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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, March 2, 8:00 - 9:00 AM)
    • Creating Good Citizens at School and at Home… But What About Online?

      330

      Digital citizenship — being smart, safe, and kind online — has emerged as a requisite curriculum to help NAIS schools realize their missions of developing good global citizens. Be the student yourself by participating in a #digcit lesson on “safe chatting” that addresses online safety, security, and digital footprints. Watch videos of lessons on cyberbullying, media literacy, and sexting, and learn how to implement a schoolwide #digcit curriculum.
      Presented ByMike Scafati, The Meadowbrook School of Weston (MA); Barbara Huth, Common Sense Education
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      Explore Why is digital citizenship a requisite component of any independent school’s social-emotional learning curriculum? How can you use and adapt existing curriculum from Common Sense Education and implement a school-wide digital citizenship curriculum? How do you engage students in meaningful and authentic conversations, activities, and lessons on digital citizenship, including cyberbullying, safety, and sexting?
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    • E-Portfolios: Unleash Students’ Imagination, Capture Goals

      301/302

      Capturing artifacts of understanding and metacognitive reflections leads students to better understand what they know and how they came to know it. Through interactive activities, this session addresses how portfolios help students connect learning between courses, foster intrinsic motivation, and develop genuine buy-in into the program. Find out how a portfolio serves as a mirror reflecting growth over time.
      Presented ByChris Bigenho, Claudia Loewenstein, and Don Myers, Greenhill School (TX)
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      Explore How might the use of ePortfolios help students connect learning from one course to another? What role might authentic audience and open structures play in fostering intrinsic motivation around learning? What allows a portfolio to serve as a mirror reflecting growth over time?
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    • School as Launch Pad: How Start-Up Schools Are Creating Impact and Change in Education

      344

      NAIS Virtual Pass Audio

      This decade has seen the creation of new independent schools that differentiate themselves with a specific focus, like adaptive and personalized instruction, innovation, and social-emotional learning. Yet, the question is the same: What type of education will best prepare children for the future? Come hear how two schools being built in the iPhone era are answering that question and contending with the challenges they face.
      Presented ByJim Eagen, Synapse School (CA); Alex Ragone, AltSchool (NY)
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      Explore How should we educate children and young adults in the 2020s and beyond? What pieces of the 20th century school have been shed and what has been added for the future? Are there best practices that new schools are finding and defining?
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  • Block 2 (Thursday, March 2, 11:15 AM - 12:15 PM)
    • Bridges Baltimore: Transformative Outreach and Service Learning Experiences

      315

      Come learn about an innovative, year-round service learning program that supports Baltimore public school students and provides transformational learning experiences for private school students. Get practical advice about how to build a similar program at your own schools by hearing from the program directors as well as public and private school students currently in the program.
      Presented ByNed Harris, Gilman School (MD); Robert Paymer, St. Paul's School (MD)
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      Explore What are the most important components of meaningful service learning experiences? What are the challenges and opportunities for independent schools in establishing connections with local public schools? What must independent schools do to support a program like Bridges Baltimore?
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    • Building an Innovator Mindset by Blending Social-Emotional Learning with Academics

      318

      Synapse School’s mission rests on three pillars: social-emotional learning (SEL), academics, and innovation. Our project-based curriculum integrates these pillars to help us develop change makers. We will share how our teaching models help develop interdisciplinary, constructivist curricula. You will learn about practical tools and models that you can use to integrate SEL, innovation, and academics in your school.
      Presented ByStephanie Seto and Noa Mendelevitch, Synapse School (CA)
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      Explore How do Synapse School’s teaching models reflect its mission and vision? How can schools use teaching models for SEL, academics, and innovation to effectively develop a project-based, interdisciplinary, constructivist curriculum? How can you use Synapse’s teaching tools and methods to develop an innovative, interdisciplinary curriculum?
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  • Block 3 (Thursday, March 2, 1:15 - 2:15 PM)
    • Engaging Students in Consequential Learning: Our Journey From Uncertainty to Collaboration

      321

      Explore a multi-year process one school used to define how it engaged students in consequential work. What started as schoolwide discussions about core learning beliefs led to a mission/vision redesign and the creation of a robust on-campus adult learning program. During this workshop, the presenters will share their journey, immerse you in discussion, and describe their use of the design thinking process and collaborative routines.
      Presented ByGregrey James and Ralph Maurer, International School Nido de Aguilas (Chile)
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      Explore What school processes can be used to engage faculty in authentic discussions around core learning beliefs? How can our schools create robust on-campus professional development frameworks that offer multiple ways for faculty to select ongoing opportunities for personal growth? How can my school support risk-taking and the understanding of growth mindsets as teachers change practices based on shared professional growth and learning?
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    • Facebook, Stanford, and NAIS: Moving the Innovation Puck Forward

      345/346

      NAIS Virtual Pass Audio

      Learn from some of the nation’s premier experts in personalized and blended learning. This session will include an overview of the blended learning world, comments from the high-profile Alt School, and a case study from Impact Schools at Tahoe Expedition Academy. Impact Schools became the first NAIS member to partner with Summit Basecamp, an open-source platform and personalized learning system created with help from Facebook software engineers and validated with Stanford assessments.
      Presented ByRyan Aldrich and Mark Kushner, Tahoe Expedition Academy (CA); Michael Horn, Christensen Institute; Coddy Johnson, ALT Schools (CA)
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      Explore Why should independent schools consider blended learning and competency-based education? What were the challenges one school faced and what were some tactical decisions that had to be made? What steps can your school take to move to where the puck is going?
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    • Innovation Through the Lens of Neuroscience: What Our Ancestors Already Knew About Learning

      324/325

      Neuroscientific research suggests that innovative frameworks like design thinking, STEAM, and the Maker Movement are strongly aligned with how the brain wants to learn and are ideal for all students — from those with learning differences to advanced learners. This session will translate these connections into a broader framework to help you design intentionally innovative, cerebrodiverse, meaning-rich classrooms.
      Presented ByAllen Broyles, The Children's School (GA); Scott Hamilton, The Howard School (GA)
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      Explore How can I better serve the increasing range of learning needs in my classroom? How how can I integrate recent innovative movements in education into my classroom? Given the world students will step into as adults, what should curriculum look like today?
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    • The Whole Child Not Left Behind: Develop, Implement, and Assess Your School's SEL Program

      343

      NAIS Virtual Pass Audio

      Social-emotional intelligence (SEL) is associated with higher cognitive and academic performance. Implementing a program that is well designed, assessed, and marketed is challenging. Explore one school’s several-year journey to create a cornerstone SEL program that led to higher school climate ratings. You will have the opportunity to reflect upon your own school’s needs and determine your next steps.
      Presented ByMaria Arellano and Shanie Israel, Montclair Kimberley Academy (NJ)
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      Explore What is the research that supports the development of social-emotional programs in schools? What steps are needed to create a viable plan for the implementation of SEL programming at my school? Have you assessed your own school’s SEL programming and how have you used that data? What structures are or are not already in place that will assist with the development of such curriculum? What research-based resources are available that will help start in the planning of SEL curriculum?
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  • Block 4 (Friday, March 3, 8:00 - 9:00 AM)
    • Bridging the Gap: Bringing Blended Learning to Our Youngest Students

      301/302

      Come learn how to design, develop, and implement blended enrichment-learning classes for your pre-kindergarten through fifth grade students. This session will focus on why it is important to introduce your youngest students to the blended format, how to develop courses that are appropriate for primary- and elementary-aged students, and how to connect with families to engage them in the process.
      Presented BySarah Allen, Megan McManus and Kelly Bryant, Indian Creek School (MD)
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      Explore What does blended learning look like in the youngest grades? How can you design, develop, and implement blended learning courses for pre-kindergarten through fifth grade students? Why is it important to introduce our youngest students to blended learning?
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    • Creating Innovators: Developing Creative Capacities of Students in a College Prep Setting

      315

      Our students need to be equipped to thrive in this complex world. We say this, but how well do we do it? Schools around the globe are finding unique ways to intentionally develop the qualities of innovators. In this workshop-like session, you will join the discussion of how this concept is being explored by experienced educators. You will leave inspired by examples and armed with specific tools to put into action in your own school.
      Presented ByPeter Dry, Samantha Dry,and Steve Henn,The Principia (MO)
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      Explore How do traditional college prep schools create the mental and physical space for students to innovate, collaborate, problem solve, and think critically? How do teachers plan and execute this approach? What are the results students experience?
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    • Developing Executive Function Skills in the Middle Grades

      318

      This session will provide ideas to support all students as they develop their inner executive. We will explore tools to help students organize their materials, create structure for their thinking, manage their time, and develop study strategies. Come explore ways to reinforce executive function skills in individual classrooms and in your larger school community.
      Presented BySusan James, McLean School of Maryland (MD)
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      Explore What tools and strategies are available that can better support students as they take notes, write papers, and read for understanding?  What steps can I take to support students as they become better managers of their materials and their time?  How can I bring about school change that will better support all students, but particularly those with executive function challenges?
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    • Grading for Growth: Strategies for Creating Mission-Based Assessment Practices

      339

      NAIS Virtual Pass Audio

      Teaching and learning have changed dramatically over the past 20 years, yet grading practices look very similar to those in classrooms of yesterday. Learn why and how you can reimagine assessment and grading practices to put mission and growth at the forefront. Co-led by a science teacher and two English teachers, this presentation will involve both large- and small-group discussion and time to brainstorm how to implement changes. You will leave with a variety of rubrics and cross-disciplinary resources for your future teaching.
      Presented ByRebecca Cook-Dubin, Donna Daigle, and Monica Kirschmann, Miss Hall's School (MA)
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      Explore Why and how do I currently assess my students? Why should mission and growth guide assessment and grading strategies? How can I implement mission-based grading strategies and also retain a challenging, rigorous curriculum?
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    • In Their Shoes: Data, Empathy, and Designing for the Learner Experience

      314

      How do you know your students are learning? Evidence-based pedagogy and an entrepreneurial approach to teaching can ensure you understand how, when, and why your students learn. Discuss how to use data to create student-driven experiences. Then learn how to connect theory to practice using data and best practices in instructional design.
      Presented ByCorinne Dedini, One Schoolhouse (MD); Eric Hudson, Global Online Academy (WA)
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      Explore What is the role of data in understanding how students learn? What are essential best practices in designing for the learner experience? How might we establish a “feedback loop” between online and campus-based environments?
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    • Joy in Work, Play, and Discovery: Prep Work for LifeReady and Making Learning Visible

      326

      In preparation for the launch of its strategic plan, called LifeReady, a 143-year-old Baltimore school underwent a thinking and learning shift, with all the messiness that entailed. Teachers changed the daily class schedules, implemented built-in meeting times, and engaged in many professional development activities. Presenters will share how they’ve begun to implement project- and problem-based learning with authentic, cross-disciplinary thinking even though most of them haven’t taught this way before. They welcome conversation with other teachers at all points on this path to change.
      Presented ByAne Lintvedt, Jennifer Jerger, Heather Ford, and Kevin Costa, McDonogh School (MD)
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      Explore If it ain’t broke, why are we fixing it?  How do you teach old dogs new tricks? What’s going better than we thought; what hasn’t gone as well as we’d hoped in the first 6 months?
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    • Meeting Learners Where They Are

      337

      NAIS Virtual Pass Audio

      One of the challenges independent schools face is meeting the needs of students who learn differently. Sometimes these students have been identified as dyslexic or are being treated for ADHD. In many instances, up to 10 percent of a school's population will have diverse learning needs. The presentation will discuss how to implement a program that will benefit all students in the independent school setting.
      Presented ByJane Childers and Charles Baldecchi, The Lexington School (KY); Liz Hofreuter-Landini, Wheeling Country Day School (WV); Lou Salza, Lawrence School (OH)
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      Explore Who are these students and what are their needs? How can independent school maintain their standards of rigor and learning and provide programs for students with diverse learning needs? How can independent schools create programs within their schools to provide quality learning experiences for students who learn differently?
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    • Stressed-Out Students Are the New Normal: How Educators Can Alleviate Anxiety

      342

      NAIS Virtual Pass Audio

      With student anxiety skyrocketing, how do you encourage “submarine parents” to stay below the surface until they are needed while ensuring that students still feel supported? Veteran administrators and counselors will offer practical solutions to alleviate stress for families. Learn how to implement a seminar about the college process in your curriculum, offer targeted parent programming, and effectively counsel to reduce stress.
      Presented ByVirginia Cobb and Jean Cohen, St. Andrew's Episcopal School (MD); Kathleen Glynn-Sparrow and Denise Key, Stone Ridge School of the Sacred Heart (MD)
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      Explore What are the trends we are seeing with the increased anxiety in teens and families? How can a comprehensive college seminar program in your school help alleviate the stress? What are the tools that anxious families need to help them navigate the high  school years and beyond?
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    • Teaching and Learning in an Era of the Polarization Industrial Complex

      343

      NAIS Virtual Pass Audio

      Living in an increasingly polarized society demands that we reflect on how we tackle important controversies in our classrooms. How do our values and visions reflect the way we think about the partisan cultural landscape? How can these conversations include multiple perspectives and help assuage discomfort? We will introduce research, suggest strategies, and host a forum for you to share ideas.
      Presented ByMarc Alongi, Sequoyah School (CA); Robert Evans, Chadwick School (CA); Sarah Cooper, Flintridge Preparatory School (CA)
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      Explore Why should schools foster thoughtful engagement with critical concepts, controversies, issues and topics in the classroom and beyond? What practical strategies can we use to welcome multiple perspectives and engage students and adults in constructive dialogue with difficult issues? What challenges should we be aware of as we bravely engage in this type of dialogue?
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    • Translating the Brain: How to Actually Use Research About Neuroscience in the Classroom

      344

      NAIS Virtual Pass Audio

      This interactive session won’t just explore what neuroscience tells us about how to bring about better learning; it will also show how you can incorporate the research into your teaching. You and your colleagues will break into small groups by grade level, discover how to adapt research findings from other fields, and come away with findings that will help you teach your own students about the brain.
      Presented ByCynthia Belnomi, Indian Creek School (MD)
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      Explore What are the latest neuroscience findings? How can this information be applied to education? How can educators translate these pertinent research findings in order to use it to improve their teaching and learning of their students?
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  • Block 5 (Friday, March 3, 11:15 AM - 12:15 PM)
    • Brain Science and the Future of Teacher and School Leader Training

      337

      NAIS Virtual Pass Audio

      Learn to apply the foundational research behind Mind, Brain, and Education (MBE) Science, today’s most innovative thinking about how to enhance teacher quality, school leadership, and student achievement. This interactive workshop will convince you that understanding MBE is both vital and not as daunting as many educators believe. You’ll also find out that it’s possible to immediately integrate MBE Science research into the design of your school, your classes, and your work with each student.
      Presented ByGlenn Whitman and Ian Kelleher, St. Andrew's Episcopal School (MD)
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      Explore What research in the field of Mind, Brain, and Education (MBE) Science should inform how teachers and school leaders design their schools, classrooms, and work with each student? How can teachers and school leaders use research from MBE science to improve the learning of all students? How can implementing research from MBE science create professional development that really makes a difference to student learning and teacher satisfaction?
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    • Creating a New High School Transcript: The Mastery Transcript Consortium

      315

      The fact that most high school transcripts are organized around grades, single-discipline classes, and Carnegie units of time is one of the biggest roadblocks to curricular and pedagogical change. Learn more about a joint effort among independent schools to create a transcript organized around student mastery, not seat time. The goal is to develop a transcript that features authentic assessment of learning, not simply letter grades.
      Presented ByD. Scott Looney, Hawken School (OH)
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      Explore How can we move past letter grades and time-based crediting and still have our students accepted at fine colleges? How can we assess for deeper learning? How can we retain the challenge of our curriculum without the pressure of letter grades?
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    • Educating Students for a Sustainable World: An Interdisciplinary Approach

      321

      Turn today's global challenges into thought-provoking lessons with hands-on activities that explore world population growth, natural resource use, climate change, and social justice. Presented activities integrate geography, history, and environmental science around authentic problems. Engage in role-playing, mapping, cooperative group problem solving, and more.
      Presented ByJohn Mulherin, Baltimore Lab School (MD)
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      Explore Why is it important to teach young people about the need for sustainability? How can you construct an interdisciplinary unit to teach about global issues that is interactive, inquiry-based, age-appropriate, and motivational? How can you differentiate these activities to make them appropriate for all kinds of learners?
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    • Fifteen Formative Assessment Strategies That You Can Use TOMORROW

      324/325

      If you have been wanting to build your formative assessment toolkit, this session is for you. You will try 15 formative assessment strategies that are proven to increase student retention and achievement. They are fun, take minimal time, and do not require hours of extra grading to implement. You will walk out with a how-to guide to implement these strategies in your classroom and school.
      Presented ByLaurynn Evans, Francis Parker School (CA)
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      Explore What are some specific, easy-to-do formative assessment strategies that I can use daily, weekly, or during each unit of study? How can I improve student retention of learned material (and improve student achievement) in my classes? What can I do to increase the engagement of my students in their learning and in our classroom?
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    • Innovation and Preservation: Our Road to Implementing a Bold Vision for Teaching and Learning

      347/348

      Through an assertive strategic planning process, Madeira School undertook innovative steps to integrate its academic program, residential life program, and signature internship program. The result has fortified its identity and brand for decades to come. This case study will show Madeira as a sound example of deep institutional change while sharing both the good thinking and missteps along the way.
      Presented ByAndre Withers, Andrew Sharp, Ashlevaey Johnson, Pilar Cabeza de Vaca, Kathryn McGroarty, Tracie Epes, and Stacie Steinke; The Madeira School (VA)
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      Explore How does a school make substantive change to enhance teaching and learning? What are some ways in which a school can innovate while preserving what's core, sacred, or distinguishing about its brand? What are some examples of ways a school can have an interdisciplinary approach to teaching and learning?
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    • Looking East: Diversity, Globalization, and Sustainability

      340

      NAIS Virtual Pass Audio

      Gain an overview of why it is important to have educational and cultural exchanges with Chinese schools and students, and find out about the many program options available. Three schools share their programs, lessons learned, and insights into the benefits of looking east.
      Presented ByDaniel Greenwood, Pacific Rim Education and Consulting; David Colon, Wakefield School (VA); Christian Proctor, North Cross School (VA); Clare Sisisky, Collegiate School (VA)
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      Explore Why is collaboration with China important and why should our students be literate in Chinese culture? What are the types of programs available and the relative merits and challenges of each? i.e. What is involved with setting up a sister-school relationship with “key-pal” and video conferencing? How do you find a school in China with similar curricular goals and time allocations? How do you setup an exchange program or admit a foreign national? What support systems do you need in both case? How do you begin to develop a program to collaborate with schools and students in China?
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    • Oh, the Relationships You'll Build: Using Technology to Make Things More Personal

      343

      NAIS Virtual Pass Audio

      This interactive presentation explores how teachers can leverage technology to create and personalize an environment where learning takes center stage. To facilitate this student-centered experience, tech tools provide both a snapshot of individual learners' needs and an overview of how the class is performing as a whole. You will use tools such as EDpuzzle, Pear Deck, and Plickers to actively participate in the session.
      Presented ByStacey Roshan, Bullis School (MD)
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      Explore How can teachers shift their classroom to a student-centered learning environment and foster a culture of collaborative learning? How can teachers use technology to personalize, both inside and outside of the classroom? How can teachers use technology to pre-identify individual student and class needs and differentiate the learning experience?
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    • Shifting Assessment Cultures: Tools and Strategies for Teaching and Assessing Habits of Mind

      303

      School missions highlight habits of mind (HoM), but classroom-based assessments tend to prioritize content. Mission-driven changes require changes in assessment practices. In this workshop, we will share steps for designing assessments of HoM such as empathy, perseverance, and collaboration. You will learn strategies for training teachers to use instructional and assessment tools that target both content and HoM.
      Presented ByKaren Strobel, Castilleja School (CA); Jenna Dunn, The Ethel Walker School (CT); Natalie Froman, Garrison Forest School (MD); Jennifer Selvin, Lick-Wilmerding High School (CA); Lorelei Saito, Punahou School (HI)
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      Explore What are concrete steps for designing classroom-based assessments of collaboration, perseverance, and empathy? What are strategies for successfully encouraging and training teachers to implement Habits of Mind instruction and assessments in their classrooms? How can e-portfolio tools be used to define Habits of Mind and document performance and growth?
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    • The Homework Dilemma: Achieving the Right Balance With Appropriate Homework Time and Rigor

      344

      NAIS Virtual Pass Audio

      When parents, students, and even some teachers complain about excessive homework, how should a school respond? Follow Pembroke Hill's transformative three-year journey toward achieving a healthy balance for students while maintaining rigorous academic standards. You will be immersed in collaborative breakout discussions, engage in role play, and view media clips of pertinent issues.
      Presented ByMike Hill, David Burke, and Siabhan May-Washington, The Pembroke Hill School - Wornall Campus (MO)
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      Explore Why is my school's homework philosophy important? What kind of homework is occurring at my school site? How can I design a survey to help examine my school's homework load?
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    • Where Learning Meets Design: Taking Control of the Visual Classroom

      Hilton: Billie Holiday 3

      The ubiquity of handheld devices and learning media means that every educator (and student) makes daily choices about how to shape content. The prominence of visual stimuli places a heightened emphasis on the design of information. Explore the theories beneath visual scholarship, including illustrative examples and group exercises. Probe how cognition and perception can have real-world effects on critical thought and creativity.
      Presented ByMercer Hall and Patricia Russac, Buckley Country Day School (NY)
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      Explore How do visual thinking and visual literacy represent crucial tools in a contemporary teacher's toolbox? What are hands-on applications of visual design practices to enhance the value of learning materials and student creations? What resources and real-world examples can help educators craft rich learning tools for student engagement?
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    • Your School’s “4D” Curriculum for the 21st Century: Knowledge, Skills, Character, Meta-Learning

      319/320

      In this interactive workshop, you will explore how to use a design matrix to allow each department to systematically and deliberately embed skills, character, and meta-learning in its discipline. Examples will come from STEM, humanities, and the arts will be shown. In addition, you will participate in an open conversation about how to use out-of-school activities to build the character qualities that transcend four walls.
      Presented ByCharles Fadel, Center for Curriculum Redesign
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      Explore What should students learn for the 21st century? How do we deliberately and systematically help students learn the four dimensions of knowledge, skills, character, meta-learning? How do we adapt curriculum to teach knowledge and competencies symbiotically?
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  • Block 6 (Friday, March 3, 1:15 - 2:15 PM)
    • “I Can’t Do That…Yet”: Helping Students Cultivate a Learning Disposition

      342

      NAIS Virtual Pass Audio

      Too often, students see a lack of immediate mastery as a sign of weakness or, worse, inability. This program will share how our school has engaged both students and faculty in reflection on how to counter that common phenomenon. You will receive a sample curriculum, classroom strategies, and an invitation to engage collaboratively in this work moving forward.
      Presented ByNoah Rachlin, Phillips Academy (MA)
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      Explore Why is talking about and explicitly focusing on the cultivation of “learning disposition” an important and meaningful way to support and encourage students? What are some classroom-based strategies based on established research on mindset, motivation, practice, and focus that teachers can employ to positively impact student learning? How might I be able to work collaboratively with others to help teachers and school leaders explicitly frame mistakes and challenge as a natural part of the learning process for students?
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    • A Multisensory Curriculum: Teaching LD Students Well, Teaching All Students Well

      303

      Your school has more different learners than you think! Discovering how to teach them effectively enhances the way you reach all your students. A neuropsychologist will discuss the research behind multisensory teaching, and Siena School staff will share practical approaches to multisensory teaching that prepare students for a rigorous college curriculum.
      Presented ByClay Kaufman, The Siena School (MD); William Stixrud, psychologist
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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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    • Augmented and Virtual Reality in the Classroom (for $20 or Less)

      327

      This session will go over what augmented and virtuality reality are, how they can be used in the elementary classroom, and how you and your students can create your own. Specific examples will include QR codes, Google Cardboard, and ways to create your own materials.
      Presented ByRosemary Feehan, Wilmington Montessori School (DE)
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      Explore How can augmented and virtual technology enhance my classroom? How can augmented and virtual technologies fit into my curriculum? How do I create my own augmented and virtual realities?
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    • Building to Learn: How Coding, Design Thinking, and Making Pedagogy Inform 21st Century Schools

      314

      What is the pedagogy of making? How can making and coding principles strengthen your school’s core curricula? Explore how differentiated and authentic learning opportunities can teach students core competencies while building fluency in cutting edge technologies and 21st century skills. This session includes a model for incorporating making, case studies from various subjects in grades 6-12, practical tech tools and resources, and helpful advice.
      Presented ByCindy Beals and Geraldine Loveless, Windward School (CA); Paul Way and Kelly Castaneda, Crossroads School (CA)
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      Explore How can we fuse making pedagogy and coding principles with our school’s core curriculum? How can we create differentiated and authentic opportunities for students to demonstrate their understanding of core competencies? How can we develop engaging learning activities for students that focus on cutting-edge technologies and critical 21st century skills?
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    • Community-Based Learning: From Our Schools to Yours

      315

      Discover effective ways to integrate community-based learning into your core academic curriculum. This session will explore how Winchester Thurston’s City as Our Campus program has evolved since its creation in 2005 and how Heathwood Hall is adopting and modifying the program to unify its own community-based learning programs. Find out about examples of student learning and strategies for implementing similar programs.
      Presented ByAdam Nye and Kristen Klein, Winchester Thurston School (PA); George Scouten and Donnie Bain, Heathwood Hall Episcopal School (SC)
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      Explore What is community-based learning, and how does it impact students and teachers? How can schools implement community-based learning initiatives into their core academic curriculum? What are effective ways to replicate and modify existing community-based learning programs?
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    • Don’t Play Me: Adopting Playful Learning Strategies in the Classroom and Schoolwide

      324/325

      To many adolescents, school is a series of involuntary tasks for which they see no true purpose. Games offer a voluntary experience whose outcomes are excitingly uncertain. Come re-energize your curriculum with playful learning and gamified strategies to engage your middle and high school classrooms. Learn about one school’s journey into hosting Playful Learning Summits.
      Presented ByAnn Whiting, Genevieve Morgan, and Christopher McAdamis, Milken Community Schools (CA)
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      Explore What is playful learning and why is it meaningful for adolescents? How can I implement “playfulness” in my 7th-12th grade classroom? How can I begin a playful learning summit at my school?
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    • Education for Social Innovation: Bringing the Values of Citizenship and Character to Life

      301/302

      In early 2016, a group of educators from 20 NAIS schools embarked on a professional learning journey developed by TakingITGlobal in partnership with NAIS. They participated in Education for Social Innovation, an accredited online course, and co-developed projects in their classrooms based on real-world challenges identified by their students. Come hear from educators about what they learned and how the program will evolve in the future.
      Presented ByMichael Furdyk, TakingITGlobal; Ioana Wheeler, NAIS
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      Explore What is social innovation? How can technology be used to make learning visible and expose students to an authentic audience? How can co-designing learning with students drive engagement and participation?
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    • Maximizing Student Engagement (or) Stop the Bloodletting: Stop Lecturing (& Start Engaging)

      Hilton: Billie Holiday 2

      Rarely do students cite lectures as the most memorable part of a course. Even more troubling, growing research suggests lectures result in minimal actual learning. In this interactive, reflective session, explore pedagogical strategies that shift learning from teacher to student and from low to high engagement while deepening understanding.
      Presented ByRaymond Wright, Landon School (MD)
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      Explore Why do I need to move away from a lecture-based, teacher-focused course format?  What are the benefits to providing students with highly engaging learning experiences?  How do I implement these strategies in my own classroom?
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    • The Power of Teacher Language

      343

      NAIS Virtual Pass Audio

      Learn how teachers can use language — words, tone, and pace — to increase student engagement, build a positive classroom community, create a growth mindset, and teach pro-social behavior by helping children develop confidence, competence, and self-control. This interactive session will provide you with many practical tips and samples of effective teacher language to take back to your school.
      Presented ByEarl Hunter, Oakwood School - Elementary School Campus (CA); Sarah Fillion, Responsive Classroom
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      Explore How is positive teacher language defined and how does it shape students’ learning? What are the tools to help teachers use language to increase student engagement, build a positive classroom community, create a growth mindset, and teach pro-social behavior? What are some examples of language teachers can use to support students’ learning and positive behavior?
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    • Your Feelings Are Wrong

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      Survey courses of normative ethics share a poorly kept secret: Students don’t seem to finish these courses morally “better.” Contemporary moral psychology indicates that the reason for this may involve ethics courses’ failure to engage emotions. This session will examine the idea that our rational minds inform behavior and moral judgments far less than previously thought. Then you’ll learn how ethics courses can engage emotions more effectively and, arguably, make students more moral.
      Presented ByStephen Miller, Oakwood Friends School (NY)
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      Explore What implicit moral claims underly tradition ethics curriculums?  Why do typical ethics survey courses fail to make students more "moral?" How could an ethics curriculum make students actually morally better?
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