During each of the six breakout sessions throughout the weekend, a large number of conversations will take place. This site will help you organize your plan for the weekend and provide the relevant information for each conversation. After signing in, search through the conversations below and mark the sessions you are interested in to populate your personal schedule on the right (or below if on your mobile phone).

Let Them Play! - Games in the Classroom

Session 3
Steph Sessa, Victor Hernandez, BJ Enzweiler

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.

Rethinking Grading in the Math Classroom

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.

The Forgotten Conversation: Developing Literacy Skills in Older Students

Session 3
Felicia Rosen

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.

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