{"success":true,"data":[{"ID":1432,"Class":"Conversation","Created":1757988736,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Critical Creativity for Leadership & Change Making","Handle":"critical_creativity_for_leadership-change_making","ShortDescription":"How might we use creative forms of expression to help us identify solutions, communicate expectations, guide processes, and innovate education?  Experiment with strategies and discuss methods that bring purposeful creativity into our committee meetings and conference rooms.","Description":"Progressive educators struggle to break paradigms and make lasting meaningful change in the face of myopic traditions, false comfort, and alleged efficiency.  We want something new for our learners and families, we want something more equitable and accessible for our communities and edu-ecosystem.   And though we seek to engage our learners with multiple modalities and transformative thinking experience,  we largely continue to use the same ol\u2019 sit in a circle, brainstorm and discuss, reach consensus and run a pilot approach to problem solving.   Our conversation intends to explore ways in which critical creativity \u2013 the synergy of critical thinking, meaningful content, and creative expression \u2013  may help educational leaders get out of their self-imposed ruts and guide learning communities toward effective solutions to complex challenges.   Through a series of stations and voice-and-choice explorations, participants in this session will discuss myriad ways to use their beloved chart paper, sharpie markers, and post-it notes that go beyond brainstorming lists, casting votes, and organizing ideas.  From crafting lyrics to composing comics, from painting possibilities to choreographing concepts, participants in this conversation will challenge themselves and others to create in the service of change.","Link":["https:\/\/www.jacquiegardy.com\/"],"Audience":["All School Levels"],"Practice":"Participants in this session can expect to find a space arranged into a series of six to eight stations with each station featuring a  critical creativity strategy coupled with a challenge facing progressive education.  These challenges intend to reflect the topics that frequently surface in staff meetings and district committees:  assessing and reporting achievement, improving attendance, managing technology, engaging families, developing educators, and supporting social emotional learning.  The critical creativity strategies will come from the Critical Creativity in Action deck, a free set of 50 instructional strategies using creative expression, proven to improve learning outcomes in classroom learners and just as well suited to problem solving in professional capacities.  Strategies included will range from those incorporating sculpture and comics creation, to those involving lyricism and choreography.   After ten minutes of station exploration, we will reconvene for fifteen minutes of circle-style conversation, and alternate this pattern through the duration of the session.","Presenter":["Jacqueline Gardy","Dan Ryder"],"PresenterAffiliation":["Community Regional Charter School","Skowhegan","ME","Gardy Learning Design Studio"],"PresenterEmail":["hello@jacquiegardy.com","danryder207@gmail.com"],"ScheduleSlotID":187,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"We love EduCon!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1423,"Class":"Conversation","Created":1757954018,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How Does This Work, and Why Does It Work This Way?","Handle":"how_does_this_work-and_why_does_it_work_this_way","ShortDescription":"Descriptions of how things work are often made more complex than they need to be. Let's cut through  the noise.","Description":"Testing and evaluating software and services remains an underappreciated and misunderstood skill. This session will address this reality on multiple fronts, including:\r\n\r\n1. How can we identify the questions we should ask about a service?\r\n2. How can we assess the claims and promises made in both marketing materials and legally binding policy documents?\r\n3. What are easy and affordable ways to do meaningful privacy and security testing?\r\n\r\nFrom the audience -- and before the session occurs -- we will collect questions and informations from people in schools about what they want to know about the technology they use, and what existing barriers exist to getting good answers.\r\n\r\nIn many ways, this is an old conversation. And, given the continuous increase in data incidents -- to say nothing of reckless uses of what passes for \"AI\" in education -- it's a conversation that still needs to occur.","Link":["https:\/\/machinegobeep.com"],"Audience":["All School Levels"],"Practice":"Prior to the session, I will create a list of openly licensed and freely available resources that can be  used to evaluate software and services, including AI tools.\r\n\r\nDuring the session, this resource will be augmented and improved. The updated version will be re-shared, and if there is interest I will recruit and support multiple co-authors to maintain the resource over time.","Presenter":["Bill Fitzgerald"],"PresenterAffiliation":["Machine Go Beep"],"PresenterEmail":["bill@machinegobeep.com"],"ScheduleSlotID":187,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1406,"Class":"Conversation","Created":1756989298,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Level Up Literacy: Empowering Advanced Readers with Self-Paced, Engaging, and Cross-Content Novel Studies in Early Grades","Handle":"level_up_literacy--empowering_advanced_readers_with_self-paced-engaging-and_cross-content_novel_studies_in_early_grades","ShortDescription":"How to continually challenge advanced readers in early grades? By designing personalized reading studies that combine reading and writing, assess for skills mastery through engaging virtual games, foster independence, and interdisciplinary connections.","Description":"How do we facilitate the continued development of masterful students as readers while allowing them to embrace the joys of being in early grades (k-2)? How can we, teachers, navigate between challenging these students and using developmentally appropriate practices? In the past year, our school noticed students' reading levels have a large variance from learning to read to reading to learn. We questioned how we can meet the needs of our students while also staying within the curriculum and standards of the grade level. To solve this problem, I created digital self-paced novel studies that encourage students to expand their vocabulary, think deeply, and make connections across content areas through multisensory modalities. Students can take control of their learning by moving through a game-like platform to complete activities at each \u201clevel\u201d (chapter) of their book. Students collaborate by sharing videos of their predictions and thoughts to an online classroom platform.","Link":[],"Audience":["Elementary School"],"Practice":"Together we will discuss the challenges teachers face with differentiating instruction, brainstorm ideas to improve and expand differentiation in reading, and walk away with strategies and tools to use in your classroom.","Presenter":["Emily Ferestien","Corey Roberts"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["eferestien@rashi.org","croberts@rashi.org"],"ScheduleSlotID":187,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1400,"Class":"Conversation","Created":1756230317,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Purpose Driven Middle School","Handle":"purpose_driven_middle_school","ShortDescription":"At Tempe Elementary Schools, we are designing a new, purpose-driven learning model, centered on student agency and self-discovery. The goal is to help students identify their unique values, interests, and skills, as they explore and experience all that is possible for them.","Description":"We want to cultivate a generation of young individuals who possess a clear sense of self, understand their values, interests, and skills, and have a vision for their future. The goal is to equip them with the confidence and abilities to realize their passions as they move into the next level of their learning journey.","Link":["http:\/\/www.jcasap.com"],"Audience":["Middle School"],"Practice":"The format will be a 15 minute presentation followed up by a list of questions for a group discussion.","Presenter":["Jaime Casap"],"PresenterAffiliation":["Tempe Elementary Schools"],"PresenterEmail":["jcasap@gmail.com"],"ScheduleSlotID":187,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1413,"Class":"Conversation","Created":1757446971,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Swords to Ploughshares: De-personalizing computing","Handle":"swords_to_ploughshares--de-personalizing_computing_and","ShortDescription":"Personal computing is not neutral and its effects feel different in 2025 than ten years ago. This is conversation on what we are seeing, and what we might do to create the technology environment we want","Description":"We aim to describe a technology environment we thought we wanted to create before SLA-MS opened in 2016, what the technology environment we found ourselves in at the end of 2024-2025 school year, the changes we made and the value propositions we used to get a different outcome. We will discuss the perceived and observed impacts of personal computing on our teaching, learning, culture, and equity initiatives. We aim to contextualize our experience through the voices of leadership, faculty, and students. We hope to gather outside perspectives on what an ideal technology environment would be and hear from others what they did the kinds of technology environments they want. We are not talking about AI because we like fresh water.","Link":["http:\/\/slams.philasd.org"],"Audience":["All School Levels"],"Practice":"Opening with an ideal technology environment visioning exercise. Hearing from SLA-MS community members as a case study. Sharing what moves folks have done (or didn\u2019t do) to get the kinds of environments they value.","Presenter":["Timothy M. Boyle and company"],"PresenterAffiliation":["Science Leadership Academy Middle School"],"PresenterEmail":["tmboyle@philasd.org"],"ScheduleSlotID":187,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1419,"Class":"Conversation","Created":1757902974,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teaching Towards What Lasts in the Age of AI","Handle":"teaching_towards_what_lasts_in_the_age_of_ai","ShortDescription":"AI platforms will come and go. What disposition should we be nurturing in students to prepare them for the murky future of living and working with AI? This conversation will surface new modes of skills that learners need to leverage an unprecedented and evolving AI toolkit: judgment, agency, and creativity.","Description":"Our students are dabbling or completely immersing themselves in ChatGPT, Gemini, Claude, and whatever platform comes next, or our schools provide them with. But these platforms will change, disappear, become outmoded - if we anchor our teaching to platforms, we\u2019ll always be playing catch-up, and our students will be learning how to drive an App, not how to live with AI. The real work is preparing students to navigate a world where large language models are not too far from ubiquity, without losing their judgment, creativity, or agency along the way, but with a new set of skills and thinking habits that no previous generation has had the opportunity or need to cultivate. \r\n\r\nThis conversation invites us to ask: what is worth teaching about AI that won\u2019t be obsolete when the next version drops? How do we help students build durable habits of mind: questioning what a model generates, spotting its blind spots, and using AI not as an answer machine but as a thought partner, editor, or agent. Just as importantly, we\u2019ll consider how AI can offload the repetitive and tedious tasks that often create the friction that serves as a barrier to learning, without robbing students of the productive struggle that defines real learning.\r\n\r\nAgain, our goal isn\u2019t fluency with today\u2019s platforms. It\u2019s something bigger: equipping learners with the literacies and dispositions to learn intentionally with AI for the long haul, no matter what the interface or platform landscape looks like.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We'll start with a brief framing to set context, but most of the time will be spent in conversation in small working groups, organized by ages taught. Participants will first reflect on their own experiences with students and AI platforms to date, and surface what positive practices and habits have emerged (one norm we'll establish is we're looking for what positive student\/personal habits we've seen developing with AI tools, to see if we can develop into something that might be enduring rather than focus on the pitfalls and annoyances). \r\n\r\nNext, we'll remix into small groups of folx that teach or work with many ages, to compare perspectives and surface the habits and dispositions they think will matter most in the long run, and how we might nurture those in a vertical progression of touchpoints. We\u2019ll use case studies to spark discussion: moments where AI shows up in student work, play, or learning process in positive ways, and from these ask what lasting skills those moments could teach if approached with intention. \r\n\r\nFinally, the group will build a shared artifact of \u201cAI literacies that last\u201d as a shareable online asset, capturing ideas and tensions in plain language that educators can take back to their schools. We\u2019ll end by gathering a round of takeaways, ensuring everyone leaves with both concrete ideas and open questions worth pursuing, and an opportunity for everyone to find an accountability partner if they wish to experiment with anything from this conversation in their current school year.","Presenter":["JP Connolly"],"PresenterAffiliation":["Avenues New York"],"PresenterEmail":["jp.connolly@avenues-ny.org"],"ScheduleSlotID":187,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"Looking forward to coming back to EduCon this year - it's been too long!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1441,"Class":"Conversation","Created":1758538729,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Abundance in education","Handle":"abundance_in_education","ShortDescription":"Unpacking the implications of the \"abundance\" agenda for education.","Description":"The \"abundance\" agenda, popularized by Ezra Klein and Derek Thompson's book of the same name, advances the argument that progressives have lost both momentum and credibility by focusing more on inputs (money spent) than tangible accomplishments. In Pennsylvania, Governor Josh Shapiro has made \"getting [stuff] done\" a rallying cry, while publications like the Philadelphia Citizen excoriate the democratic establishment for failing to turn more spending into better results.\r\n\r\nIt's not hard to translate the Klein and Thompson\u2019s critique to public education. From special education to Title I, an enormous amount of time, money and energy are directed toward regulatory compliance. More often than not, accountability follows policy adherence more than results. At its worst, this produces institutional cultures where following policy trumps solving actual problems or, as Klein and Thompson detail, building stuff. \r\n\r\nRegulation is the means through which we structure work toward goals or outcomes. And yet far too often it seems to serve divergent, or even contradictory, ends. How can we design policies, systems and practices that keep the main thing the main thing, while making better use of our resources and empowering people and systems to solve problems? \r\n\r\nThis is not a debate about the intention behind IDEA, Title I or a host of other policies. It\u2019s not even really a debate about the abundance agenda. It really comes down to a simple question: can we do better, and what might it look like if we did?","Link":["http:\/\/www.workshopschool.org","http:\/\/www.workshopu.org"],"Audience":["All School Levels"],"Practice":"The conversational practice here is literally a conversation. I'll kick us off with a lean framing of the argument behind Abundance, and some examples of how it translates to education. Mostly, however, I'll pose questions. My hope is that we can have a stimulating, open discussion that concludes with a debrief and synthesis.","Presenter":["Matthew Riggan"],"PresenterAffiliation":["Workshop Learning"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":188,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1414,"Class":"Conversation","Created":1757447046,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Beyond Burnout: Moving from survival to sustainability","Handle":"beyond_burnout--moving_from_survival_to_sustainability","ShortDescription":"Educator burnout is real\u2014but it can also be a turning point. In this session, we\u2019ll share stories, explore systemic causes, and co-create strategies for renewal. Together we\u2019ll build a collective toolkit for sustaining joy, purpose, and impact in teaching and learning.","Description":"Burnout among educators is reaching critical levels, and while many of us know the signs, the bigger question is: what comes next? How do we, as individuals and communities, move beyond survival toward sustainability, joy, and meaningful impact in our work? This session will explore the realities of educator burnout, not only as a personal experience but also as a systemic issue. Together, we\u2019ll consider what it means to reimagine our professional lives\u2014whether through boundary-setting, shifting practices within our schools, or envisioning new paths entirely. The main idea is that burnout can be a turning point: a moment that calls us to change how we work, how we support each other, and how we sustain our passion for teaching and learning.","Link":["https:\/\/www.linkedin.com\/in\/lizbdavis\/"],"Audience":["All School Levels"],"Practice":"This will not be a presentation of \u201canswers\u201d but a co-created dialogue. We\u2019ll begin with a brief framing to surface common experiences and questions, then use conversational protocols (like paired storytelling and small-group discussions) to ensure all voices are heard. Participants will contribute to a shared digital space (Padlet or collaborative doc) to capture insights, strategies, and resources, creating a collective toolkit that extends beyond the session. By leaning on participants\u2019 lived experiences and wisdom, the conversation will move from personal reflection to community building to imagining systemic shifts. The goal is for every participant to leave with both a sense of solidarity and a few concrete next steps for themselves or their schools.","Presenter":["Liz B. Davis"],"PresenterAffiliation":["Board Member Girls Middle School","Palo Alto","Previously Head of Middle School","Alta Vista School","San Francisco"],"PresenterEmail":["davislizb@gmail.com"],"ScheduleSlotID":188,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"I have worked in education since 1993, beginning as a 6th-grade teacher and later serving as a Technology Integrator, Director of Academic Technology, Director of Curriculum, Assistant Head of School, and most recently, Head of Middle School. After more than three decades in education, I am taking a year away from school leadership to reflect on the challenges facing educators today and to explore sustainable paths forward for both individuals and schools.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1401,"Class":"Conversation","Created":1756592495,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Bullying Solutions Lab: Co-Creating Safer Classrooms","Handle":"bullying_solutions_lab--co-creating_safer_classrooms","ShortDescription":"This interactive session brings the attendees together to address bullying in schools. Through dialogue, scenarios, and collaborative problem-solving, participants will co-create practical strategies to recognize, prevent, and respond to bullying\u2014leaving with immediate action steps to foster safer, more inclusive classrooms and communities.","Description":"Bullying remains one of the most pressing challenges in schools, impacting the safety, confidence, and success of both students and educators. The Bullying Solutions Lab invites all attendees to come together in an interactive, solution-focused conversation designed to build safer, more inclusive classrooms and school communities.\r\n\r\nThrough guided dialogue, real-world scenarios, and role-play activities, participants will work side by side to identify the early warning signs of bullying and explore proactive strategies to prevent it. Together, the group will co-create one to two shared goals for addressing bullying and outline clear, actionable steps. These will include immediate strategies that can be applied by students and educators right away, as well as broader steps requiring school-wide or administrative support.\r\n\r\nThis session is not about theory alone\u2014it\u2019s about practice, collaboration, and empowerment. By the end, participants will leave with concrete tools, a deeper understanding of how to recognize and respond to bullying, and the confidence to take meaningful action. Most importantly, they will have contributed to a shared vision for schools where every student feels safe, valued, and supported.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This will be a highly interactive session rather than a traditional presentation. The conversation will open with defining the core problem of bullying, then move into guided, thought-provoking questions designed to spark dialogue. Participants will brainstorm, share experiences, and build upon each other\u2019s ideas. Role-play activities and group discussions will deepen understanding and inspire practical strategies. Midway through, participants will collaboratively establish one or two shared goals and design both immediate and long-term action steps. This approach ensures the session is truly participant-driven, empowering educators to generate meaningful, sustainable solutions together.","Presenter":["Latrelle Nicholson"],"PresenterAffiliation":[],"PresenterEmail":["lacnick88@yahoo.com"],"ScheduleSlotID":188,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"I am a former classroom teacher, of about 25 years from Pre-K through fifth grade, with most of my years as a fourth-grade teacher. For the past 6+ years I have coached and trained educators. In May 2024, I earned my doctorate degree in education, successfully defending my dissertation, entitled \"K-12 Teachers' Attitudes and Beliefs of Anti-Bullying Training Programs: A Phenomenological Study\".\r\nCombating bullying is my passion.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1398,"Class":"Conversation","Created":1754916155,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Change History: Thematic Instruction","Handle":"change_history--thematic_instruction","ShortDescription":"This workshop explores the use of thematic instruction to intentionally make history classrooms more thoughtful places.","Description":"History is most often taught in a strictly chronological and linear manner. History is also an area of weakness for Americans.  Thematic instruction of history may offer a key pedagogical approach to intentionally shift a social studies classroom to emphasize critical thinking skills and engage a new generation of students. Based on research of Clark County Nevada, the fifth largest district in the country with over 300,000 students, this session explores how schools can intentionally support a thematic transformation of history classrooms to make them more thoughtful.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants will build a thematic unit for their own schools based on a topic of interest, leaving the workshop with a clear idea of how to adapt to using thematic instruction.","Presenter":["Adam Gold"],"PresenterAffiliation":[],"PresenterEmail":["Adamgold@rutgers.edu"],"ScheduleSlotID":188,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"I completed my doctoral research on this topic and I was initially inspire by the work being done at SLA. I\u2019d like to credit SLA, share my research, and then offer an interactive and productive workshop building a thematic classroom unit. Thanks!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1425,"Class":"Conversation","Created":1757967107,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Every Conversation Counts: Restorative Practices at Building 21","Handle":"every_conversation_counts--restorative_practices_at_building_21","ShortDescription":"Building 21's Community Council empowers students to resolve conflicts through restorative conversations. This Tier 1 intervention trains 11th and 12th graders to guide peers, fostering a school culture of accountability, empathy, and intentional restoration.","Description":"In a traditional school setting, conflict often leads to punitive measures and missed opportunities for growth. What if students were empowered to lead the resolution of conflict? Building 21\u2019s Community Council is a powerful Tier 1 behavior intervention where 11th and 12th graders are trained to facilitate daily restorative conversations. Instead of simply punishing behaviors, this student-led model teaches peers to engage in a process of intentional restoration.\r\n\r\nCommunity Council members guide their peers through a structured conversation to process an incident, identify who was impacted, and create a plan to repair the harm. This practice transforms conflict from a disciplinary issue into a learning opportunity, developing essential skills like empathy, accountability, and communication. This session will explore how to replicate this intentional, student-centered approach to behavior intervention. Participants will leave with a clear understanding of how to implement a similar program, equipping them to foster a more connected and compassionate school community.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Just like how Community Council operates at Building 21, the student leaders would facilitate the conversation as well.  They could model what a Community Council session looks like and then discuss with the audience how it's different from other more punitive measures.  Once students have modeled an incident, the student leaders could work with audience members to engage in role playing activities to help the participants process the impact that these conversations could have.","Presenter":["Jared McElroy","3-4 student leaders"],"PresenterAffiliation":["Building 21"],"PresenterEmail":["jmcelroy@philasd.org"],"ScheduleSlotID":188,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1438,"Class":"Conversation","Created":1758132508,"CreatorID":6810,"RevisionID":null,"Status":"Accepted","Title":"Intentional Inquiry","Handle":"intentional_inquiry","ShortDescription":"Planning in an inquiry driven classroom can be challenging! What tools, workflows, and techniques do SLA teachers use to ensure that planning is student-centered and meaningful? How do you plan? Join in on an open and honest conversation led by an SLA teacher about planning effective units and day-to-day lessons.","Description":"Planning in an inquiry driven classroom can be challenging! What tools, workflows, and techniques do SLA teachers use to ensure that planning is student-centered and meaningful? How do you plan? Join in on an open and honest conversation led by an SLA teacher about planning effective units and day-to-day lessons.","Link":[],"Audience":["High School","Middle School","Elementary School"],"Practice":"Series of guiding questions. Collaborative document shared at the end for resources.","Presenter":["John Henkel"],"PresenterAffiliation":["SLA Center City"],"PresenterEmail":["jhenkel@scienceleadership.org"],"ScheduleSlotID":188,"ScheduleLocationID":34,"SubmitterID":6810,"AdditionalComments":"This is the same idea I did last year that will be updated based on feedback.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1395,"Class":"Conversation","Created":1753885872,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"We should all learn to think like an artist","Handle":"we_should_all_learn_to_think_like_an_artist","ShortDescription":"In a world defined by uncertainty, rapid change, and constant upheaval, it is the artist\u2019s mindset\u2014creative, adaptable, and boldly curious\u2014that becomes not just valuable, but vital. It empowers us all to navigate complexity with confidence and to shape the future rather than fear it.","Description":"When we pause to truly see the world around us, we\u2019re struck not just by the complexity of its challenges\u2014but by what\u2019s missing. We see a crisis of empathy. A deficit of imagination. A world fraying from disconnection, blind to its own interconnectedness. What we\u2019re lacking isn\u2019t just solutions\u2014it\u2019s a mindset. The artist\u2019s mindset.\r\n\r\nToday, more than ever, we need people who are bold enough, human enough, to think like artists: to explore with curiosity, to lead with empathy, to stay grounded in uncertainty and still create something meaningful. But instead, our education system trains compliance over courage. It sorts, siloes, and standardizes. It rewards answers and punishes questions. It teaches students to conform\u2014when what the world desperately needs are learners who can transform.\r\n\r\nSo what if we flipped the lens? What if we approached teaching not as content delivery, but as an invitation to create? What if our classrooms became studios of possibility\u2014places that prize connection over isolation, curiosity over judgment, ambiguity over certainty, and empathy over stoicism?\r\n\r\nThis isn\u2019t just an educational shift\u2014it\u2019s a human one. The artist\u2019s mindset isn\u2019t reserved for a few. It\u2019s a way of being we must all learn to embody if we hope to thrive in an ever-shifting world. The purpose of this conversation is to imagine what it means to cultivate those artistic dispositions\u2014playfulness, courage, openness, wonder\u2014and to ask, with urgency and hope:\r\n\r\nHow might we build learning spaces that free the creative spirit, instead of confining it?","Link":["https:\/\/www.growcreativethinkers.com\/"],"Audience":["All School Levels"],"Practice":"-Creativity challenges that promote active dialogue\r\n-Reflective questions throughout\r\n-Artwork to prompt reflection and action","Presenter":["Jason Blair"],"PresenterAffiliation":["Dublin City Schools- Dublin","Ohio"],"PresenterEmail":["schoolteachers@mac.com"],"ScheduleSlotID":188,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"I am excited about the possibility of sharing at this event! I have admired this institution for a long time.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1464,"Class":"Conversation","Created":1764086055,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Authentic Assessment in the Age of AI","Handle":"conversations_authentic_assessment_in_the_age_of_ai","ShortDescription":"AI has forced educators to reflect on their teaching and learning practices, especially when it comes to assessment. Author & educator Michael Hernandez leads this discussion about strategies for designing cheat-resistant assignments and how to foster cultures of academic integrity. See case studies, and begin designing uncheatable assessments.","Description":"Artificial intelligence has created existential challenges for educators, especially when it comes to assessment. This session addresses these challenges in two ways: practical strategies for designing authentic, uncheatable assessments, and disincentivizing cheating by creating a culture of academic integrity. Based on over two decades of teaching practice and research, this session is a response to AI founded on what we know to be good teaching and learning practices: curiosity, critical thinking, authenticity, and originality.\r\n\r\nThrough the use of case studies and hands-on activities, participants will practice the approaches they\u2019ll use with students, and learn how to design rigorous, standards-aligned, student-centered learning experiences. These strategies and mindsets help us solve multiple challenges at once by building on what teachers already do best, and integrate organically into classrooms of every level. The learning experience in this session will focus on using multimedia research projects for formative and summative assessment.\r\n\r\nWhether you are developing a portrait of a graduate program, hoping to address student engagement and integrity challenges, or cultivate a school culture that provides purpose and meaning beyond traditional metrics, this session provides guidance to help educators and leaders as they prepare students for success in a constantly changing world.","Link":["https:\/\/www.michael-hernandez.net\/"],"Audience":["All School Levels"],"Practice":"Through a combination of discussions and design-thinking exercises, participants will identify key challenges, and design new assignment and assessment strategies for existing curriculum. Participants will contribute their work and reflections to an online forum such as Padlet, or a digital book, then shared as a public resource.","Presenter":["Michael Hernandez"],"PresenterAffiliation":["National Geographic Grosvenor Teacher Fellow"],"PresenterEmail":["cinehead3@gmail.com"],"ScheduleSlotID":189,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1415,"Class":"Conversation","Created":1757513375,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Big Picture, Little Things","Handle":"big_picture-little_things","ShortDescription":"If you could change one thing about education, what would it be? Join 2 preservice teachers in conversation about the little things we have control over every day as educators.","Description":"Teaching can be incredibly draining and it can be hard to find the things that we can control in a world that asks more and more every day. Join 2 preservice teachers (one in elementary and one in high school) as we discuss the little changes we can make in the midst of everything else and remind ourselves that we are not alone in the fight to support our students and our selves.","Link":["https:\/\/kate.mcclurken-orr.org\/"],"Audience":["All School Levels"],"Practice":"We will both use conversational protocals to develop soltutions and create a presentation that will be shared with anyone in the room and made available to any educator interested.","Presenter":["Kate McClurken-Orr","Josephine Schrum"],"PresenterAffiliation":["University of Mary Washington","Rowan University"],"PresenterEmail":["kate.mcclurken@gmail.com"],"ScheduleSlotID":189,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1454,"Class":"Conversation","Created":1760438097,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Making Reading Meaningful","Handle":"making_reading_meaningful","ShortDescription":"Exploring collective best practices for engaging students as they read both fiction and non-fiction.","Description":"How can teachers structure reading to maximize student engagement -- and not, as some of our students have put it, \"suck all the joy out of reading?\"","Link":[],"Audience":["High School","Middle School"],"Practice":"This session will include a sample of best practices from ELA teachers at SLA paired with guiding questions to encourage sharing and analysis from all participants. We know there will be a wealth of expertise in the room -- the goal is for everyone to share and benefit from each other's wisdom.","Presenter":["Grace Kirby","Larissa Pahomov"],"PresenterAffiliation":["Science Leadershp Academy - Center City"],"PresenterEmail":["lpahomov@scienceleadership.org"],"ScheduleSlotID":189,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1448,"Class":"Conversation","Created":1759944067,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Process and Product: What Do We Value?","Handle":"process_and_product--what_do_we_value-2","ShortDescription":"With the advent of AI, students can now create products in ways they never could before, but how do we know when those products represent deeper student learning?","Description":"At the root of progressive education is the idea of \"Learn by Doing\" and project-based learning. But what happens when educators can no longer determine the products that students submit represent a process of student learning?\r\n\r\nHow do educators have to adapt their instructional design and assessment practices to recognize the shifting landscape?\r\n\r\nHow do we recognize the difference between when a technological tool such as AI transforms learning processes compared to when it supplants it?\r\n\r\nHow do we remain open to how students can leverage new technologies to learn more deeply while understanding the reality that these technologies can also be used to create products that sidestep the learning process?\r\n\r\nAnd what does \"Productive Struggle\" look like in the age of AI?","Link":["http:\/\/practicaltheory.org"],"Audience":["All School Levels"],"Practice":"This will be a dialogic session where we grapple with questions that don't lead to easy answers.","Presenter":["Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":189,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1410,"Class":"Conversation","Created":1757330615,"CreatorID":45373,"RevisionID":null,"Status":"Accepted","Title":"So Now What? Figuring It Out in Schools, One Challenge at a Time","Handle":"so_now_what-figuring_it_out_in_schools-one_challenge_at_a_time","ShortDescription":"Creativity, flexibility, and endurance are required for every role in the school ecosystem\u2014whether responding to another mandate, supporting a student in crisis, or figuring out staff coverage. Let\u2019s discuss how we tackle both persistent and emerging challenges. Come for honest conversation, practical strategies, and tools you can use next week.","Description":"Let\u2019s face it\u2014working in schools means constantly solving problems no one prepared us for. Whether you\u2019re navigating surprise schedule changes, managing a student meltdown, responding to the latest policy shift, or just trying to get the copier to work with seconds to spare, you\u2019ve probably asked yourself: So\u2026 now what?\r\nThis session is a space for real talk, shared wisdom, and practical thinking. Designed for anyone working in education\u2014teachers, secretaries, principals, social workers, coaches, librarians, you name it\u2014we\u2019ll explore both the everyday challenges we all face and the curveballs that keep coming and how to maintain intentionality. \r\nThrough guided conversation, personal reflection, and interactive activities, we\u2019ll surface the strategies we use to adapt, support one another, and stay grounded when things get messy. Participants will be invited to share their own \u201cfigure-it-out\u201d moments, celebrate small wins, and walk away with tools they can actually use next week\u2014no prep required.\r\nWhether you're brand new to education or have the t-shirt, tote bag, and battle scars to prove your experience, you'll leave feeling seen, supported, and equipped with ideas from a community that gets it.\r\nCome ready to talk, think, laugh, and reflect. Because sometimes the best professional development starts with the question: So\u2026 now what?","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This interactive conversation is designed to engage everyone in the room through small group discussions, reflective prompts\/scenarios, and collaborative problem-solving activities that invite participants to share their own experiences, challenges, and creative solutions.\r\n\r\nBy exchanging real stories from different roles in education,we will share practical strategies that have worked across classrooms, offices, and school hallways. Whether it\u2019s managing unexpected crises, navigating policy changes, or juggling competing demands, let\u2019s examine our perspectives and refine actionable tools that can be implemented immediately.\r\n\r\n\r\n\r\n\r\nSpecific takeaways include:\r\n\r\nConcrete approaches to staying flexible and resilient amid shifting priorities\r\nSimple communication techniques for collaborating with colleagues and families\r\nStrategies for managing emotional and intellectual stamina on tough days\r\nIdeas for quick problem-solving when traditional \u201canswers\u201d aren\u2019t available\r\nA renewed sense of community and support by connecting with peers who face similar challenges\r\n\r\nTogether, the participants and the facilitators will engage in a dynamic exchange of wisdom rather than a one-way lecture\u2014so we are inspired and equipped to \u201cfigure it out\u201d next time we walk into our schools.","Presenter":["Nicole Dent","Jessica Massenat","Anna Muessig"],"PresenterAffiliation":["Trenton Public Schools"],"PresenterEmail":["ndent@trenton.k12.nj.us","jmassenat@trenton.k12.nj.us","amuessig@trenton.k12.nj.us"],"ScheduleSlotID":189,"ScheduleLocationID":33,"SubmitterID":45373,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1442,"Class":"Conversation","Created":1758633649,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Supporting the Whole Student: Building Equitable Career Pathways through Internships in Title I Schools","Handle":"supporting_the_whole_student--building_equitable_career_pathways_through_internships_in_title_i_schools","ShortDescription":"Discover how our public school supports 11th graders through a holistic internship program that connects students' interests to career pathways while addressing equity gaps in an urban, Title I setting. We'll share our collaborative model involving teachers, our Real World Learning Director, and our school social worker to support the whole student\u2014academically, socially, and professionally\u2014while building agency and disrupting systems of inequity.","Description":"Our session will begin with a brief overview of our Title I public school context, highlighting our citywide admission policy, project-based learning approach, advisory model, and interdisciplinary curriculum\u2014all designed to be accessible to students traditionally underserved by such educational models. We'll share key demographics and explain how our program aims to address challenges faced by students with a history of trauma.\r\nThe core of our session features three representative case studies illustrating common barriers, challenges, and assets among our prospective interns. Through these authentic examples, we'll demonstrate our holistic approach to:\r\nSupporting the whole student (academic, social-emotional, and professional skills)\r\nLeveraging cross-functional collaboration between Teacher\/Advisors, our Real World Learning Director, and Social Worker\r\nAligning internships with students' interests and future career pathways\r\nCreating continuity of support throughout students' 9-12 journey\r\nAfter presenting each case study, attendees will break into small groups to discuss similar challenges in their contexts and share promising practices. Each small group will document strategies that worked in overcoming specific barriers, which we'll collect and synthesize into a collaborative resource of promising practices that participants can implement in their own settings.\r\nThroughout the session, we'll emphasize how our approach explicitly addresses equity by removing barriers to high-quality work-based learning for traditionally marginalized students, building agency through interest-driven experiences, and disrupting systems of inequity by connecting students to professional networks and opportunities that may not have been accessible to them otherwise.","Link":["https:\/\/www.workshopschool.org\/"],"Audience":["High School"],"Practice":"For the break out groups that focus on our case studies, we will provide a handout that includes driving questions for participants to discuss as they work to identify possible strategies for addressing challenges. Each small group will share out their promising practices which we will document and share back out to participants via google drive resource folder after the session.","Presenter":["Candace Eaton","Shingi Middelmann","Claire Norwood","Jason Weinberg"],"PresenterAffiliation":["The Workshop School; Workshop Learning"],"PresenterEmail":["ceaton@philasd.org"],"ScheduleSlotID":189,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1426,"Class":"Conversation","Created":1757973397,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Oxygen Mask First: Rethinking Staff Wellness as Intentional Practice","Handle":"the_oxygen_mask_first--rethinking_staff_wellness_as_intentional_practice","ShortDescription":"What if staff wellness was treated as central to student success? In this conversation, we\u2019ll explore how intentional structures for educator wellbeing can reduce burnout, strengthen school culture, and transform sustainability. Together, we\u2019ll reimagine how schools can proactively support the adults who hold them up.","Description":"Schools often center student wellness while unintentionally overlooking the wellbeing of the adults responsible for creating safe, thriving learning environments. Yet, educator burnout and attrition are at crisis levels, undermining stability and equity. In my role as a school-based counselor for staff, I intentionally support educators with individualized and group wellness practices, reducing secondary trauma, building resilience, and strengthening retention.\r\n\r\nThis conversation invites us to rethink how schools can prioritize the adults at their core. What would it look like if staff wellness was not an afterthought but a deliberate design principle? How might we embed intentional practices\u2014counseling, reflective groups, wellness spaces, and community care\u2014into the DNA of a school? And most importantly: how might this shift ripple out to benefit students, families, and entire communities?\r\n\r\nGrounded in my school\u2019s experiment with this unique role, I\u2019ll share what has worked, what challenges remain, and what possibilities lie ahead. Participants will leave with concrete strategies and collective inspiration to design school systems where staff wellbeing is not optional, but essential to meaningful educational transformation.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Participants will discuss their biggest pain points as educators, what personal experiences (not related to their roles as educators) inform this tension, and what practical support looks like in their contexts. Participants will leave with mental health resources and a proposal for their school leaders related to their own wellness.","Presenter":["Jeannette Bautista","John Clemente"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["jeannette.bautista@southbronxcommunity.org","john.clemente@southbronxcommunity.org"],"ScheduleSlotID":189,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1433,"Class":"Conversation","Created":1758024600,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Bridging History and STEM Towards A Sustainable Future","Handle":"bridging_history_and_stem_towards_a_sustainable_future","ShortDescription":"Concerned about climate change? Trying to combat student hopelessness and inspire them to take action for the future? Sign up! By working cross-curricularly, we can use examples from history on sustainable living, uncover everyday STEM practices of civilizations across the world, and build hopeful action for the future.","Description":"This workshop will focus on 3 things:\r\n1. Why it's important to study PAST examples of sustainable living and technology\/innovations so that students can see that we don't need wait for something new and shiny to save us from climate disaster.\r\n2. Use indigenous examples of sustainable STEM practices so that we can empower hidden histories and also so that students can more readily see that they and their ancestors have already been deeply involved in STEM practices, even if they don't identify with STEM related occupations.\r\n3. Work cross-curricularly between STEM and history teachers to foster a wraparound approach to climate education.\r\nThe workshop will go like this:\r\nA brief presentation setting up the central theses.\r\nTwo concrete examples of everyday sustainable STEM  practices of civilizations found in world history.\r\nCross-curricular team-up time to brainstorm an example and a cross-curricular lesson that educators can take with them and use in their classrooms.","Link":["https:\/\/my-climate-story.org\/exhibits\/climate-classrooms\/frankie\/"],"Audience":["All School Levels"],"Practice":"Participants will have time firstly to brainstorm their own examples, but more importantly later to work with other educators across curriculum silos in order to create a lesson that they can turn around and use in their classrooms. I will be there to help brainstorm and plan as a resource, and I will be uplifting and highlighting their work to the whole group as they plan.","Presenter":["Freda Anderson"],"PresenterAffiliation":["Prentiss Charney fellowship","Deeper Discussions in World History curriculum writer","SDP World History Curriculum Writer","My Climate Story Curriculum Writer","Lindback Award Winner"],"PresenterEmail":["fandersonteaches@gmail.com"],"ScheduleSlotID":190,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1412,"Class":"Conversation","Created":1757429648,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"From Audit to Action: Building a Staff-Led Equity Ecosystem","Handle":"from_audit_to_action--building_a_staff-led_equity_ecosystem","ShortDescription":"A practical case study of how a Philadelphia elementary school implemented a collaborative equity audit and staff-led equity team to build internal capacity, surface actionable data, and catalyze gradual schoolwide change.","Description":"This session will share a practical case study of how a Philadelphia elementary school implemented a collaborative equity audit and staff-led equity team to build internal capacity, surface actionable data, and catalyze gradual schoolwide change. Designed with sustainability and shared leadership in mind, the process leveraged data collection to activate a series of staff-led equity projects led by a diverse team with the support of an external consultant.\r\n\r\nParticipants will explore how to: (1) Design a collaborative, staff-led equity audit, (2) Lead a cross-role equity team, and (3) Play the \u201clong game\u201d of sustainable equity work.\r\n\r\nIdeal for school and district leaders, this session offers practical tools for deeper, sustainable equity work. We\u2019ll explore planning tools, role descriptions, and example agendas. Engagement methods include 2-minute stories in small groups, small and full group discussion, small-group resource exploration, group recommendations, serial testimony, and opportunities to apply best practices to individual contexts.","Link":["https:\/\/www.intersections.info\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Engagement methods include 2-minute stories in small groups, small and full group discussion, small-group resource exploration, group recommendations, serial testimony, and opportunities to apply best practices to individual contexts.","Presenter":["Andrew Knips","Sarah Hosan"],"PresenterAffiliation":["intersections \u2122 & School District of Philadelphia"],"PresenterEmail":["andrew.knips@gmail.com","shosan@philasd.org"],"ScheduleSlotID":190,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1399,"Class":"Conversation","Created":1755989338,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"From Spark to Habit: Designing Classrooms Where Creativity Lives","Handle":"from_spark_to_habit--designing_classrooms_where_creativity_lives","ShortDescription":"We\u2019ll reimagine classrooms as spaces where creativity is practiced daily\u2014through risk-taking, curiosity, and problem-solving. We'll focus on the question: How do we give students not just tools, but the mindset to tackle complex problems with confidence, imagination, and resilience?","Description":"This conversation centers on a powerful question: How can we, as educators, design learning spaces where creativity is not a special occasion but an everyday habit? Together, we\u2019ll explore what it means to cultivate a creative mindset - spaces where learners are encouraged to take intellectual risks, embrace curiosity, and see learning as an iterative process. Rather than prescribing a one-size-fits-all formula, this conversation invites participants to surface their own experiences, challenges, and hope for building a creative mindset.\r\n\r\nThe main idea is simple but transformative: creativity is a practice, not a product. By modeling creativity as exploration, iteration, and reflection, educators can help students unlock new ways of approaching complex problems - whether in STEM, the humanities or beyond. We\u2019ll dig into practical strategies that make creative thinking visible in the classroom, a classroom where student voice and choice flourish. \r\nParticipants will leave not just with tools but with a renewed mindset\u2014one that sees creativity as both a discipline and a gift. In short, this conversation is less about learning \u201cwhat to do\u201d and more about practicing \u201chow to think.\u201d","Link":["http:\/\/www.marymountnyc.org"],"Audience":["All School Levels"],"Practice":"To make this workshop truly conversational, we\u2019ll use a rotating dialogue model called \u201cCreativity Circles.\u201d Participants will begin in small groups, each tackling a real classroom challenge around fostering creativity. After ten minutes, they will rotate to a new group, carrying one idea forward while gathering new perspectives. This creates a ripple effect where ideas evolve and strength with each exchange. \r\nAs a culminating step, the whole group will come together to surface patterns, insights, and actionable strategies. These collective insights will be captured visually in a shared digital mind map that we will build in real time. The process ensures that every voice is heard, ideas are cross-pollinated, and the group leaves with a tangible artifact of their co-created wisdom.\r\nInstead of passively receiving tips, participants will experience creativity as a collaborative, iterative process - just as they\u2019ll (hopefully) model with their own students.","Presenter":["Eric Walters","Don Buckley","Lillian Ritchie","Elizabeth Collins","Akio Iida","Josh Burker"],"PresenterAffiliation":["Marymount School of New York"],"PresenterEmail":["eric.walters@marymountnyc.org","donbuckley@gmail.com","lritchie@marymountnyc.org","ecollins@marymountnyc.org"],"ScheduleSlotID":190,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"Thank you for your consideration!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1420,"Class":"Conversation","Created":1757935418,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Meeting the Moment(s) Together","Handle":"meeting_the_moment-s-together","ShortDescription":"How do we meet this moment? What does showing up for one another look like in our schools and communities? How do we create connections that sustain us through difficult times?","Description":"Remember when Francis Fukuyama declared the \"end of history\"? That optimistic moment when it seemed like we'd figured things out? Well, history's come roaring back. Political violence, authoritarianism on the rise, war, rising inequality. Technology promises connection but sometimes delivers isolation.\r\n\r\nIt's overwhelming at times and yet we persist.\r\n\r\nWhat's working? What small practices are sustaining you and your communities? How are you creating moments of authentic connection in your school or organization? What does it look like to respond to pain with presence?\r\n\r\nIn Sharon Salzberg's Real Life, she relayed a story about a kid who said: \"I need a God with skin.\" That kid got it\u2014sometimes we need the divine made manifest in human connection and care.\r\n\r\nThis session isn't about having all the answers\u2014it's about sharing what we're learning as we figure it out together. Come as you are. Bring your questions, your bright spots, and your honest struggles.","Link":["https:\/\/nycquakers.org","https:\/\/wisecontradictions.com\/blog\/"],"Audience":["All School Levels"],"Practice":"We'll open with a few moments of silence to settle in and focus. Everyone who wants to share gets to speak once\u2014no immediate responses or advice-giving, just deep listening. We'll let ideas sit and breathe instead of rushing to solve or respond. If time allows, we'll do a second round of sharing, then close with a moment of quiet reflection. This listening practice comes from a Quaker tradition but works for any group\u2014because sometimes the most powerful thing we can do is simply listen to each other without trying to fix or respond.","Presenter":["Ted Bongiovanni"],"PresenterAffiliation":["NYC Quakers"],"PresenterEmail":["ted@nycquakers.org"],"ScheduleSlotID":190,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"Really looking forward to returning to Educon!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1396,"Class":"Conversation","Created":1753890371,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"No more portraits of a graduate","Handle":"no_more_portraits_of_a_graduate","ShortDescription":"A portrait of a graduate is a powerful symbol, but ultimately, it\u2019s static. It offers a snapshot of who we hope students will become, but too often it stops short. It tells us what the end goal is, without showing us how to get there.\r\n\r\nWhat we need is a path.","Description":"Most of us became educators because we wanted to help young people grow into thoughtful, creative, compassionate leaders. We believe in students. We believe in learning. But the systems we work in often make it hard to align our daily practice with our deepest values.\r\n\r\nInstead of bold action, we wait for mandates, for new initiatives, for permission. In the meantime, schools default to what\u2019s safe and familiar: ranking, sorting, testing, standardizing. The very opposite of the learning experiences we know students truly need.\r\n\r\nIt\u2019s time to change that.\r\n\r\nNot with more top-down reforms or vague \"portraits of a graduate\"\u2014but with a shared commitment to designing real, transformative experiences that reflect the kind of humans we hope our students become.\r\n\r\nExperiences rooted in relationships, in connection, in story\u2014not just data points.\r\n \r\nExperiences that give students space to be curious, to take risks, to ask big questions, and to practice empathy in real ways.\r\n \r\nExperiences that move beyond compliance and toward agency.\r\n\r\nThis isn\u2019t about waiting for the next big thing. It\u2019s about seeing our schools as sites of action research, where educators are leaders and designers of learning, not just implementers of mandates.\r\n\r\nSo let\u2019s stop asking each other to \u201cremember our why,\u201d and start doing the much braver work of redefining our how.\r\n \r\nLet\u2019s name the shared experiences that every student deserves\u2014and build a path that actually leads there.\r\n\r\nThis is our opportunity.\r\n\r\nNot just to reimagine education, but to rebuild it\u2014together.","Link":["https:\/\/www.growcreativethinkers.com\/"],"Audience":["All School Levels"],"Practice":"-Reflective questions throughout\r\n-Discussing ideas for the type of shared experiences students need","Presenter":["Jason Blair"],"PresenterAffiliation":["Dublin City Schools- Dublin","Ohio"],"PresenterEmail":["schoolteachers@mac.com"],"ScheduleSlotID":190,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"Thank you for the considering this conversation.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1439,"Class":"Conversation","Created":1758302140,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Prompting Deeper Discussions","Handle":"prompting_deeper_discussions","ShortDescription":"Sometimes, it's really just the prompt! A lot of times, when class discussions go flat, we blame our personalities, the lethargy of \"kids these days\", or the curriculum. But often, if we had just asked the question a different way, changed a few words, we would have had success! This session is about sharing best strategies to ask the best questions.","Description":"We'll practice making questions and workshop them. I'll work a case study into it as well.","Link":["http:\/\/www.notlight.com"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We'll form questions about to text and workshop them together.","Presenter":["Matthew Kay"],"PresenterAffiliation":["SLA"],"PresenterEmail":["mkay@scienceleadership.org"],"ScheduleSlotID":190,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1417,"Class":"Conversation","Created":1757596691,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A Metamorphosis of the Library in an AI Age: Innovation Lab & Learning Commons (ILLC)","Handle":"a_metamorphosis_of_the_library_in_an_ai_age--innovation_lab-learning_commons-illc","ShortDescription":"Participate in envisioning a physical and virtual space that serves as an innovation hub, lab, library, and learning commons. It is a place, both physical and virtual, where students, teachers, and administrators experiment, try out, create, and test major ideas before they are implemented across the school.\r\n\r\nImagine a space where books, media, and technology don\u2019t just coexist\u2014they ignite curiosity, experimentation, and bold new ideas. That is the essence of the Innovation Lab and Learning Commons (ILLC): the next stage in the metamorphosis of the school library.","Description":"Imagine a cutting-edge lab where ideas don\u2019t just emerge\u2014they ignite, transform, and soar into entirely new realms of possibility. Now, fuse that energy with the concept of a traditional library\u2014both physical and digital\u2014and you\u2019ve got the essence of a modern innovation lab. This hybrid \"lab-library\" melds quiet reading nooks with buzzing virtual tools, opening a vibrant space where students, teachers, and administrators converge to experiment, invent, and reimagine learning.\r\nWhat makes this transformation truly urgent now is the breathtaking arrival of AI across K\u201312 classrooms\u2014from elementary through high school. As AI tools become integrated into daily education\u2014helping with lesson planning, personalized feedback, and workload saving for teachers \u2014the innovation lab becomes not just relevant, but essential.  \r\nHere, the library\u2019s shelves of books, multimedia collections, and cutting-edge tech become raw ingredients\u2014fuel for real-world math investigations, science experiments, literary quests, and AI-powered explorations that spark deeper learning. Educators test fresh teaching strategies; students craft their own learning journeys, perhaps designing AI-driven projects; and administrators pilot bold, micro-scaled innovations before rolling them out school-wide.\r\nThink of this as the ultimate maker-space on steroids\u2014a sprawling physical and virtual crucible where curiosity meets creation, all under the dynamic influence of AI\u2019s rising presence in schools. This innovation lab makes the entire school a living, breathing laboratory of learning\u2014so compelling, it becomes a beacon within the community.\r\nHere are a few possible characteristics; however, every school might approach the innovation lab quite differently to satisfy local needs and take advantage of community resources:\r\nThe innovation lab becomes the center of experimentation and creativity\r\nIncludes physical and virtual spaces for experimentation by learners, teachers, administrators, and the larger community\r\nIt might be the Professional Development Center, showcasing projects, performances by individuals and groups, a try-before-you-buy center for testing technologies, AI, and new teaching ideas, as well as a hub for student internships. All specialists in the school serve on the advisory committee.\r\nGoverned by a website that announces projects, PD, performances, showcases, etc.\r\nThe website features data visualizations of projects and initiatives happening and updated in real time as a way to gauge impact along the way.\r\nAll tours of the building begin in the Innovation Lab\r\nParents' nights start in the Innovation Lab\r\nHelp centers for technologies serve faculty and students... genius bars staffed by students.\r\nStudent internships in the Innovation lab offer leadership opportunities for students to design and implement initiatives of their own.\r\nAn OPAC that is a conversation rather than a one-way street of connections.","Link":["https:\/\/sites.google.com\/view\/foundationalelementsofill\/home"],"Audience":["All School Levels"],"Practice":"In this conversation, participants will explore how to reimagine the library as a Lab that cultivates innovation through critical thinking, discovery, and ethical creativity. Attendees will explore:\r\nHow the ILLC enables inquiry - through makerspaces, research areas, and AI-driven tools.\r\nHow AI impacts changes the types of opportunities welcomed by an ILLC\r\nHow the ILLC and its staff can lead and shepherd the changes brought on by the promises and pitfalls of AI\r\nThis session will be interactive, with participants co-designing a sample ILLC scenario or lesson using provided resources for curriculum and applying one of the strategies to address issues. Breakout groups, a live application, and a takeaway document will be provided to attendees, offering a way to continue the conversation beyond the session.","Presenter":["Prof. David Loertscher","Fran Kompar"],"PresenterAffiliation":[],"PresenterEmail":["reader.david@gmail.com","fkompar@gmail.com"],"ScheduleSlotID":191,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1465,"Class":"Conversation","Created":1764086867,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Data as a Generator of Narrative in Visual Art","Handle":"data_as_a_generator_of_narrative_in_visual_art-2","ShortDescription":"How can we provide entry points into data analysis that support visual learners and enhance student curiosity and creativity? Both visual art and data tell stories, and students can use their skills of critical thinking and compassion to create visual narratives that also speak to their passion for activism and world-changing. The conversation will highlight an exciting and innovative seventh grade unit at the Rashi School. In this unit, students explored data about climate change from a variety of graphs and charts. This was connected to the 6th grade Science curriculum, and their Science teacher assisted in providing and vetting sources for the graphs. Students learned about the growing art form of data visualization, and created their own data art using a choice of fiber art, sculpture, and painting. They also wrote artist statements and presented their work in class.","Description":"This conversation will include in-depth discussion of issues and topics that would be generative for data art, as well as a breakdown of the creative process that these students used.\r\n\r\nStudents began by exploring and interpreting the graphs, choosing a topic of interest, and then planning and sketching. After a teacher review process, they began creating their artwork.\r\n\r\nStudents began by sketching and writing answers to the following questions: What is the topic of your graph? What conclusions can you make from your graph? What emotions does the information in your graph make you feel? How will the shape of your project reflect its message? How will your materials reflect the message of your project? How will the colors you use reflect your message?","Link":[],"Audience":["All School Levels"],"Practice":"During this conversation, participants will put themselves in the students' shoes, choosing from a list of current topics and exploring and discussing data related to those topics. We'll collaborate in small groups, then share out our ideas about how we'd structure the unit, given our own schools' curriculum and yearly themes. We'll also share out what we'd plan to do, if we were the students given this assignment. My hope is that everyone will leave feeling inspired and capable of creating their own work of data art!","Presenter":["Erica Smiley"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["esmiley@rashi.org"],"ScheduleSlotID":191,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1427,"Class":"Conversation","Created":1757973779,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"New York at the Vanguard: Supporting the Shift to Performance Based Learning and Assessment","Handle":"new_york_at_the_vanguard--supporting_the_shift_to_performance_based_learning_and_assessment","ShortDescription":"Join South Bronx Community Charter High School as we share our journey as a mentor school in New York State\u2019s PLAN pilot, transforming graduation pathways through performance-based, student-centered learning. This interactive session will explore how we built systems for real-world assessment, support peer schools, and center equity and youth voice. Walk away with tools, strategies, and inspiration to lead personalized, competency-based learning in your own school or district.","Description":"South Bronx Community Charter High School (SBC) proposes a dynamic session focusing on our lived experience as a mentor school in New York State\u2019s ambitious Performance-Based Learning and Assessment Networks (PLAN) pilot. This statewide initiative is laying the groundwork for expanded graduation pathways that prioritize student-centered, competency-based learning. As one of the first schools selected to support this pilot, SBC has played a key role in modeling systems change at both the school and network levels.\r\n\r\nOur session will begin by situating attendees in the context of the PLAN pilot\u2014what\u2019s at stake, what\u2019s new, and why it matters. We'll share our internal strategies for leading change, including how we built staff capacity, designed curriculum around real-world performance tasks, and established clear, transparent systems for assessing mastery. We\u2019ll also highlight how we\u2019re supporting peer schools, building buy-in through meaningful collaboration, professional learning, and resource sharing.","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"The session will be highly interactive: participants will engage in small-group simulations of our student Gateway Presentations, analyze a sample of performance-based assessments, and discuss strategies for scaling performance based learning in their own contexts. We will center equity throughout, sharing how PLAN creates space for multiple ways of knowing, demonstrating learning, and honoring student voice\u2014particularly for historically marginalized students.\r\n\r\nAttendees will leave with concrete strategies and tools for leading performance-based transformation in their schools and systems, along with inspiration from a school community deeply rooted in equity, youth voice, and community collaboration.","Presenter":["Christipher Fleming","Rob Gulya"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["christipher.fleming@southbronxcommunity.org","robert.gulya@southbronxcommunity.org"],"ScheduleSlotID":191,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1445,"Class":"Conversation","Created":1759107686,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Self-Care in an Uncaring World","Handle":"self-care_in_an_uncaring_woman","ShortDescription":"The pressures on educators (and on everyone) are significant in this moment. How do we care for ourselves so that we can continue to care for others?","Description":"For educators to continue to do our work we must find ways to care for ourselves. Finding a way to balance the demands and expectations of our profession with our own lives and the demands on us there is critical to remaining educators. While this will not look the same for everyone, hopefully we can find some big ideas that can support us and other educators in the future.","Link":["https:\/\/jenorr.com"],"Audience":["All School Levels"],"Practice":"I don\u2019t have the answers to this question so the session will be driven by attendees and their ideas and questions.","Presenter":["Jennifer Orr"],"PresenterAffiliation":["Alice West Fleet Elementary School"],"PresenterEmail":["jenorr@gmail.com"],"ScheduleSlotID":191,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1469,"Class":"Conversation","Created":1764984555,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"What's The Tea?","Handle":"what-s_the_tea","ShortDescription":"When students leave your classroom, what is the story they tell when they go home to their families or when they talk to their friends? The \"tea\" they spill is connected to the intentionality that goes into the planning in your class.","Description":"This conversation will center around 3 focus areas of intentional planning: students, school community , and the larger community. When you plan projects or lessons how do you consider your students? How do you engage the school community and how do you engage the larger community. The steps you take in planning and execution will determine the story the students will tell, the \"tea\", about their experience in your class. Are you creating experiences and opportunities in your classroom that are positive and enriching or do students leave your room will a trauma story. Participants will leave with a foundation for an upcoming project that will have students spilling good tea about their experience.","Link":["Https:\/\/linkeddestinies.academy"],"Audience":["High School","Middle School"],"Practice":"This session will be a group project planning session where participants will brainstorm collaboratively on intentional planning. Participants will leave with a foundation for an upcoming project.","Presenter":["Njemele Anderson"],"PresenterAffiliation":["Philadelphia Writing Project","School District of Philadelphia and Founder of Linked Destinies Academy"],"PresenterEmail":["Linkeddestiniesacademy@gmail.com"],"ScheduleSlotID":191,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1421,"Class":"Conversation","Created":1757938545,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building Community through Storytelling","Handle":"building_community_through_storytelling","ShortDescription":"This conversation engages educators in using The Moth\u2019s storytelling guide to craft authentic narratives. Participants will practice sharing stories, apply portions of our structured feedback protocols, and listen to learners stories. The session fosters trust, empathy, and collaboration, equipping educators with tools to strengthen classroom and staff communities.","Description":"This professional development session invites educators to explore the power of personal narrative as a tool for community, trust, and collaboration. Drawing from The Moth\u2019s storytelling guide, participants will learn strategies for crafting and sharing meaningful stories that highlight authentic voices and experiences. Storytelling is not only a creative act, but also a way to strengthen relationships, build empathy, and foster a sense of belonging within both classrooms and staff communities.\r\n\r\nThroughout the session, participants will engage in guided storytelling activities, focusing on structure, voice, and purpose. Using established feedback protocols, educators will gain an understanding on how to give and receive constructive input, practicing how to respond with empathy and respect while elevating each other\u2019s work. These protocols ensure that feedback is purposeful and supportive, creating a safe environment for risk-taking and authentic expression.\r\n\r\nThe session emphasizes practical applications for educators. By experiencing the process firsthand, educators will leave with a clearer understanding of how to create storytelling opportunities for learners, how to structure feedback in ways that build community, and how to use narrative as a leadership and teaching practice.\r\n\r\nUltimately, this PD aims to empower educators with concrete tools and lived experience, demonstrating that storytelling is not only an art form but also a powerful catalyst for building meaningful community.","Link":["https:\/\/www.creationlearningjoy.net\/ https:\/\/paulwiech.wixsite.com\/paulwiech-1\/storytelling","https:\/\/rpaparone.wixsite.com\/rachel-paparone"],"Audience":["High School","Middle School"],"Practice":"We will share and engage our protocols for \"Feedback Nightmares\", \"5 Key Concepts of Storytelling\", \"Story Mapping\" and our Feedback Protocols. We will walkthrough and discuss the reason we use this process to create an empathetic community that shares amazing stories.","Presenter":["Sten Anderson","Rachel Paparone","Paul Wiech"],"PresenterAffiliation":["TST BOCES PTECH Academy"],"PresenterEmail":["paulwiech@gmail.com","rachelpaparone@gmail.com","sanderson@tstboces.org"],"ScheduleSlotID":192,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1408,"Class":"Conversation","Created":1757096609,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowering Digital Citizens: AI Tools for Teaching Democratic Participation","Handle":"empowering_digital_citizens--ai_tools_for_teaching_democratic_participation","ShortDescription":"This conversation will engage educators in an interactive discussion about innovative approaches for teaching digital literacy and democratic participation using AI tools.","Description":"As Artificial Intelligence (AI) continues to proliferate our world and impact how we engage with information, it is critical for schools to meet the moment by preparing students for the ways that this technology will shape their lives as citizens in democratic societies. Likewise, AI is becoming a widely used tool by educators because of its ability to aid in developing engaging lessons and materials, and personalizing content to meet diverse student needs. By employing AI tools in the teaching of digital literacy and civic participation, educators can equip students with the knowledge and skills to actively engage in the democratic process in a way that meets their learning needs. \r\nThis conversation will engage educators in an interactive discussion about innovative approaches for teaching digital literacy and democratic participation using AI tools. Participants will explore practical strategies for incorporating AI-assisted learning activities that help students critically evaluate political information, understand democratic processes, and develop informed civic engagement skills. It will also address how teachers can prepare students for the ways that AI technologies will continue impacting democratic systems (like elections) and particularly address the potential harms AI could cause to civic engagement. Through guided demonstrations and collaborative exercises, educators will gain concrete tools and lesson ideas that bridge technological literacy with democratic education.","Link":["https:\/\/pedagogy.ventures\/","https:\/\/pedagogyfutures.io\/"],"Audience":["All School Levels"],"Practice":"Slides will only be used as a guide to pose ideas and questions to spur a lively discussion for participants. If teachers have devices, there will also be opportunities for hands-on workshopping.","Presenter":["Nina Bamberg"],"PresenterAffiliation":["PedagogyVentures"],"PresenterEmail":["nina@pedagogy.ventures"],"ScheduleSlotID":192,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Feel free to reach out if you want to discuss revisions to the proposal. I'm happy to build something that meets the unique needs of those who will be in attendance.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1443,"Class":"Conversation","Created":1758635893,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Networking for Success: Empowering Students to Build Career-Launching Connections","Handle":"networking_for_success--empowering_students_to_build_career-launching_connections","ShortDescription":"Transform how students approach professional relationships through structured networking activities. This interactive session equips educators with concrete tools to teach networking skills, build student confidence, and create pathways to real-world learning opportunities including internships, job shadows, and career exploration experiences.","Description":"In today's interconnected world, 73% of jobs come through networking, yet most students graduate without essential relationship-building skills. This session explores networking as a critical pedagogical tool that honors students' current lives while preparing them for future success.\r\nWe'll examine how intentional networking instruction creates authentic pathways to real-world learning experiences\u2014from informational interviews to student-driven internships. Participants will experience proven strategies for building student confidence in professional interactions, helping young people recognize their value and articulate their goals effectively.\r\nThe conversation centers on practical implementation: How do we teach elevator pitches that reflect authentic student voices? What scaffolding helps anxious students navigate professional conversations? How can networking activities connect to academic content while building career readiness?\r\nEducators will leave with ready-to-use tools including conversation templates, confidence-building activities, and frameworks for creating networking opportunities within existing programs. We'll discuss how to leverage community partnerships, alumni networks, and local professionals to create meaningful connections for students.\r\nThis approach aligns with EduCon's principle of co-creating modern citizens by teaching students to actively engage with their professional communities. By treating networking as a learnable skill rather than innate talent, we democratize access to career opportunities and empower students to shape their own pathways to success.","Link":[],"Audience":["High School"],"Practice":"The session will use a \"fishbowl protocol\" where participants experience networking activities as students would, then step back into educator roles to debrief and adapt strategies. We'll crowdsource challenges and solutions which will be shared back with participants through a shared google drive folder. Small group reflection will allow for peer consultation on implementation barriers, followed by whole-group synthesis of actionable next steps.","Presenter":["Candace Eaton"],"PresenterAffiliation":["The Workshop School; Workshop Learning"],"PresenterEmail":["ceaton@philasd.org"],"ScheduleSlotID":192,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"I also submitted a group proposal with other Workshop School staff.  The priority would be the group proposal related to holistic approaches to internship programming but if there is room for a second presentation I would love to facilitate this deep dive on networking!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1450,"Class":"Conversation","Created":1760120021,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Neuroarts Revolution: Transforming High School Pedagogy","Handle":"the_neuroarts_revolution--transforming_high_school_pedagogy","ShortDescription":"There is a fascinating intersection between art and science. Let\u2019s talk about it!\r\n\r\nWe\u2019ll be exploring Neuroarts\u2014the science of how art and aesthetic experiences measurably impact the brain, body, and behavior. Learn how all forms of creative engagement benefit every student.","Description":"How can we harness the arts to unlock greater mental and physical health opportunities for our students? \r\n\r\nThis workshop delves into Neuroarts, the groundbreaking scientific discipline proving how engagement with art and aesthetic experiences measurably impacts the brain, body, and behavior. \r\n\r\nTogether, we\u2019ll move beyond the common misconceptions that the arts are just an enrichment or that their benefits are reserved only for \"talented\" students. We'll actively dispel myths such as the idea that \"art\" is limited to drawing and painting, or that one must be \"good at art\" to reap its health benefits.\r\n\r\nThe main idea is clear: the scientifically proven importance of the arts must be used to transform our teaching practices across all disciplines.","Link":[],"Audience":["High School"],"Practice":"We will be working in small group discussions.","Presenter":["Yadierys Angeles"],"PresenterAffiliation":[],"PresenterEmail":["yangeles@scienceleadership.org"],"ScheduleSlotID":192,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13}],"conditions":{"Status":"Accepted","ConferenceID":13},"total":35,"limit":false,"offset":false}