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One-Hour Workshops: The Classroom Experience Track

Designed for all educators and academic leaders, these workshops focus on design and implementation of academic programs.​​​​​​​​​

  • Block 1 (Thursday, February 26, 8:00 - 9:00 AM)
    • Creative Capacity: Design Thinking, Curriculum, and Networks

      210

      Design thinking proves a powerful tool to inform and inspire every dimension of a school. Whether used to reinvigorate curriculum, grow creative capacity in students and teachers or refocus school culture, design thinking is a dynamic, human-centered approach to understanding and addressing challenges. Explore how design thinking can transform the practices within your school to make it a creative, innovative learning space.
      Presented ByPaul Kim and Tom Thorpe, Colorado Academy (CO); Savinay Chandrasekhar, FocuseDesign (CO); Jim Stephens, 2Revolutions (CO)
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      LevelIntroductory
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      Explore  Why is design thinking such a powerful tool and what are the nuances of using it in schools?    How does design thinking improve the work that teachers and students do?    How does design thinking strengthen school culture and grow creative capacity?
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    • Global Learning Strategies: Avoiding Pitfalls and Building Equal Partnerships

      308

      As global education proliferates, how can we create solid partnerships with schools abroad based on reciprocity? How can we create global travel programs where students from different cultures collaborate and value their differences? Explore perspectives from schools that have developed learning partnerships in Haiti, Peru, and Mexico.
      Presented ByRoss Wehner and Jennifer Klein, World Leadership School (CO); Diahann Johnson, St. Andrew's School (DE); Martha Ashley, St. Mary's Academy (CO)
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      LevelIntermediate
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      Explore How can my school build meaningful partnerships with schools of a completely different socioeconomic demographic?  How can my school integrate global ideas and relationships into the classroom experience?    How can my school help students learn from and with overseas partner students?
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  • Block 2 (Thursday, February 26, 12:00 - 1:00 PM)
    • How Is Global Citizenship Influenced and Limited by Where One Lives and Travels Abroad?

      309

      SYA France and Italy students took the same course and studied each nation’s policies on immigration to learn how political, economic, and social systems influence each country’s response to this growing problem. Explore why and how one’s environment affects cross-cultural understanding, a key component of global citizenship, and how short-term study abroad programs can benefit from our findings.
      Presented ByJack Creeden, School Year Abroad (MA); Pascal Monteville and Daniele Gatti, School Year Abroad France (FRANCE)
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      LevelIntermediate
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      Explore How is global citizenship affected by  the social, political, and economic practices of a country?  Do immersion experiences in another country restrict a student’s ability to understand multiple perspectives on an issue?  How can short-term study abroad programs help students develop an empathic understanding of contemporary issues that differ across national boundaries?
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    • The MSA Program and the Value of Measuring Non-Cognitive Skills

      109

      Through a rigorous scientific approach and a collaboration among 90 schools, the MSA is helping schools understand the critical link between noncognitive skills and academic and life success; how to intentionally teach important noncognitive skills; and how to use MSA data to evaluate and demonstrate the value-added of our schools. Hear schools share how the MSA has informed and empowered their educational approach.
      Presented ByLisa Pullman, Index (MA); Charles Baldecchi, The Lexington School (KY); Timothy Bazemore, Catlin Gabel School (OR); David Michelman, Duke School (NC); Ned Murray, Episcopal Day School (GA); Jennifer Phillips, Far Hills Country Day School (NJ); Kirsten Rosolen, New Canaan Country School (CT); Allison Webster, Shady Hill School (MA)
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      LevelIntermediate
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      Explore What are non-cognitive skills, and why they are important to academic and life outcomes?  What are the benefits of measuring non-cognitive skills?  How can our schools use data on non-cognitive skills to inform teaching, curricula, programs, pedagogy, and communications?
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  • Block 3 (Thursday, February 26, 1:30 - 2:30 PM)
    • A Blended Learning Model for Enrichment, Intervention, and College Readiness

      Ballroom C

      Blended Learning Workshop

      Blended learning is a smart way for schools to teach college readiness skills while maximizing school flexibility and resources. Blended courses provide anytime access, but require students to demonstrate a great deal of independence – crucial for college success. Experience an effective model developed at AIM Academy, a school for bright children who learn differently.
      Presented ByJesse Korff and Chris Herman, AIM Academy (PA)
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      LevelIntroductory
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      Explore Why is blended learning smart for schools and for students? Why is effective blended learning among the critical college readiness skills? What research supports the use of and best practices for blended learning?
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    • Balancing Tradition and Innovation: The Case for a New Model in Global Programs

      309

      After conducting an in-depth study of the student experience abroad, School Year Abroad was confronted with results that challenged accepted assumptions of what students learn by participating in global programs. Learn how this reflection helped SYA create innovative new initiatives aimed at improving student intercultural competence and creativity and how your school can do the same.
      Presented ByAric Visser, School Year Abroad (SPAIN); Jack Creeden, School Year Abroad (MA)
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      LevelIntermediate
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      Explore What does current research say about how and what students are learning when they participate in global programs?  What can my school do to ensure that our own programs are as efficient and impactful as possible?  What types of program elements in global programs help students gain cognitive skills that transfer to the rest of their subjects at home?
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    • In the Trenches with K – 12 Design Thinking

      206

      Design thinking is human-centered problem solving. One size does not fit all and it's not a step-by-step blueprint. Instead the modes and methods of design thinking can be adapted to meet unique needs. Meet a panel of design thinking leaders who came together via Twitter to start and moderate #dtk12chat – a weekly conversation about design thinking in K – 12. Gain key take-aways and trends from a year of talking about design thinking.
      Presented ByLisa Palmieri, The Ellis School (PA); Mary Cantwell and Trey Boden, Mount Vernon Presbyterian School (GA); Shelley Paul, Woodward Academy (GA)
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      LevelIntroductory
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      Explore How is design thinking being integrated in K12 globally and by independent schools nationally?  What are the biggest takeaways from leading a weekly conversation on design thinking via Twitter and Google hangouts for over a year?  How can teachers and schools get started and what are some simple design thinking methods that both teachers and students can use?
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    • The Classroom and Beyond: Using Project-Based Learning to Develop Global Leaders

      313

      As the world becomes more accessible, teachers must help students make global connections through curriculum and travel. Project-based learning helps students become future global leaders and interact with the world around them. While not all teachers can travel to distant lands, they can help students connect their projects with the world through various methods.
      Presented ByKelly Neely, Brimmer and May School (MA); George Stewart, Education First (MA)
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      LevelIntermediate
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      Explore How do you create a student interest-oriented global project? How do you teach students to relate empathically with world? How can you incorporate a service agenda into the curriculum of a school?
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    • The Exeter-Noble Network Project: A Model for Public Private School Collaboration

      108

      Hear about the innovative new collaboration designed to introduce student centered learning into a new Noble school. Exeter and Noble will work together to do initial and ongoing teacher training, curriculum development, and assessment with the goal of creating a new paradigm in urban public education.
      Presented ByEthan Shapiro, Phillips Exeter Academy (NH); Pablo Sierra, Pritzker College Prep (IL)
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      LevelIntroductory
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      Explore How can public and private schools collaborate effectively?  What role can independent schools play in the world of education reform in the US?  What are the main challenges and opportunities facing such collaborative work?
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  • Block 4 (Friday, February 27, 8:00 - 9:00 AM)
    • A Model in Collaboration: Merging STEAM and Global Studies

      313

      STEAM and global studies are popular programs that often compete as schools determine how to allocate resources. Examine how teachers of both programs are using interdisciplinary activities to collaborate, using project-based learning and developing service projects that address water quality and energy in rural communities.
      Presented ByCecelia Pan, Kelly Neely, and Chris Harman, Brimmer and May School (MA); George Stewart, Education First (MA); Devon Ducharme, St. George's School (RI); Joseph Levine, Organization for Tropical Studies (MA)
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      LevelIntermediate
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      Explore How can teachers enable students to confront and solve real-world issues through interdisciplinary projects? How can merging STEAM and Global Studies teach 21st century skills? What global issues require interdisciplinary approaches to problem solving?
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    • Bringing the Maker Movement to K – 3 Students

      202

      Learn how to set up a mini makerspace that encourages your K – 3 students to tinker and play. Journey through specific examples of maker projects that work well with early elementary students. With projects like taking apart old keyboards, creating handheld games with cardboard and masking tape, and building simple circuits, it's easy to create the perfect conditions for younger students to explore, invent, and learn!
      Presented ByAlice Baggett, Seattle Country Day School (WA)
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      LevelIntroductory
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      Explore How can I set up a successful mini makerspace for K-3 students?   What philosophical ideas should guide the creation of this space?   What are some specific activities I can do with my K-3 students?
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    • Building a Successful 1:1 iPad Program: All Students, All Faculty, All In

      203

      Learn how Dana Hall School conceived, designed, and implemented its successful 1:1 iPad initiative. Explore the timeline, support structure, change strategy, program goals, assessments, and student involvement. Gain valuable insights into 1:1 program development in light of education in the 21st century.
      Presented ByElizabeth Paushter, Charles Breslin, and Robert Mather, Dana Hall School (MA)
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      LevelIntermediate
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      Explore How do you create a plan and roll it out? How do you develop a successful support framework? How do you assess the program?
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    • Education for Global Citizenship: People, Food, Energy, and Sustainability

      104

      Discover interdisciplinary, hands-on activities to help students think critically and creatively about global challenges to the planet and human well-being. Engage in activities that build skills in several content areas while introducing concepts of sustainability, resource use, and living conditions around the globe.
      Presented ByPolly Vanasse, Lesley Ellis School (MA)
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      LevelIntermediate
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      Explore Why is it important to teach young people about global challenges such as population growth, climate change, and social inequities?  How can you construct an interdisciplinary unit to teach about global issues that is interactive, inquiry-based, and age-appropriate?  How can you incorporate this unit with the 21st century skills that global citizens will need?
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    • From Rocket Stoves to Robohands – Engaging Students Through Real-World Projects

      312

      Providing students with the opportunity to learn through innovative projects that address real-world problems can have immeasurable effects on their learning and engagement. Using two such projects (The Global Efficient Cookstove and Brookwood Robohand Projects) as models, uncover the benefits, challenges, and rewards that result from connecting students to their world through work such as this.
      Presented ByRich Lehrer, Brookwood School (MA)
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      LevelIntroductory
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      Explore What are the benefits, challenges, and rewards of involving students in real-world projects?  What are the steps to mounting a real-world learning project?  What are 21st century skills and how can they be taught through real-world projects?
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    • Globally Relevant and Culturally Responsive Classrooms: A Design Thinking Model

      101

      Add a global dimension to service learning and enable deep classroom discourse about race, class, and power by using the Nobis Global Action Model. This innovative design thinking approach guides students to comprehend and devise ways to respond to global issues through the use of technology. This model focuses on students’ learning using media, creativity, critical thinking, problem solving, and teamwork – all with a global perspective.
      Presented ByChristen Clougherty, Nobis Project, Inc. (GA); Will Nisbet, Maret School (DC); Natania Kremer, Brooklyn Friends School (NY)
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      LevelIntermediate
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      Explore How can I be more culturally responsive in my teaching about global issues? How can we as a school (teachers, administration, students, parents, board) foster conversations around such issues as global citizenship, race, equity, and human rights? How can I use design thinking and technology to engage students in addressing global challenges?
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    • How to Revolutionize Academic Courses for Deeper, Engaged Learning

      Ballroom C

      Blended Learning Workshop

      Can one teach individualized curricula simultaneously in a single class? Use a design thinking framework to understand how students can pursue their own curiosities in the same class with common learning goals. The approach is possible, practical, and inspiring for both students and teachers. Results are more relevance, deeper engagement, and joy in learning. This case study will yield an easy, usable process.
      Presented ByJamie Baker and Mitchell Pinkowski, Pomfret School (CT)
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      LevelIntroductory
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      Explore How can one relinquish control of content while maintaining high expectations and rigorous learning outcomes for students? How can one redesign a course so that it satisfies student preferences for the learning experience and content? How can one design a meaningful curriculum that results in skill mastery as well as the development of the lifelong habits of insightful reading and self-directed, perpetual learning?
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    • Instructional Tech Tools for Independent Schools

      Ballroom B

      We are in the foothills of the ed tech revolution.  Fueled by advances in bandwidth, mobile computing, neuroscience, and big data, we are starting to see models of teaching and learning that allow for customization and differentiation.  These new tools generate higher engagement, better retention, and lower costs. Here are the best players and how to deploy them.
      Presented ByJohn Katzman, Noodle (NY); Betsy Corcoran, EdSurge (CA); Joel Rose, New Classrooms (NY)
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      Explore What are the best instructional technologies available? What do they do and what do they cost? These technologies are mostly being developed for large markets—K-12 school districts, and not to independent schools.  How can we best access them, and how do they fit into our schools?
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    • Rethink and Redesign 21st Century Summer Learning

      302

      Examine how five independent schools design summer programs that provide students with 21st century learning opportunities, faculty with a unique lab setting to pilot new content, and a resource to leverage public partnerships. Uncover specific ways independent schools stand to benefit from implementing innovative summer programs and essential questions that interested schools should consider.
      Presented ByCharles Housiaux, Ransom Everglades School (FL); Paula Williams, Albuquerque Academy (NM);Mikki Frazier Head-Royce School (CA); Jim Patterson, Harvard-Westlake School (CA)
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      LevelIntroductory
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      Explore How can summer programs foster innovative curriculum, pedagogy, and programming? How can summer learning opportunities enhance traditional school year curricular options for students? How can a school leverage summer programs for 21st century innovation?
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  • Block 5 (Friday, February 27, 11:30 AM - 12:30 PM)
    • Bring Learning to the Third Dimension: The Ifs, Hows, and Whys of 3D Printing

      309

      Gain strategies for incorporating 3D printing into schools. Hear 3D printing experts describe how their schools have successfully embedded 3D printing into the curriculum. Understand the ifs, hows, and whys of 3D printing by analyzing the results of a survey of school tech directors. Take home specific project ideas and access to resources.
      Presented ByBonnie Ricci, Association of Independent Schools in New England (MA); Jonathan Schmid, The Meadowbrook School of Weston (MA); Steven Trust, Charles River School (MA)
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      LevelIntroductory
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      Explore What are some specific ways that schools are using 3D printers? How can incorporating 3D printing help my school innovate? How can 3D printing help students utilize design thinking methodology?
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    • Global Civic Literacy in the Classroom and Beyond

      103

      An aptitude for making rational decisions in complex situations is an essential civic capacity. As global networks grow, exposure to diverse perspectives, needs, values, and cultures becomes unavoidable. Consequently the ability to make choices in a pluralistic society is now more critical than ever. Discover tools and strategies for cultivating global awareness and teaching ethical decision making for a connected future.
      Presented ByJen Girten and Kim Machnik, Heifer International (AR); Stephen Robinson, Southern Association of Independent Schools (GA); Beverly Fitzsousa, Renbrook School (CT)
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      LevelIntermediate
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      Explore What are the essential understandings that underpin global civic literacy?   Why is global civic literacy essential for all learners?   How are independent schools integrating global civics into core instruction?
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    • Grading for Global Competency

      302

      Reimagine your assessments in order to provide a complete picture of your students as global citizens. Explore how to assess noncognitive measures and core academic competencies to support the growth of middle-level students. Discover how to reframe assessments to ease the burden of grading and foreground 21st century skills.
      Presented ByKathleen West, Elizabeth Aurand Hastings, and KK Neimman, The Blake School (MN)
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      LevelIntermediate
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      Explore How do you adequately assess non-cognitive skills? How do you design projects and lessons that build global citizenship? How can grades provide a path forward for teachers, students, and parents as we work to move young people along the spectrum of global competency?
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    • Inspiring Creation in Middle School History: Digital Timelines, iBooks & Augmented Reality

      313

      This is digital history at its finest – interactive timelines, iBooks, and digital museums with augmented reality! Explore fun and engaging ways to help students create content in a 1:1 environment that builds skills and challenges critical thought. Journey through three specific digital history projects that proved a resounding success with students.
      Presented ByElizabeth Gryczewski and Katie Knicely Flint Hill School (VA)
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      LevelIntroductory
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      Explore How can we inspire our students to create content in the History classroom? How can we create meaningful projects for a project-based learning History classroom? How can we help our students to develop 21st century skills to help facilitate their use and manipulation of Digital History in a 1:1 environment?
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    • Leading the Disruption: Program Building in Innovation and Entrepreneurship

      304

      In 2014, three schools were awarded E.E. Ford Leadership Challenge Grants to develop the skills of an innovator in semester-long programs connecting high school students to their cities. Explore the unique aspects of each program and consider the common themes of inquiry, design thinking, civic engagement, and real-world problem solving.
      Presented ByLisa Feiertag, Seattle Academy of Arts and Sciences (WA); Doris Korda, Hawken School (OH); Laura Deisley, The Lovett School (GA)
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      LevelIntroductory
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      Explore What can innovation and entrepreneurship programs look like at the high -school level? What kind of learning outcomes and benefits for students can I expect from adding a program like this? What are the practical steps I can take to start a course like this, and what are some major curricular pieces I could include?
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    • Putting the "I" in Science: Science Education that Inspires Citizenship

      311

      Increasingly to be effective citizens we need a deep understanding of science. Yet in school we tend to disconnect science from the way we live and miss opportunities to help students invest in solving science-based societal challenges. Examine ways schools should connect science to citizenship — especially how we teach students to write about science.
      Presented ByLise Goddard and Laurie Munger, Midland School (CA); Michael Brosnan, NAIS (DC)
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      LevelIntermediate
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      Explore How can language and voice be blind spots for independent schools aiming to cultivate science-literate citizens? What is the relationship between the active voice in our writing and experience and the way we perceive our engagement with the world through active participation and citizenship? What is experiential education and how can we employ it in science to help students find their “I," and what might this mean to their futures?
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    • Reconceptualizing Academic Support in Independent Schools: An Approach for the 21st Century

      301

      Let’s start a new conversation about students who struggle in school and the ways we support them. Hear about one school working to change current beliefs about learning differences by reframing the process by which we identify, evaluate, describe, understand, and respond to typical challenges in students' learning, while significantly reducing the need for accommodations.
      Presented ByLaura Vantine, The Winsor School (MA)
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      LevelAdvanced
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      Explore How can we help students develop a growth mindset to foster resilience and problem solving skills to be independent self-advocates of their learning experience?  How do we invite subject teachers to participate in the problem solving process to support student learning?  How can we use technology to streamline information to support student learning, facilitate classroom observation, and improve collaboration between students and teachers?
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    • Teachers Unplugged

      Ballroom B

      Take this opportunity to talk about what interests you! Based on the unconference format, you can drive discussion topics, share knowledge and passions, and find solutions to common challenges. Meet fellow educators from across the country, learn from them, and share your expertise with the group.
      Presented ByLiz Davis, Keys School (CA); Jenni Swanson Voorhees, Sidwell Friends School (DC); Chris Bigenho, Greenhill School (TX); Sophie Halliday, Saint Andrew's Priory School (HI); Demetri Orlando, Buckingham Browne & Nichols School (MA); Toni Cross, Hathaway Brown School (OH)
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      LevelIntroductory
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      Explore What are common challenges that other educators face? How do other educators deal with these challenges? What does an unconference look like and how can I use it at my school?
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    • The Bay Area BlendEd Consortium: Moving Beyond Online Instruction

      Ballroom C

      Blended Learning Workshop

      The Bay Area BlendEd Consortium is the first regional partnership among independent schools in the country to offer its students blended courses that combine face-to-face and online instruction. This innovative partnership creates unique opportunities for students to access an expanded array of challenging, upper-level electives enriched by Bay Area resources, while taking classes with peers and teachers from these five schools.
      Presented ByMark Salkind, The Urban School of San Francisco (CA); Eric Temple, Lick-Wilmerding High School (CA); A. Travis Brownley, Marin Academy (CA); Monique DeVane, The College Preparatory School (CA); Eric Niles, The Athenian School (CA); Chris Rapp, Rapp Consulting Group (CO)
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      LevelIntroductory
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      Explore What does true blended learning -- that is, an approach that combines online learning with face-to-face instruction -- look like, and what are the benefits for independent school students of this approach?  What specific steps does a group of schools have to complete in order to launch such an initiative and how long will it take?  What are the benefits to independent schools that choose to collaborate (as opposed to compete) with each other in this manner?
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    • Using the Stop Motion Studio App to Enhance Learning in Science

      206

      Learn how to use the Stop Motion studio HD App with students to demonstrate understanding of 3D processes that occur over time. Well suited to the sciences, such an activity can also be used in other subjects. Bring your iPad or iPhone (iPad preferable). Download the free Stop Motion Studio from the app store before the workshop.
      Presented ByStephanie Castle and Richard Thornley, United Nations International School (NY)
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      LevelIntroductory
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      Explore How can using Stop Motion as a teaching tool enhance student understanding? How can Stop Motion be used to assess student understanding in your subject? What are the practical and logistical challenges to using Stop Motion in the classroom and how can they be overcome?
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  • Block 6 (Friday, February 27, 1:30 - 2:30 PM)
    • A Multisensory Curriculum: Teaching LD Students Well, Teaching All Students Well

      313

      Your school has more different learners than you think! Learning how to teach them effectively enhances the way you reach all your students. Join neuropsychologist William Stixrud to discuss the research behind multisensory teaching. Siena staff will share practical approaches to multisensory teaching in order to prepare students for a rigorous college curriculum.
      Presented ByClay Kaufman and Anthony Henley, The Siena School (MD)
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      LevelIntermediate
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      Explore How does research about the brain prove that multisensory teaching helps students learn? Why is multisensory learning still rigorous, but more fun for me and my students?   Is it hard to integrate the arts into my academic classes?
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    • Beyond STEM: Creating Dream Labs (Design, Robotics, Engineering, Arts, and Math)

      311

      How does one create project-based and hands-on learning that goes beyond STEM? In our Baldwin School DREAM Labs, students design, learn to code, to build robots, and utilize math and science to create and deconstruct. Our reimagined discovery learning labs weave interdisciplinary learning that is relevant and current. This exciting and innovative approach to learning and teaching supports our overall rigorous academic endeavors.
      Presented ByMindy Hong, Laura Blankenship, Brie Daley, Ryan Barnes, and Elizbath Becker, The Baldwin School (PA)
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      LevelIntroductory
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      Explore How can I create administrative support for project-based learning?  How can I create curricula and professional development opportunities for teachers to create STEM beyond learning?  How can I find funding for creating programs based on STEM beyond learning and teaching?
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    • Constructing Understanding: Collaboration and the Design Engineering Process

      309

      What impact should design thinking, the maker movement, and STEM/STEAM have on your school? Learn by doing in a hands-on presentation designed to develop insight into the need for the engineering design process, as well as the need to collaborate with like-minded institutions. Hear MIT’s Edgerton Center and The Meadowbrook School of Weston draw from their collaborative partnership and share how to dive into the world of learning by doing.
      Presented ByJonathan Schmid, The Meadowbrook School of Weston (MA); Bob Vieth, MIT Edgerton Center (MA)
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      LevelIntroductory
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      Explore How can STEM/STEAM/design thinking be best incorporated in K-12 education? How might schools and like-minded institutions collaborate to create STEAM curriculum and programs? Why should students construct knowledge in all content areas through the engineering design process?
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    • Establishing a Culture of Collaborative Planning

      110

      Collaboration is an essential part of creating a great school. It is seen as a goal, but difficult to embed. Our planning allows space for a collaborative process to  presenters work collaboratively across the Pacific to extend the practices between the two Chadwick Schools.  
      Presented ByShelly Luke Wille, Chadwick International (SOUTH KOREA)
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      LevelIntroductory
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      Explore Why is collaboration essential for a learning community? How can we set up collaborative planning process that become embedded into our schools? What are the essential elements to embedding a collaborative process?  
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    • Immersive Professional Development: Rethinking Learning Experiences for Educators

      210

      Online and blended courses are changing the landscape of student learning, but what about learning for elementary school educators? Explore a new way to engage in robust, online, professional learning by experiencing authentic UCDS classroom interactions and teacher reflections. Discover our newly released, online, immersive, professional development experience, ImmersiFIRE, created by teachers for teachers.
      Presented ByJulie Kalmus, Melissa Chittenden, Stephen Harrison, and Timothy Tetrault, University Child Development School (WA)
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      LevelIntroductory
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      Explore What is immersive professional development? How can schools extend professional development experiences in engaging and cost-effective ways? How can educators connect and share in a truly broad professional development community?
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    • Implementing and Assessing a Reading Workshop Using Choice

      207

      Have you been wondering how to transition to a choice-based reading workshop? Do you have questions about how to provide rigorous assessment when using a reading workshop? Discover two strong assessment models, the Socratic seminar thematic book discussion and the weekly journal letter. Focus on helping students choose appropriate books. Appropriate for teachers of grades 5 – 9.
      Presented ByKatherine Inman, Touchstone Community School (MA)
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      LevelIntroductory
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      Explore How do I help students choose the appropriate books? How can students use writing to reflect on what they read and to connect with peers? How can the whole class come together for meaningful conversation when students are all reading different books?
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    • Is Your School Preparing for Teaching and Learning in the New Age?

      103

      Most of us have embraced 1:1 and digital learning, but what’s next? Taking a quiz-style approach, explore key ideas schools must consider to successfully navigate the uncharted territory of teaching and learning in a new age. Gain insight into moving beyond 1:1 toward the design of a flexible, sustainable plan enabling your school to transform with gusto and flourish as a cutting-edge learning center of the future.
      Presented ByGabrielle Hernan and Spencer Edmunds, Boulder Country Day School (CO)
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      LevelIntermediate
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      Explore What key attributes will all schools of the future likely share? Is my school poised to adopt these attributes, or is there work to be done? What steps do we need to take now and in the future to ensure we flourish as a cutting-edge learning center for a new age?
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    • Roadmap to Global Education: An Electronic Reader for Global Program Development

      202

      Ever wondered how to start a global program at your school? Do you have one, but believe it could be more innovative, cohesive, closely tied to mission or able to serve your students better? Come hear the editors of a new electronic reader, A Roadmap to Global Education, discuss our intentions, collaborative process, and trends and practices in the field. See chapters from the philosophical to the practical and suggest additional articles.
      Presented ByVicki Weeks, Global Weeks (WA); William Fluharty, Cape Henry Collegiate School (VA)
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      LevelIntermediate
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      Explore What are some of the trends in global education today?  What are the essential elements of a successful global program?  How can we use the experience represented by the authors in this book to start a global program or improve the one we already have?
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    • The Role of Blended Learning in Independent Schools

      Ballroom C

      Blended Learning Workshop

      Shattuck-St. Mary's has established a blended learning model, with more than two-thirds of its students enrolled in at least one blended course and 50 students enrolled in all or mostly blended courses. Hear about the experience developing and evaluating this model, which combines classroom-based education with online and student-initiated learning, and discover the opportunities it provides for the whole institution.
      Presented ByCourtney Cavellier and Nick Stoneman, Shattuck-St. Mary's School (MN)
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      LevelIntroductory
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      Explore Why should all independent schools be considering integrating blended learning? What value do students and families see in a blended learning approach? What are the steps and challenges in establishing a blended learning model in an independent school?
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