{"success":true,"data":[{"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}],"conditions":{"Status":"Accepted","ConferenceID":11,"ScheduleSlotID":159},"total":7,"limit":false,"offset":false}