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.
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).
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.
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.
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.
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?
One suburban Colorado neighborhood school pushes the boundaries of transformative educational. Here we outline our challenge and attempt to answer three questions: Why? Why is this challenge a worthy endeavor? What? What are the obstacles in a traditional neighborhood public school? How? How are these obstacles overcome?