{"success":true,"data":[{"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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":11,"ScheduleLocationID":30},"total":5,"limit":false,"offset":false}