{"success":true,"data":[{"ID":260,"Class":"Conversation","Created":1352097557,"CreatorID":182,"RevisionID":null,"Status":"Accepted","Title":"Adopting, Using, and Reusing Open Content","Handle":"Adopting-Using-and_Reusing_Open_Content","ShortDescription":"Despite having been the subject of increased attention over the last several years, the mechanics of using open content and the advantages of using open content remain poorly understood. \r\n\r\nIn this session, we will look at the roots of some of these misconceptions, and define ways in which these misconceptions can be addressed.\r\n\r\nAdditionally, this session will also help participants looking to get involved in the use, creation, and distribution of open content.","Description":"Despite having been the subject of increased attention over the last several years, the mechanics of using open content and the advantages of using open content remain poorly understood. \r\n\r\nIn this session, we will look at the roots of some of these misconceptions, and define ways in which these misconceptions can be addressed.\r\n\r\nAdditionally, this session will also help participants looking to get involved in the use, creation, and distribution of open content. \r\n\r\nOur goal for this conversation is to help participants learn exactly how easy it is to implement open content, and an open content authoring process, as part of our daily work.","Link":[],"Audience":["All School Levels"],"Practice":"As part of the discussion, we will focus on and document freely available open source tools that can be used to create, distribute, remix, and redistribute openly licensed content. As part of this session, we want to continue to build a network of interested educators who want to continue to work on developing and distributing open content after Educon.","Presenter":["Bill Fitzgerald","Jeff Graham","Andrea Burton"],"PresenterAffiliation":["FunnyMonkey"],"PresenterEmail":["bill@funnymonkey.com","jeff@funnymonkey.com","andrea@funnymonkey.com","abby@funnymonkey.com"],"ScheduleSlotID":16,"ScheduleLocationID":13,"SubmitterID":182,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":256,"Class":"Conversation","Created":1351874847,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Broadening STEM, Intertwining the Arts with the STEM Disciplines","Handle":"Broadening_STEM-Intertwining_the_Arts_with_the_STEM_Disciplines","ShortDescription":"There has been an emphasis on educating students in the STEM (science, technology, engineering, and mathematics) disciplines. A growing movement to broaden the concept of STEM into STEAM (with the A representing arts) provides a broader framework for including creativity, innovation, and to some extent collaboration into these fields. This session will be about creating content and will be fun!","Description":"Traditional STEM education emphasizes reductive thinking and disciplinary depth but does not necessarily incorporate pedagogy of creativity and collaboration. Designers, choreographers, filmmakers, musicians etc. understand that creativity is a process and a shared artistic vision is quintessentially a collaborative effort. This topic aims to shed light on the idea that the traditionally narrow focus of the STEM fields can be expanded and enhanced with collaboration from the arts. \r\n\r\nBroadening this idea, it is important not to think of the STEM fields as uniquely separate; engineering is not removed from science and math; in fact, they are intricately intertwined. Using this as a baseline, the arts are not a separate discipline either. Music technology is a mainstream example of how engineering is seamlessly integrated into a traditional \u2018art\u2019 field. Smart textiles or wearable technology, fabric with electronic components, is another example of how \u2018fashion\u2019 can combine with science. These are just two examples. The goal of this conversation is not simply about adding the art discipline to STEM but is about emphasizing that all disciplines overlap, including the arts, and that comprehensive thinking is essential for education in all fields.","Link":["http:\/\/steamintegration.wikispaces.com"],"Audience":["All School Levels"],"Practice":"After a brief lecture and introduction to the topic, small group discussions will ensue. Educators will be separated into groups based, not on the subject that they teach, but instead on the age level that they teach (elementary, middle, or high school), and will be encouraged to share their ideals in a round-table type discussion, brainstorming how they envision adding artistic, creative, or more visual elements into STEM fields to broaden innovation and learning. The small group discussions will not be highly structured but will hopefully produce creative thinking about how the art can intersect with science, technology, engineering and mathematics and may help educators develop lesson plans. The group will come together and will create one large list of their ideas, suggestions, reflections etcetera. \r\n\r\nA wiki page will be created so that participants can share their ideas after the conference has concluded and share resources that they may have developed during the session.","Presenter":["Alistar Erickson-Ludwig","Liana Nathan"],"PresenterAffiliation":["Drexel University"],"PresenterEmail":["a.e.ludwig@coe.drexel.edu"],"ScheduleSlotID":16,"ScheduleLocationID":15,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":255,"Class":"Conversation","Created":1351864190,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Design Thinking in Schools","Handle":"Design_Thinking_in_Schools","ShortDescription":"Teaching design thinking in schools trains students, teachers, and administrators to think outside the box and intertwine their knowledge to conceive innovative solutions towards the future of education. We'd like to share some examples of how our community collaborated to define, research, ideate, prototype, and implement their ideas.","Description":"Is design thinking worth it?\r\nHow can schools innovate?\r\nHow can education be agile?\r\n\r\nAt The School at Columbia University, we collaborated with designers who trained us how to embrace design thinking. They've outlined the following nine steps: \r\n\r\n1. Define the problem\r\n2. Research the problem \r\n3. Analyze and redefine the problem\r\n4. Ideate many solutions\r\n5. Prototype the solutions\r\n6. Refine the solutions\r\n7. Repeat as needed\r\n8. Choose the solution\r\n9. Implement the solution\r\n\r\nOver the years, our community of students, teachers, and administrators have each had experience working on a few long-term projects. Students redesigned a desk, a chair, and a locker. Faculty and administrators examined our school culture and sought to innovate how we integrate homework, recess, lunch, discipline, and grading. By working together and following the same principles, our population embraced a common language as they worked towards a common goal: define, research, ideate, prototype, implement.","Link":[],"Audience":["All School Levels"],"Practice":"We plan to bring materials that will help attendees define their own institutional problems and seek possible solutions.","Presenter":["Don Buckley","Karen Blumberg"],"PresenterAffiliation":["The School at Columbia University"],"PresenterEmail":["dbuckley@theschool.columbia.edu","kblumberg@theschool.columbia.edu"],"ScheduleSlotID":16,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":252,"Class":"Conversation","Created":1351828178,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Disruptive Talent","Handle":"Disruptive_Talent","ShortDescription":"There\u2019s no shortage of educational innovators. The challenge is figuring out how best to bring their approaches to scale. Participants in this session will discuss what supporting disruptive talent \u2013 at the district, school, classroom, and community level \u2013 would look like and how we can better connect innovators across cities.","Description":"Vanity Fair recently published a list of the \"New Establishment\" and according to the editor, they share a common trait: they\u2019re \"disrupters.\" By definition, disrupters are innovative change agents who challenge the status quo. There are a growing number of these educational innovators in Philadelphia and across the country. But they often do not have the resources they need to scale their approaches. As a result, their innovation is often short-lived and isolated from mainstream practice.\r\n\r\nIn this session, participants will share their experiences and discuss what conditions are necessary to retain this type of talent at multiple levels of the system \u2013 i.e., district, school, classroom \u2013 and how the broader community can be used more effectively to support disruptive innovation. \r\n\r\nThe following questions will be discussed:\r\n\u2022What does disruptive talent look like in practice (at the district, school, and classroom level)? \r\n\u2022What role should the broader community play in supporting this type of change?\r\n\u2022How can we better connect innovators between schools within the same district, as well as across school in different regions?","Link":["http:\/\/www.phillycoreleaders.com"],"Audience":["All School Levels"],"Practice":"The discussion will be structured as a conversation, where participants are split into groups to discuss their own successes and challenges with trying to implement disruptive change at each level of the system. Small group discussion will be moderated by innovators from the Philadelphia region.\r\n\r\nThe goal is to develop a concrete mechanism during the session (e.g., website, mobile application) for highlighting, supporting, and connecting disruptive educational talent both within and across cities that could extend beyond the conference.","Presenter":["Claire Robertson-Kraft","Alyson Goodner","Rachel Meadows"],"PresenterAffiliation":["PhillyCORE Leaders"],"PresenterEmail":["claire.rk@gmail.com","alygoods@yahoo.com","rachel.meadows@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":14,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":266,"Class":"Conversation","Created":1352220777,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Embracing Change: A Panorama of Incoming and Veteran Teachers at SLA","Handle":"Embracing_Change:A_Panorama_of_Incoming_and_Veteran_Teachers_at_SLA","ShortDescription":"This panel-led discussion will feature three SLA teachers at different phases in their teaching careers. They will discuss their experiences navigating a technology driven environment and working in a setting that esteems the ethic of care.","Description":"Mark Bey has been teaching for 15 years in a variety of school urban and suburban environments. He's been teaching students Spanish at SLA for 5 years. He graduated from Morehouse College in 1994 with a BA in Finance and Spanish and from Temple Graduate School in 1999 with an MA in Modern Foreign Language. Mark will share his personal and professional issues of transitioning from a more traditional school and curriculum to SLA, a progressive and project-based school, and the difficulties he had practicing an ethic of care in his classroom management.\r\n\r\nPearl Jonas is a first year SLA History teacher. She spent one year student teaching in Philadelphia and 17 months in a bilingual school in Ecuador. She graduated with a BA in History in 2005 and an MS in Social Studies Education in 2010 from the University of Pennsylvania. Pearl will speak to her recent transition into SLA coming from a test-based school culture. and the role of common language and collaborative culture at SLA in that transition.\r\n\r\nKevin Beckford is a student teacher and a graduate student at the University of Pennsylvania\u2019s Graduate School of Education. He received a Bachelor of Arts degree from Yale University in 2011 where he majored in African American Studies and Political Science. As an undergraduate, Kevin participated in a variety of tutoring and mentoring programs with organizations such as the Yale Black Men\u2019s Union, the NAACP, and New Haven Reads. He\u00a0 just earned a Masters of Philosophy degree from the University of Cambridge in African Studies. He is interested in bridging classroom theory with practice and reconciling personal and professional interests within an inquiry-based setting.\u00a0","Link":[],"Audience":["High School"],"Practice":"Panel Discussion and Q&A","Presenter":["Mark Bey","Kevin Beckford","Pearl Jonas"],"PresenterAffiliation":["Science Leadership Academy","University of Pennsylvania"],"PresenterEmail":["mbey@scienceleadership.org","kbeckford@scienceleadership.org","pjonas@scienceleadership.org"],"ScheduleSlotID":16,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":162,"Class":"Conversation","Created":1349286576,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Mind the Gap","Handle":"Mind_the_Gap","ShortDescription":"We have a vision for effective, student-centered next generation schools, but that's very different from the realities in our classrooms. How do we bridge the chasm between what schools are and what they ought to be? This session will collaboratively explore catalysts for effective change.","Description":"The session begins with a brief presentation outlining the problem. We know that we want inquiry-based schools that foster collaboration and problem-solving, that teach students to be effective learners, and that equip learners to be creators, producers, and innovators as they work to address the challenges of their generation. At the same time, though, increased pressure to improve test scores coupled with a vilainization of teachers and public schools and severe budget shortfalls has left many schools paralyzed. We all leave these conferences enthused about the possibilities. But when we go home and get back to work, we face the realities of the current situation, and our best laid schemes are cast aside.\r\n\r\nOnce the stage has been set, we will explore the question of who can effect change. All of the stakeholders seem to have the ability to scuttle change. Administrators, teachers, parents, students, and alumni all have an interest in maintaining the status quo. Working in homogeneous teams based on their roles, participants will be asked to address these questions: (1) What can I do to effect change in my school? (2) How can I support and encourage change among the other roles? (3) How can I create a sense of urgency for change in my environment?\r\n\r\nOnce the participants have had the opportunity to explore these questions in their homogeneous groups, we\u2019ll re-group into heterogeneous groups to share what we\u2019ve come up with. Teachers, administrators, parents, and students will share their perspectives with one another, developing an appreciation for the challenges of the other roles, and identifying ways we can work together to improve our schools.","Link":[],"Audience":["All School Levels"],"Practice":"Participants will conduct small-group discussions with one another in role-based groups initially. While this depends on the composition of the participants, the goal is to have a group of teachers, a group of principals, a group of educational support professionals, and hopefully groups of parents and students. Then, participants will represent their roles in heterogeneous groups that allow everyone to see these issues through each of the lenses represented. Finally, participants will share their conclusions with the larger group.","Presenter":["John Schinker"],"PresenterAffiliation":["Brecksville-Broadview Hts (OH) City Schools"],"PresenterEmail":["schinkerj@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":9,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":190,"Class":"Conversation","Created":1351526626,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Performance Task Assessment & the CWRA: Better Goal-Posts for Student Learning","Handle":"Performance_Task_Assessment-the_CWRA:Better_Goal-Posts_for_Student_Learning","ShortDescription":"Many schools are adopting visionary goals for student learning, including higher order thinking skills and creative problem-solving, and are seeking to evaluate student learning in more engaging and authentic ways.    Performance Task Assessments and the exemplary CWRA offer a potentially subversive way to change the way we assess, which we will explore and discuss in this session.","Description":"Performance Task assessment, whereby students are posed a challenging, real-world situated problem and presented associated documents for critical review and analysis and required to respond with a thoughtful, creative essay answer, is a different and better way to evaluate student learning. Performance task assessment is coming to public education in CCSS participating states in the new assessments being developed by PARCC and Smarter Balanced.  The College Work Readiness Assessment is used by about 100 US high schools, public and private, and its analogue the Collegiate Learning Assessment, is used by a about 300 colleges and universities.  Jonathan Martin has used CWRA for three years at his independent school; Pam Moran is beginning use of CWRA and is deploying Performance Task Assessments K-12 in her district,  using it to assess contemporary learning growth w students, as tool for assessing professional learning needs among staff, and to assess curricular applications w\/in across discipline: together they will host and facilitate this conversation.","Link":[],"Audience":["All School Levels"],"Practice":"We have a number of ideas and intentions for making this more of a conversation than a presentation: we intend to share sample performance task assessments and invite groups to spend a short time discussing how they'd approach and answer the challenge, what skills and learning will need to have been learned to succeed, and how these tasks can evolve toward becoming more authentic and more rigorous.   We'll ask groups to consider how and where performance task assessments can be embedded in their schools, and ask groups to conduct a gallery walk of sorts on large post-its writing to us and each other their sense of the pros, cons, questions, and improvements that we can make to make performance task assessment more meaningful for students and educators.","Presenter":["Pam Moran","Jonathan Martin"],"PresenterAffiliation":["Albemarle County Public School"],"PresenterEmail":["pmpmoran@gmail.com","jonathanemartin@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":263,"Class":"Conversation","Created":1352217743,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Rough Cut Schools: Developing and Sustaining Media Creation Programs for Kids","Handle":"Rough_Cut_Schools:Developing_a_Media_Creation_Program_of_Study_for_Kids","ShortDescription":"Rough Cut Media is a non-profit devoted to supporting, creating, and advocating for production-based media education programs in schools. Our mission is to help schools create and sustain comprehensive, cross-curricular media education.","Description":"Media Educator Networking and Problem Solving\r\n\r\nA chance for media, film, photography, and other digital art educators to meet, ask questions, collaboratively solve problems, or even just vent in a semi-structured group setting.  \r\n\r\nFacilitated by the founders of Rough Cut Media and current\/former students from Rough Cut's pilot program at SLA.","Link":[],"Audience":["High School"],"Practice":"Three Essential Questions:\r\n-What does media literacy\/creation look like in your school?\r\n-What would you like it to look like?\r\n-What is standing in your way?","Presenter":["Douglas Herman and Josh Weisgrau"],"PresenterAffiliation":["SLA and Friends Central"],"PresenterEmail":["dherman@scienceleadership.org"],"ScheduleSlotID":16,"ScheduleLocationID":8,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":171,"Class":"Conversation","Created":1350605529,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"The Other 18 Hours","Handle":"The_Other_18_Hours","ShortDescription":"We have our students for about 6 hours a day. How do the other 18 hours impact their ability to learn, and our ability to teach?","Description":"How much do we know about our students' other 18 hours? What role does school play in their families, their priorities, their peer groups? In this conversation we'll examine our assumptions and look at some frames for how to meet our students where they are when they walk into school. \r\n\r\nWe will focus our conversation on through looking at the Core Strategies of Effective Integrated Treatment with Adolescents from Centerpoint Adolescent Treatment Services in South Burlington, Vermont. Centerpoint is a therapeutic high school and its strategies are a useful model for any teacher seeking to integrate care and positive regard into relationship with our students.  We will also take a look at excerpts from Paul Tough's How Children Succeed, his latest research on how social and emotional skills work in balance with learning. \r\n\r\nJoin this session for thoughtful reflection on our understanding of our students, our awareness of how we bring ourselves to the work, and development of intentional strategies to improve.","Link":[],"Audience":["All School Levels"],"Practice":"We will have a text-based discussion as well as guided reflection and sharing through writing or visual prompts.","Presenter":["Alex Shevrin"],"PresenterAffiliation":["Centerpoint School","South Burlington VT"],"PresenterEmail":["alex.shevrin@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":226,"Class":"Conversation","Created":1351790638,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Using Appreciative Inquiry and Engaging in a Learning Community","Handle":"Using_Appreciative_Inquiry_and_Engaging_in_a_Learning_Community","ShortDescription":"To create an engaging learning community we must first engage all members of that community. This Conversation focuses on using Appreciative Inquiry to better understand how to reflect and harness the community\u2019s energy in a positive manner to create our ideal learning community.","Description":"To create an engaging learning community we must first engage all members. To do so we must remember why we are in the community in the first place and what we bring to it. All of us possess an inner drive to want to continue to strive for higher levels in our education. Given the alarming rate of high school dropout, everyone in this room has beaten the odds just by stepping through the door. By doing so you have all shown that you have ability to achieve and overcome adversity. Now let\u2019s harness that positive and powerful energy and create our ideal learning community. \r\n\r\nTo do this we will be using a method called Appreciative Inquiry (AI). AI is an inquiry-based process that, by using a 4D Cycle, allows us to discover, dream, design, and create a destiny to unlock our positive core. Each student or small group will be given four questions. The first question will have them appreciate what is and what has come before. The second question will be center around what could be the best possible future they can imagine. The third is aimed at determining what should be. The fourth question addresses creating what should be and then transforming that to action. Once this process is completed student(s) will return to the larger group and an AI summit, which involves picking out words and themes that each person or group came up with and using these key points to create their ideal learning community, will commence.","Link":[],"Audience":["High School","Middle School"],"Practice":"After introductions and explanation of the process members of the learning community will be split into small groups and given four large sheets of paper. A question will be proposed to each group. The questions will be based on the 4D Cycle. The first question will have them appreciate what is and what has come before. The second question will be around what could be the best possible future they can imagine. The third is around determining what should be. The fourth question is around creating what should be and then transforming that to action. Each group will be given three minutes to answer each question and upon completion of each question each group will select a member of that group to hang their answers up, not facing the group. This process will be repeated four additional times. Once this process is completed students will return to the larger group and an AI summit will commence. One member of each group will be tasked with turning answer sheets around for large group to see and large group will be given five minutes to do a gallery walk to read the other groups responses to the questions. Facilitator will ask the group if they see any common themes among the first, then second, then third, and finally the last question. During each of these times the facilitator will highlight keywords and phrases. After this is completed facilitator will write keywords on one sheet of paper and present to group the ideal learning community that they created wherein all members are engaged.","Presenter":["Tariem A. Burroughs"],"PresenterAffiliation":["Youth Health Empowerment Project"],"PresenterEmail":["tburroughs99@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":16,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":164,"Class":"Conversation","Created":1349443991,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Where are the Beautiful Learning Spaces?","Handle":"Where_are_the_Beautiful_Learning_Spaces","ShortDescription":"People travel all over the world to look at beautiful buildings; we are proposing that schools should fit that category too! Looking for a conversation on inspiring learning spaces from around the world.","Description":"\u201cWe place enormous value on the role of the environment as a motivation and animating force in creating spaces for relations, options, and emotional and cognitive situations that produce a sense of well-being and security.\u201d Loris Malaguzzi, Reggio Emilia\r\n\r\nReggio Emila, The Third Teacher and Fielding Nair's work all point to the importance of space in learning. Through the Beautiful Learning Spaces blog and in twitter discussions, Andrew Campbell and Jennifer Chan have begun to explore the potential and inspiration of a variety of learning spaces. Andrew is a grade 4\/5 teacher at Major Ballachey in Brantford, Ontario and has been teaching for 20 years. He\u2019s passionate about learning and committed to using new technologies in creative ways to transform and improve learning for his students. Jenn is an alternative education and community engagement consultant in Toronto, Ontario. She has been working with communities to co-design innovative spaces while thinking about how we interact with space and how space informs culture. Andrew and Jenn are in search of fellow educator to join the conversation around the impact, design and culture of beautiful learning spaces. Together, we will talk about the relationships and influence of space on student learning, engagement and the symbols we associate with the physical spaces of schools. By sharing what we have discovered, we are hoping to change the way people think about space to change the way we think about learning.","Link":["http:\/\/www.beautifullearningspaces.com"],"Audience":["All School Levels"],"Practice":"After a brief introduction of our history and findings; we will run \"What? So What? Now What?\" We are looking for more input than output.","Presenter":["Andrew Campbell","Jennifer Chan"],"PresenterAffiliation":["Grand Erie District School Board","Exhibit Change"],"PresenterEmail":["jennifer.chan@exhibit-change.com"],"ScheduleSlotID":16,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":"We are very excited!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2}],"conditions":{"Status":"Accepted","ConferenceID":2,"ScheduleSlotID":16},"total":11,"limit":false,"offset":false}