{"success":true,"data":[{"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":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":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":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":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}],"conditions":{"Status":"Accepted","ConferenceID":11,"ScheduleLocationID":35},"total":5,"limit":false,"offset":false}