In this three-hour intensive workshop, you will work with the students and faculty of SLA’s Rough Cut Productions to learn the technical and artistic techniques of communicating through video. The skills you will learn will be valuable both in creating great video content to help your students learn, and mentoring your students to create compelling video projects across disciplines.
Schools engaged in the change process are challenged by a whole host of conditions - some of which are negotiable, some not. The path is incredibly challenging and rewarding. Our conversation will talk about allowing breathing room, playing the long game, paying attention to critical indicators and celebrate success.
This session will bring the content of the title book to life by sharing the real-life practices and lessons of SLA students and teachers who use the book's framework every day.
School strategic planning is often an exercise in figuring out what needs to be done in order to continue doing what always has been done. How might we change our approach in order to better achieve our goals?
This conversation will focus on how to empower young women to enroll and succeed in STEM based courses. Here from a panel of four innovative young women enrolled in Burlington High School's Student Technology Innovation and Integration course. Learn about their programs best practices and leave with student generated ideas on how to increase enrollment among young women in the STEM courses offered at your own school.
A Digital Portfolio (Pilot) Discussion: why would students maintain a reflective portfolio, how would this work, how would we convince others to join in?
High school students often feel the pressure of not just getting into a college, but getting into the best college. With so many colleges to choose from, and technology making it easier to apply, the number of students' college applications continue to rise. High school counselors are increasingly challenged to help students access and sort through an influx of information in order to successfully complete the steps to college entry.
High school counselors Karina Hirschfield from Science Leadership Academy and Tatiana Olmedo from Central High School recognize the value of engaging peer leaders in the college application process. Peers have a significant influence in decisions, behaviors and attitudes in youth. In the college process, peers can positively impact student outcomes. Ms. Hirschfield and Ms. Olmedo will share how they promote student leadership, foster a college-going culture, and widen college access opportunities for all students through their College Access Leaders (CAL) program.
CAL students will also share their leadership experience and highlight the benefits and challenges they have come across while helping their peers navigate the college process. Lastly, intern, Olivia Antosiewicz, from the University of Pennsylvania Graduate School of Education will share her direct work in training the CAL students.
Many schools have creative pockets, a class here or there where some truly innovative things happen. But what does this look like school-wide? In this conversation, we'll examine what happens when student-centered problem solving, injury, and creativity are at the heart of every grade from preK to 12.
Death by committee! Sound familiar? Discussions on 'change' can go on in schools cyclically often with little or no movement. Creating dynamic shifts at little or no cost is possible. Explore best practices from innovators worldwide and with peers for advisory, school schedule, professional development, capstone / internship opportunities, project choice / interdisciplinary projects, and even school lunch!
This session is about regaining some of the momentum that we had at the beginning of the year and an attempt to bring our teaching lives under control in an effort to be more productive.
Building mentorship relationships into passion-driven inquiry projects empowers learners of all grades and levels. Learn how an elementary librarian and a high school English teacher connected their student learners, establishing mentors for the inquiry process.
The NYC Expanded Success Initiative Fellows utilized design thinking to construct a school model to address the disparities facing Black and Latino young men. In this conversation, participants will engage in co-creation as we explore some of the challenges faced in the design phase and execution of the school model.
Do we really need "PD" anymore? In a world where content and connections are limitless, why do we need to put restraints on professional learning? What if the only PD course a school ever offered was: How to Learn Something When You Need to Learn Something? In this conversation, challenge yourself to begin rethinking what professional learning means, how organizations can support more diverse and contemporary models of learning, and how schools can build a culture of sustainable professional learning.
In this conversation we will discuss the importance of school wide systems and structures needed to support students with special needs in a fully inclusive, project based curriculum.
Our kids are touched by gender stereotypes every day. What are the explicit and implicit ways we communicate our own bias to our students? How can we instead work to end this cycle of oppression, which our students learn to perpetuate themselves? What's the place for feminism in our classrooms?
This conversation is an opportunity to hear from those who have been supporting and providing the conditions for teachers to act as changemakers as well as ‘changemaker makers’. We will discuss the conditions necessary for helping teachers see themselves as leaders of change in both their classrooms and school communities.
This presentation is dedicated entirely to advisory at SLA. We felt that focussing on this area gives a good depiction as to what makes Science Leadership Academy what it is, what makes it so different compared to other high schools around the country, and SLA’s impact on education.
SLA students and teachers will lead an interactive workshop on inquiry and project based learning. Examples from SLA will be used to spark larger discussions about pedagogical strategies and challenges.
Learning environments are not shaped by wheels on tables, 1:1 programs, or 3D printers (although they help), they are defined by the learning experiences you design. We will explore how to create environments that empower students to own their own learning.
"I absolutely believe that "the grit narrative" damages our children because it lets society and the powerful off the hook. "Why change anything?" they'll ask, "the kids just need grit." "Grit" is one more excuse, its one more hammer to beat children with."
Join us for a provocative conversation about an alternate to Angela Duckworth's narrative of grit, scarcity, and privilege. We'll share a few stories, ask a few questions, and circle up to share pathways that support children as makers of their own learning, voices of influence, powerful purveyers of personal agency by design.
Grit. Curiosity. Integrity. Empathy. Our national (and global) educational conversation is increasingly about the importance of these skills. Can we and should we assess them in our schools? Let's discuss. Among other things, we'll look at the Mission Skills Assessment, which measures Teamwork, Creativity, Ethics, Resiliency, Curiosity, and Time Management.
This is an inquiry-based, collaborative, and interdisciplinary design challenge allowing students in math and history to do research, analyze data, and present their information using coding and other formats such as infographics.
The conversation aims to highlight how the physical space of a school/classroom, innovative pedagogy, as well as emerging technologies can be combined to offer a more authentic learning experience for students, and lead to a deeper understanding and development of 21st century skills.
How might notetaking become more active, personal, brain-compatible and shareable? How might we incorporate symbols and doodles to improve listening, better express ideas, summarize/synthesize learning and make connections? Join a conversation and practice session to explore how we might grow ourselves and our learners through doodling and visual thinking.
Gamification applies elements of game design, specifically video games, as a model for instructional scaffolding. This conversation will explore how gamification can be leveraged to create an instructional cycle that supports challenge-based inquiry, differentiation, and cooperative interdependence, as learners "play" through quests to unlock "powers" for greater learner autonomy.
Based on my experiences as a principal intern at SLA I will facilitate a discussion around leadership practices that support student and teacher agency. We will discuss unlearning elements of “traditional” models and aligning leadership choices to core beliefs about the humanity of all members of the school community.
Staff and students at SLA Beeber along with staff from the Public
Workshop will share their vision and experiences with community
partnerships & building a makerspace with kids and facilitate a
discussion around creative and collaborative spaces in schools and
engaging students in the process.
As a result of our learning together, participants will leave with clear strategies for utilizing social media for personal learning network development. We will take a critical look at popular social media services to determine effective ways to engage with other educators and sustain meaningful conversations focused on learning.
Whose voices are heard in education (education reform, education technology) circles? While it might be easy to identify (and lambast) the "corporate" voices, are we truly offering and supporting diverse voices in response? Who gets to speak "for" students, for teachers, for change? How can we do better?
Sharing examples and looking at case studies of how technology enhances teaching and learning, this workshop will focus on a history/social studies approach to teaching with technology, but will present tools that can be used in any classroom environment. Participants will experiment tech tools that have worked well in our daily teaching and have been practical and efficient for students' learning, especially in a project-based learning environment.
Everyone has a digital identity, like it or not. Responsibly developing and maintaining that identity are critical skills for educators and students. What role should educators play in developing these skills? What do educators need to do themselves to shape their digital identities and to serve as models for students?
Parents shouldn't have to ask, "What did you do in school today?" Students can create products to connect with parents, other students & personalized authentic audiences. We are going to discuss and share resources to help spread the word about the great things that are going on in our classrooms.
How might we “edu-fy” design thinking tools to make them responsive to the educator’s language and context? Join us to explore core approaches in user-centered design and to rebuild them for the educator: creating a responsive toolkit for educators to problem-solve and innovate in their schools!
Emerging technologies, current research, and innovative pedagogies have supported the ways that students learn and demonstrate what they understand. Unfortunately, the archaic practices of grades and grading still dominate assessment conversations, even though assessment is much more than a static number or letter. Students now make their thinking visible more easily, and it is up to educators to recognize and harness the value in new approaches to assessment.
This conversation will seek to provide a space to share best practices, resources & student reflection from Kensington CAPA's teacher led instructional redesign, in order to cultivate ideas & designs for teachers who desire to make positive change at their schools.
What does a student’s grade actually mean? Join a conversation led by NYC iSchool students and their teacher to learn how mastery-based learning and tracking can give students, families and teachers a genuine understanding of student knowledge. Find out what it’s like to really know what your students know while empowering students to take real ownership of their learning and walk away with plans (both big and small) to incorporate mastery tracking into your classroom.
One, since learning as much as I could about inquiry-driving project-based learning at Educon 2.6, I taught two classes in entrepreneurship at NYU that way and expect to teach a new class in leadership this Spring. I will give a progress report, open to constructive criticism, and look for ideas for teaching a brand-new leadership class.
Two, assuming we want to spread the practice, let's find ways to do so, to find others practicing, and create community. Also, let's check that assumption. How does this style of teaching and learning differ in universities compared to K-12? What's easier or harder for the student, teacher, learning institution, etc?
More often than not, professional development in schools follows the drive-by model: a guest speaker addresses the faculty, offering some practical advice for the classroom and then moves onto the next school. Faculty return to their classroom and then, eventually, are visited by another expert offering different practical advice. Without an opportunity for the faculty to fully engage in this professional development in a classroom setting, the lessons learned from each experience are often lost.
How then do we reimagine professional development. We need a new paradigm in professional development as well as in teaching and learning. Instead of offerring self-contained workshops in blocks as traditional PD does, let's consider a new model that is continuous and sustainable (as evidenced by the highly successful Marymount School Making and Learning Institute). Participants immerse themselves as part of a making and learning culture in a variety of ways and choose from a menu of items that works best for the participant and not what is best for the PD organizers. Join us for a lively discussion to rethink PD models as we drive beyond the drive by.
What does distributed leadership look like at both the school and classroom level? How do you set up systems that enable powerful levels of ownership for everyone? And how can distributed leadership be a fulcrum for organizational change?
This is a conversation led by the students of Project Stargazer. Learn about the process high-school students can take to develop their own collaborative projects, based on the experiences of a group of Science Leadership Academy students who created a student-led project in collaboration with The Franklin Institute and Boeing.
How can the arts be integrated across content areas to engage all students? A brainstorming and sharing session between teachers and educators from all content areas.
SLA Teachers share a toolkit for planning and facilitating powerful classroom discussions, especially the important conversations about identity, race, and power. SLA students will discuss the benefits and challenges of participating in inquiry-driven conversations, and will offer tips for success from their perspectives.
PBL (and I'm talking about ALL the PBLs here) has been around for awhile. What do you do to take your PBL practice to the next level? How do you +1 the PBL experience for your students AND for yourself?
Every day, educators pass valuable digital literacy skills to students. In the rush to explore content creation, online privacy and security are frequently overlooked. This discussion will explore information security challenges in the classroom, and will giving educators easy-to-implement information security strategies to minimize the privacy + security breaches online and in the classroom.
The Autism Expressed and Digitability program is an award winning Digital Literacy and Life Skills Curriculum designed to increase inclusion into the workforce and social fabric of society.
Over the last 18 months, a startling group of diverse, extraordinary education practitioners and advocates came together, built trust and resilient relationships, and aligned on a vision of learning that addresses questions like: What do we want most for our children? They are now acting together to realize their vision.
The American Academy of Pediatrics recently acknowledged a distinction between “entertainment” screen time which should be limited, and educational and "active" screen time that can be beneficial. So how do we tell the difference? and how do both impact thoughtful consumption and critical creation of new media?
Mentors from the Philly Youth Poetry Movement facilitate a discussion on incorporating creative writing, performance skills, and public service into a powerful, student-centered humanities curriculum.
In this session, participants will learn about how two Title I traditional public schools build empathy in their students. The session will include storytelling with accounts from a teacher and counselor, modeling and practicing methods the schools use, and sharing out of best practices for building empathy from the audience.
Autodidacticism is the act of teaching oneself. There has been much discussion in edtech circles around autodidactism and how it applies to learning with technology in schools. Let’s discuss how autodidacticism impacts the range of learning experiences and professional development we offer our students and teachers.
Staff at SLA Beeber are coming from various educational contexts to
grow as teachers of project based curriculum. In this session, SLA
Beeber staff will facilitate conversations around our own
challenges, successes, and ambitions as teachers of the
sophisticated pedagogical practice that the original SLA campus has
developed and promotes.
The Web now provides an infinite canvas for developing spaces that are boundless locations for learning. At the same time, the types of devices that students have and can use to connect online are exploding. Given these two ideas, and the potential they represent for learning, it is essential that schools begin to develop a dedicated digital spaces for learning. In this conversation, we’ll discuss potential models for the design of such a space while developing a manifesto that provides a declaration and invitation into digital learning.
Personalization is a hot button issue as of late. The prospect of a student centered, inquiry-driven approach is enticing and personalization is a critical piece of that puzzle. The manner in which personalization is used broadly often invokes technology as tool for efficiency and streamlining that definitely individualize, but may not actually attend to the 'person'. Please join me to discuss the promises and perils of personalization in modern schools.
Has an ecosystem ever been presented more memorably than in Richard Adams’ novel Watership Down? Stories are humanity’s most enduring form of knowledge and have a vital place in STEM learning. Join in creating a library of fiction for teaching STEM, a pioneering resource of material and practice!
Tools come and go, but what remains? Teachers whose students use http://youthvoices.net will talk about what we have learned about the technologies that seem essential to our pedagogy after twelve years of working together to build a social network that promotes youth voices and connected inquiry.
Learn methods to prepare savvy online students in your online classes and programs. This session demonstrate effective methods (and metrics) for ensuring students are ready for their online learning experience.
SLA works with many different partners. How do they benefit our students? How do we form those partnerships? How can you form similar partnerships? Join us for a conversation about the formation of these partnerships and many benefits to our students.
In a time when we have unlimited access to information, including new technology, what is the purpose of the current edtech conference model? Join us to discuss why we continue to support these yearly events that are often non-transformative, non-informative, and non-diverse.
Technology provides possibilities to collaborate, but standing in the way of successful collaboration is a tremendous amount of ungrounded fear and anxiety that no one wants to name. We would like to stage a conversation that addresses the emotional anatomy of collaborating in a 21st century digital learning space.
Mindfulness is the new buzzword in EduCircles these days. But what is it, exactly? What does it look like in different incarnations and different settings? Is it a relaxation technique, a stress reducer, or the feel good hit of the new school year? Is Mindfulness a passing fad or the key to powerful teaching and learning- or something in between?
How do the words we choose to use in school impact our students, positively or negatively? How might we use language to empower, include, and reimagine? Let's dig in to the evocative lexicon of education and unpack how we talk the talk.
In the era of increasing teacher demoralization, how do teachers keep the momentum going? What are the most effective self-care ideas for teachers to implement in their teaching lives. This session will create a space for a dialogue and sharing of the strategies that have helped us along our professional journey. We are looking forward to hearing and learning from other participants in this session and creating a resource for other teachers to utilize as well.
SLA students and teachers will share examples and experiences that shift the learning focus to students' inquiry and projects that elevate student voices. Session participants will then create a public project, elevating their own voices.
This conversation will examine best practices for considering system wide goals and charting a course for building capacity to meet those goals. Participants will also consider how they can use online tools to meet their needs and evaluate progress.
Quick: Define “college readiness”. Now: compare what’s in your head with definitions that have been established by standardized testing publishers, policy makers, and colleges themselves? Are they in alignment? Likely not. Let’s redefine college readiness and discuss innovative teaching and assessment practices (you’re likely already utilizing) that are aligned with our new, consensus-built definition.
By modeling activities from the University of Texas' Principalship Program, with it’s anti-racist leadership and social justice focus, attendees will work to unpack previously unexplored assumptions and will walk away with tools to share with others.
“The Wannado Curriculum: Scenes from a Dynamic Math 2.0 Classroom” presents glimpses of what 21st century math teaching and learning could look like if we embrace a student driven, teacher supported, national approach. We would like to add your input, please.
Project-based learning gives
teachers the opportunity to bring learning closer to students' real
lives. But how can we make sure the final projects we ask students
to create both require them to use real-world skills and spark
their curiosity, inquiry, and imaginations? Instead of asking
students to make projects that approximate real-life for the
future, how can we ask them to do meaningful assessments that
matter for real life today?
Our conversation will address the missing yet essential elements of most schools’ curricular programs: innovation and social justice. We’ll discuss how the two can be combined in a Social Entrepreneurs class in which students merge their own passions with a need in their community to develop a student-run business.
The majority of human life and activity—and the vast majority of adult life and activity—happen beyond our schools' walls. Taking this as a starting point, how can we put our students in touch with the living and doing that's happening in the world? Like, for real.