and learn from meaningful data to inform our design and iteration?\r\n\r\n\r\n'Portraiture' is a unique form of qualitative research that has potential to reimagine how we measure impact, collect impact data, and use data for design work in school settings. Portraiture shares some features of other research methods \u2013\u2013 ethnography, case study, narrative \u2013\u2013 but it is distinctive in its blending of aesthetics and empiricism in an effort to capture the complexity, dynamics, and subtlety of human experience and organizational life.\r\n\r\n\r\nPortraiture first came to prominence through the works of Dr. Sarah Lawrence Lightfoot, who created the method to better document the culture of schools and school communities.  Her works of portraiture have been used as breakthrough research in the education field. For example, her work The Good High School (which, in \"disavowing the negative, absolutist tone of much school criticism, she suggests that high schools should shape their images by the more realistic standard of a \"good enough\" school, not by setting minimum requirements but by recognizing and addressing \"imperfections, uncertainties, and vulnerabilities.\"\") was used as a narrative blueprint for hosts of school redesigns. \r\n\r\n\r\nPortraiture says: for educators to be able to feel a school come alive in writing... to really understand the human mechanisms and moods of it, is what tips research over the edge to actually translate to new practice. Portraiture has the opportunity to hold both rigor and accessibility in hand. To make the intangibles of good schools legible and replicable to others in a way that traditional qualitative or quantitative approaches, which can flatten and blur the texture of school culture and pedagogy, cannot.\r\n\r\n\r\nWe will discuss 'portraiture' and its methods, discuss the utility and limitations for use in school settings, and using Workshop U as a case study, look at examples of portraiture being captured to understand the efficacy of a new school's pilot year.","Link":["http:\/\/www.workshopu.org"],"Audience":["All School Levels"],"Practice":"Our conversation will anchor on a few essential questions that will engage small groups and then be shared in a large group format. How do progressive educators","Presenter":["Grace Greenwald"],"PresenterAffiliation":["Workshop School"],"PresenterEmail":["ggreenwald@workshopu.org"],"ScheduleSlotID":161,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"This jawn is going to be poppin'.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1229,"Class":"Conversation","Created":1698887565,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Creating Interdisciplinary Projects through Signature Projects","Handle":"creating_interdisciplinary_projects_through_signature_projects","ShortDescription":"Teachers are always looking for ways to have students make meaningful interdisciplinary connections. After years of trying various methods, we have found a sustainable way to incorporate Signature Projects into our curriculum multiple times a year for each grade. Project Innovate, Architecture Expo, Shakespeare Study, Globalization of Chocolate,  and Teen Activism are just a few of the project titles bringing in pieces from every subject area throughout the year.  Teachers do not have to reinvent the wheel each year! Even when most of these projects are ungraded, we have found that students engage, enjoy and learn from these collaborative, in-depth projects each year!","Description":"Signature Projects are in-depth investigations by nature and interdisciplinary by approach. They help students to uncover more of the world around them and take a more comprehensive approach while actively learning, solving problems, thinking creatively and working collaboratively. Projects are driven by essential questions that cover a wide scope and sequence of contents and skills that students begin to develop and eventually master. Currently we have two signature projects per grade level in the middle school,, that are refined from year to year, but do not require teachers to  go back to the drawing board or to reinvent the process. Using a matrix of 14 skills from the \"21st Century Skills from the Glossary of Education Reform\", Signature Projects were built around these skills making sure that each was covered in multiple projects during the three years. For example, skills such as:\r\n- Inquiry based research skills and practices\r\n- Civic, ethical and social justice literacy\r\n- Connecting to community and developing partnerships\r\n- Economic and financial literacy, entrepreneurialism\r\nSome of the projects are embedded in classes during normal schedule hours, connected by a day-long culminating event at the end, while others take students out of classes for a week and completely abandon their regular schedule. In all of the signature projects there is some type of culminating event or project that displays what the students have learned. We have adapted and changed them over time to meet the needs of our student, size of classes, time constraints and to reflect feedback. \r\nWe hope that this session could give you ideas of how you could begin the process of creating your own framework for Signature Projects, or maybe spark an idea for an interdisciplinary lesson that could grow into something more over time. We have found that the students walk away with an in-depth level of understanding of subject matter, while having a great time in the process.  Students look forward to each and every signature project as a way to connect with one another and to learn something new and unexpected! Come learn about ways to help students make meaningful connections!","Link":[],"Audience":["Middle School","All School Levels"],"Practice":"We plan to a lot a of time for discussion within small groups about how this could work at your school or what you are already doing.","Presenter":["Shannon Schmidt","Lindsay Kelland","Emma Parsons"],"PresenterAffiliation":["Garrison Forest School"],"PresenterEmail":["lindsaykelland@gfs.org"],"ScheduleSlotID":162,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1211,"Class":"Conversation","Created":1698681830,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Debugging Creativity and Imagination: The Fusion of AI and creative writing","Handle":"debugging_creativity_and_imagination--the_fusion_of_ai_and_creative_writing","ShortDescription":"This conversation will navigate the crossroads of generative artificial intelligence and ELA. Using prompt engineering, students can convert their written thoughts into astonishing AI-generated images and allow educators to view writing through the lens of computational thinking, providing a unique approach to the creative writing process. This conversation will dive into an innovative and enriching exploration into the fusion of creativity, analytical thinking, and collaborative learning.","Description":"This session will navigate the crossroads of generative artificial intelligence and ELA. Using prompt engineering, students can convert their written thoughts into astonishing AI-generated images and allow educators to view writing through the lens of computational thinking, providing a unique, algorithmic approach to the creative writing process. Students are guided to use an algorithm to write their prompts and then 'debug' them, similar to how programmers optimize their algorithms, resulting in the best possible image representation of their written words. This journey provides an innovative and enriching exploration into the fusion of creativity, analytical thinking, and collaborative learning, set within the context of the increasingly digital and AI-driven world.","Link":["https:\/\/www.AlanaWinnick.com"],"Audience":["All School Levels"],"Practice":"The presenter will facilitate roundtable conversations by handing out bags with spark topics that participants will pull from to discuss. We will come back together and share.","Presenter":["Marina Lombardo"],"PresenterAffiliation":["Pocantico Hills CSD"],"PresenterEmail":["mlombardo@pocanticohills.org"],"ScheduleSlotID":162,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Cofacilitator Alana Winnick is the esteemed author of \"The Generative Age: Artificial Intelligence and the Future of Education.\" Over the past year, Alana has dedicated her time to extensive research, experimentation, and staying abreast of the ever-changing educational landscape. Her expertise and commitment have greatly contributed to the depth and relevance of our content.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1198,"Class":"Conversation","Created":1698415703,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Moments Drive Ideas That Fuel Our Vision for the Future","Handle":"moments_drive_ideas_that_fuel_our_vision_for_the_future-4","ShortDescription":"We experience Moments that shape us from our birth until we soar. It is how we live and reflect on these Moments that will shape us, our connections and our Ideas.","Description":"We experience Moments that shape us from our birth until we soar. It is how we live and reflect on these Moments that will shape us, our connections and our Ideas. Once we have learned to reflect on our memories and Moments we develop Ideas about ourselves, our community and our world. How we reflect, accept and build our Ideas helps us to conceive our Vision. Our Vision allows us to see where we should be, evolve and lead forward. Our Moments and Ideas shape our concepts and will enable us to paint a picture that can inspire and be shared. The mastery of this process will give learners the confidence to create the future.","Link":["https:\/\/www.reynoldstlc.org"],"Audience":["All School Levels"],"Practice":"We will engage in a three part process: 1. We will break out into pairs and discover a moment in each others lives that they reflect on frequently in their practice. 2. We will unpack a series of \"moments\" that have shaped our group to where they are today. 3. We will discover ideas on the reflection process that has evolved around this moment over time. 4. We will unpack how we might introduce this to certain age groups and reframe our interactions to support Moment Development.","Presenter":["Leo Brehm"],"PresenterAffiliation":["Reynolds TLC","XR Terra","K12 Leaders"],"PresenterEmail":["leob@mac.com"],"ScheduleSlotID":162,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1186,"Class":"Conversation","Created":1697810509,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Benefits and Challenges of Dual-enrollment","Handle":"the_benefits_and_challenges_of_dual-enrollment","ShortDescription":"An academic program coordinator and two teachers of dual-enrolled ICT courses lead a discussion of the benefits and challenges of dual-enrollment for high school students.","Description":"At the end of the 2022-23 school year 25 Virginia high school students\r\ngraduated with an Associates Degree concurrent with their high school diploma.\r\n15 of these 25 students came from one high school program,\r\nArlington Tech (https:\/\/careercenter.apsva.us\/arlington-tech).\r\n\r\nIn this conversation, the Arlington Tech program coordinator and two teachers\r\nof ICT dual-enrolled courses will lead a discussion of the benefits and\r\nchallenges of offering college courses to high school students.","Link":["https:\/\/careercenter.apsva.us\/arlington-tech\/","https:\/\/ict.gctaa.net\/"],"Audience":["High School"],"Practice":"The session will be a round table discussion sparked by driving questions: why\r\nDual Enrollment (DE)? and who benefits from DE opportunities? The organizers\r\nwill present information on DE goals, pathways, and statistics and build on the\r\npersonal experiences of participants, teachers, and students in DE programs to\r\nprovide rich conversations about this growing segment of secondary education\r\nprograms.","Presenter":["Dr. Michelle Van Lare","Alice Gallegher","Jeffrey Elkner"],"PresenterAffiliation":["Arlington Public Schools","Arlington","VA"],"PresenterEmail":["michelle.vanlare@apsva.us","alice.gallaugher@apsva.us","jde232@email.vccs.edu"],"ScheduleSlotID":162,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1203,"Class":"Conversation","Created":1698605706,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Ethical Frontier: An Innovator's Quest for Balanced Learning!","Handle":"the_ethical_frontier--an_innovator-s_quest_for_balanced_learning","ShortDescription":"Participate in a quest bridging the digital and physical worlds, integrating humanistic ethics with cutting-edge tech and tokenization! Navigate immersive, gamified stations to learn how to earn and stake digital tokens, fueling transformative discussions. Supercharge student engagement and co-create a compassionate, tokenized, future-ready learning environment. Be the change in education!","Description":"This conversational focus aims to harmonize a world where digital interactions often overshadow human connections.\r\n\r\nImagine a room where each circle of chairs represents a 'node'\u2014akin to a blockchain node or a network hub. Participants in each node engage in conversation, tackling challenges that incorporate both ethical quandaries and technological dilemmas, such as \"How do we ensure equitable access to AI education?\" or \"What ethical obligations do we have when creating NFTs?\"\r\n\r\nWhile participants converse, they'll have tablets or smartphones displaying a decentralized app (dApp). This app is more than a digital companion; it's an integral part of the experience. As conversations reach milestones\u2014consensus on an ethical question\u2014the group earns digital tokens. These aren't just points; they're real, blockchain-backed assets symbolizing their collaborative ethical achievements. These tokens could later be staked for community initiatives, exchanged for exclusive digital content, or redeemed for real-world credentials, bridging the digital and physical realms.\r\n\r\nA real-time, visually engaging leaderboard tracks each node's progress, gamifying the experience and instilling a sense of playful competition. Yet, the true brilliance lies in the synergy between the digital and physical: as participants debate, share, and learn, they're not just earning tokens\u2014they're embodying the values those tokens represent.\r\n\r\nOur focus isn't just a dialogue or a game; it's an experiential ecosystem that fuses humanistic ethics, cutting-edge technology, and the transformative potential of tokenomics into a singular, impactful learning journey. This is your opportunity to take part in redefining what ethical, tech-savvy education can be.","Link":["https:\/\/www.linkedin.com\/in\/qmurden\/","https:\/\/www.kofaacademy.com\/"],"Audience":["All School Levels"],"Practice":"The conversational practice will be comprised of interactive dialogue circles, wherein participants are guided through a series of thought-provoking discussions. These aren't merely conversations; they're quests to achieve specific milestones related to real-world ethical challenges in technology, such as AI ethics, blockchain for community welfare, equitable gig economy models, responsible digital behavior, and peaceful conflict resolution online.\r\n\r\nTo make it engaging and competitive, I've incorporated token rewards and achievement badges that participants earn upon reaching each milestone. These tokens are not just gamification; they represent a microcosm of the digital economy, making the quest both real and relevant. A leaderboard tracks progress, heightening the sense of competition and accomplishment.\r\n\r\nThis isn't just a presentation; it's an innovative blend of ethical dialogue and gamified learning. It's designed for those who want to be at the forefront of education, advocating for a future where learning environments are not only tech-savvy but also ethically responsible. Don't just adapt to the future\u2014help shape it ethically.","Presenter":["Quishaun Murden"],"PresenterAffiliation":[],"PresenterEmail":["quishaun25@gmail.com"],"ScheduleSlotID":162,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"I can also bring an additional presenter to help facilitate a given area of specialization if selected.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11}],"conditions":{"Status":"Accepted","ConferenceID":11},"total":43,"limit":false,"offset":false}