{"success":true,"data":[{"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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":11,"ScheduleLocationID":34},"total":6,"limit":false,"offset":false}