EDxEDNYC 2015 CONVERSATION SESSIONS

AGENDA

8:15-9:00                

9:00-9:30                       

9:30-11:00                                

11:00-12:00                           

12:00-1:30                                               

1:35-3:05                                     

3:10-3:30                                                

 

Check-In, Breakfast Networking time       

Keynote Address: Marisol Bradbury          

Conversation Session 1                                 

Lunch & Lightning Sessions                         

Conversation Session 2                                  

Conversation Session 3                                

Closing Remarks     

Lobby

Auditorium

Rooms listed below. 

TBD

Rooms listed below. 

Rooms listed below. 

Auditorium

conversationS - Schedule to be listed soon!

THE importance of computer history lori-stahl-van brackle 

Students today live in a digital age of which they do not understand the origins. As we surge into STEM we must be certain to teach the steps taken to get here. This session will include a hands-on activity in which participants research a computer history topic and create a MEME using MEME Maker or a Popcorn Video, both using Mozilla's Webmaker suite of tools. As the focus of outside curriculum has driven computer classes to coding and programming an important component is lost. Danielson Components: 1, 2b, 3abc, 4a

LOCATION: ROOM TBD

make a google classroom ross berman

Google Apps for Education is a set of web based tools that can be used for communication and collaboration. These apps can help a teacher to check for students understanding throughout a lesson by getting instant feedback. They can also help promote questioning and discussion between students. Participants will use the Google Apps to discuss with each other best practices for checks for understanding and questioning and discussion using this technology in the classroom.

Danielson Components: 3b, 3c, 3d
LOCATION: ROOM TBD

THE BIG IDEA PROJECT JENNIFER L.M. GUNN & gina Angelillo

The Big Idea Project is a student-designed passion project that allows students to discover their passions and conduct deep research and experimentation on topics they love or have yet to have the space to discover. This session will share The Big Idea Project model, as well as the lessons and successes we acquired along the way. Through collaborative inquiry, participants will discuss reveal wonderings and solutions for launching a long-term independent project model with built-in supports and learning competencies. Furthermore, participants will gain access to our wealth of open-source materials.

Danielson Components: 1b 1c 1d 1e 1f, 4b, 2e, 2c, 2b, 3a, 3c, 3d, 3e

LOCATION: ROOM TBD

THE FUTURE PROJECT 
with SARAH KATZ

The Future Project is dedicated to seeing students living lives of passion and purpose decades after they leave high school. So what does sustainable inspiration look like amongst young people? What is the Future Project methodology and how can the presence of a Dream Director and a Dream Team re-imagine school culture? Learn from students and staff who are part of the Future Project family.

LOCATION: ROOM TBD

INSTRUCTIONAL ROUNDS 
with WALTER BROWN

Participants will share and discuss the strengths and benefits of establishing a culture of peer professional conversations. We will use David Allen's "Tuning Protocol" as we look at several pieces of evidence and documents from the process.

Danielson Components:

LOCATION: ROOM TBD

RESTORATIVE JUSTICE with LEIA PETTY & MELISSA TORTORA

Restorative Justice stems from the belief that conflict in a community can be repaired and relationships can be restored. It is an attempt to resolve conflict in a way that brings a community closer together rather than punitive models that alienate those in conflict from the larger community to whom they caused harm. Many teachers, support staff and administrators in their schools have used the restorative justice model to varying degrees. In this session, restorative justice faculty and student leaders at Hudson will walk you through the benefits of employing restorative justice, model a justice circle, and discuss how you can start a program at your school.

LOCATION: ROOM TBD

creating amazing ELECTIVE PROGRAMS MICHAEL PONELLA

What are the best practices for administering an effective elective program in schools? In this session discussions will center around the Elective Exhibition, Elective Registration, student choice vs. teacher choice, the value of electives, and the goals for our elective classes. Come to this session and get a fresh new perspective on the administration of electives and enrichment.

LOCATION: ROOM TBD

LITERACY IN THE SCIENCE CLASSROOM ANNE TALIAFERRO

This talk will deal with the issues of integrating the literacy common core standards into the science classrooms. We will discuss what has worked in our classrooms, and will explore the importance of reading and writing in our classes.

LOCATION: ROOM TBD

 

TECHNOLOGY USE IN THE MATH CLASSROOM THOMAS RODNEY

Technology, such as calculators, standard software programs, and the Internet, can be effectively used to enhance instruction in a number of ways. Participants will share best practices and discuss the benefits and capabilities of technology in the classroom.

LOCATION: ROOM TBD

TEACHING THEMATICALLY IN SOCIAL STUDIES 
PHIL LINDER & Robert Kane

The benefits of teaching Social Studies thematically (as opposed to chronologically) are well documented, and after years of teaching United States History in the traditional, chronological way, I have finally decided to make the switch. Join educators from around the city in an open conversation as we share ideas and examine the strengths and weaknesses of shifting pedagogical strategies to capture all types of diverse learners in today's city.

LOCATION: ROOM TBD

DIGITAL PLANNING USING ONENOTE MYRLENE MICHEL

How to plan effectively using a digital binder. Educators will be equipped with skills that will help them become a highly effective educator using this technology tool that will help them prepare and plan his/her lesson. Also, educators will learn how to plan a lesson with colleagues.  Using the OneNote app to collaborate with others, building a digital binder that includes interactive lesson plans, conferencing notes, anecdotal, etc. Writing/sharing a lesson plan with colleagues. Using the OneNote app to collaborate with others. Session will include: building a digital binder that includes interactive lesson plans, conferencing notes, anecdotal, etc. Writing/sharing a lesson plan with colleagues. 

Danielson Components: 1 Planning & Preparation.

LOCATION: ROOM TBD

leading change while integrating technology in school
jason levy

Many ed/tech enthusiasts are working to influence a combination of students, colleagues, parents, and school leaders. Since technology is changing rapidly, educators integrating technology are change agents. With a useful, easy-to-understand framework, participants will choose 'problems of practice'--professional challenges--where change is desired. The group will discuss real examples where any of the key five levers (vision, skills, resources, incentives, planning) might be developed to bring about change. Attendees might want to change a process in their classroom, a school wide philosophy or system, or even a colleague's approach to the work. Participants will collaborate using Google Docs on real examples from their professional lives. After seeing the framework and listening to a couple of examples from DOE schools, participants will provide some responses using a Google Form with results displayed and then work together on Google Docs. Everyone will leave with next steps to create change in their professional setting - and a network of other colleagues who can be thought partners. We will produce the start of several action plans for change.

Danielson Components: 1 Planning & Preparation.

LOCATION: ROOM TBD

 

the game of life science: self-directed learing in a middle school classroom gerard ardito

This presentation is a report on the findings of an action research study conducted in a middle school on eighth grade students who were participating in a blended, self-directed Biology course. Various types of data analysis techniques were performed in order to investigate the students' personal learning networks and how these were affected by this technology enhanced self-directed learning and a blended learning environment. Findings indicate that the students who performed better than expected in the class had the largest and most robust learning networks. The converse was also true; students who did less well than expected were shown to have small and less robust learning networks. This study develops a methodology for applying Connectivist learning theory to a blended learning environment. Conversational Practice: The presentation of the case study of this 8th grade Liiving Environment class will be the starting point for a discussion about student ownership, autonomy, and authentic learning. It will also build a conversation about building and strengthening personal learning networks.

Danielson Components: 1, 2, 3

LOCATION: ROOM TBD

working deep in advisory: Mindsets and moves that allow your group to become the agent of change david rothauser

Becoming an effective advisor and group leader is a highly individualized process. While we all come along with the raw ingredients to help our groups become powerful agents of change, unlocking our leadership potential takes patience, practice, and the support of our colleagues. Through interactive dialogue and modeling, we will experience one component of a comprehensive student advisory program (ongoing group leadership training and support for adults), where the model itself becomes a social microcosm and holding environment that supports the development of advisors in addition to students. This experiential workshop is designed for those who: want to work on developing group leadership skills in advisory, classroom groups, or staff meetings; are interested in helping group members communicate effectively with one another; are interested in understanding and working with what gets in the way.

Danielson Components: 1, 2, 3

LOCATION: ROOM TBD

kinecting the dots amy demarco & niamh goulding 

Literacy is a core proficiency one must gain in order to develop a fluency and expressiveness in Science. Getting students excited about reading and writing in Science however is a challenge in itself. This session will explore the use of technology, namely the Microsoft Kinect, in engaging students in learning and focusing their excitement and imagination into scientific writing. This unit can be introduced in the first semester of any level 9th grade Science class. It is a vehicle to teach students how to frame a hypothesis and design an experiment, while concomitantly learning the skills required for scientific reading and the structure and framework necessary for writing in Science. Lessons are common core aligned and designed to be accessible to all students, with differentiated lesson plans for students with disabilities to English Language Learner’s to advanced early college students.

Danielson Components: 1, 2, 3

LOCATION: ROOM TBD

assistive technology in 2015: classroom ideas for students who learn differently ruth groebner

The Federal Individuals with Disabilities Education Act (IDEA) mandates that the use of Assistive Technology (AT) be considered for students with IEPs, yet typically, only students with physical disabilities have these supports included in their IEP. (Examples may include a talking calculator for student with vision differences; Augmentative and Alternative Communication (AAC) device or other communication tools for students who are non-verbal; or speech recognition software for a student with limited use of hands or with weak motor skills.) But our students with learning disabilities - usually not otherwise specified - will benefit from AT. Teachers use all sorts of tools already but how can we use what’s out there to help our students who struggle with reading comprehension? How do we apply the principles of the Universal Design for Learning to ensure these tools aid all of our students?
Danielson Components: 1b, 1c, 1d, 1e, 2e, 3a, 3c,4c, 4d, 4f

LOCATION: ROOM TBD

The Importance of Ethical Leadership Perspectives in School Leadership Dr. denver J. Fowler

Have you ever wondered if the ethical leadership perspectives of school leaders really matter? Have you ever wondered if the ethical leadership perspectives of school leaders varied according to school leader demographics (i.e., age, education, gender, etc.) and school district characteristics (i.e., student achievement)? If these questions intrigue you, you do not want to miss this session. Attend this session to learn about the importance of ethical leadership perspectives in school leadership.

Danielson Components: 

LOCATION: ROOM TBD

Cultivating Global Competencies and Teaching Beyond Borders: Millennials Making Multilingual Multicultural Multimedia in the Millennium melda N. yildiz 

This participatory session is for educators who would like to integrate global competencies, 21st Century teaching skills (www.p21.org/) and Universal Design for Learning frameworks into their curriculum. It explores innovative multilingual and multicultural multimedia projects using mobile technologies and social interaction media. It outlines the role of global education and media education in P16 curriculum; offers creative strategies and possibilities for integrating mobile technologies such as GPS devices into teacher education; explores new media and technologies in P16 curriculum; examines the role of media production while developing globally connected multimedia projects integrating global competencies and 21st century skills; highlights exemplary culturally and linguistically responsive pedagogy and instruction; and showcases multimedia projects created by educators and their students.
Danielson Components: 

LOCATION: ROOM TBD

Climbing Maslow's Paradox: "Systems Design"
A Core Leadership Practice
jesse spevack

Apply a systems design framework to the challenges you face in your classrooms and schools. By harnessing the power of automation technologies and by mindfully attending to the structures, routines, and procedures in school we can fully actualize the vision of a high quality education for every student. Systems are an explicit set of relationships, roles and responsibilities, and expectations that exist around accomplishing something. Participants will design and share systems using physical representations of Add-ons for Google Docs. The conversation intentionally shies away from the technical aspect of setting up Add-ons as there is a plethora of how-to guides, videos, Google Plus educator communities and additional resources for that end online. Instead the focus is on introducing, discussing, and trying out a framework of thinking through routines, procedures, and communication that will be approachable by everyone - from the most skilled spreadsheet junkie to the complete Add-ons neophyte. 

LOCATION: ROOM TBD

Authentic teach self and student engagement adam ward

I have observed and interviewed teachers around the idea of teacher self and how the self is performed in the classroom. After observing the class I the interviewed teachers to discuss the self the think was brought into the class room - specifically if they had planned the performance of self (Danielson Franework Compoent 1). Interestingly the authentic self has a wide range of performances and my idea is to create intentionality around the performance of self in the classroom. 

Danielson Components: 1
LOCATION: ROOM TBD

Surviving Childhood: The Impact of Trauma on a child’s education, and academic performance kyeatta Garrett-Bey

How can an educator become prepared to help their students heal from trauma while helping students tackle the demands of the curriculum, while raising the bar on their expectations of their student’s academic achievement? Can schools become therapeutic environments and learning centers at the same time? What should preparation for teachers look like to prepare them to fulfill the roles of educator/social worker at the same time? The conversation will be similar to a group counseling session to make the conversation come to life by sharing the lessons and ideas from the Child Trauma Academy.

Danielson Components: 1
LOCATION: ROOM TBD

building and strengthening co-teaching relationships Melissa boulter

Are you and your co-teacher looking to strengthen a new or existing co-teaching partnership? Then join a series of exercises and conversation about building successful ICT teaching partnerships. General and Special Education ICT teacher teams will have the opportunity to engage in activities that will foster collaboration and student-centered co-planning. This includes developing partnership contract and engaging in a modified co-planning period. The session will also include opportunity for structured discussion about ICT practices using protocols from SRI. Both the general education and special education teacher are encouraged to attend together.

Danielson Components: 1
LOCATION: ROOM TBD

International Travel
Halley Anne Curtis 

Traveling internationally expands students' world views and brings classroom learning to life, so how can you bring this opportunity to your school? At this session, you'll learn about the logistics of planning an international trip through the school system. Additionally, you'll hear about how Hudson provided financial support to make travel possible for students from a variety of backgrounds. You'll leave with the basic supports and inspiration you need to bring international travel to your students!

LOCATION: ROOM TBD

 

CONTENT, PROCESS & PRODUCT with KATE SALUTE

The conversation will be around students demonstrating their understanding in a variety of ways without compromising Common Core standards. This method engages students in the process, the content and drives them to produce quality work. Bring your best project assignments! Small content groups with hands on project starters and 10 slides in 100 seconds to present their product.

LOCATION: ROOM TBD

MULTIPLE ACCESS POINTS 
CHRISTOPHER PURCELL

Incorporating multiple access points into our instruction allows all of our students the opportunity to engage in their learning of both knowledge and skills. Participants will examine strategies and resources in developing multiple access points for content, process, and product.

Danielson Components: 1b, 1d, 1e, 3c, 3d

doing BLENDED LEARNING 
with TIM COMER

What does blended learning look like? How does leveraging technology in this way fundamentally change the role of both the student and the teacher? In this session, teachers will begin to conceptualize and plan their digital classrooms to construct student paced blended learning lessons or units.

Danielson Components: 1b 1c 1d 1e 1f, 4b, 2e, 2c, 2b, 3a, 3c, 3d, 3e

Component 3D Up Close: Assessing, feedback, and adjusting
CHRISTOPHER LAGARES

Through movie video clips, Teaching Channel segments, a lesson study, and time to plan and discuss with peers, teachers will plan an upcoming lesson with strategically planned points to check for student understanding. More importantly, teachers will discuss how data collected from formative assessments leads to adjustments in lessons with targeted individualized feedback and support for students.

Danielson Components: 1b 1c 1d 1e 1f, 4b, 2e, 2c, 2b, 3a, 3c, 3d, 3e

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