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Welcome! All attendees of DL2018 will use SCHED to access the event agenda and build a personal conference schedule.

For Deep Dives offered on Thursday 3/29, please select 1 experience from the list of Deep Dives (red icon type) and add it to your schedule. This is an immersive and interactive experience that culminates in an exhibition.

For all other conference events, including Workshops offered in Round 1, Round 2, and Round 3, please select your preferred sessions and add them to your schedule. Workshops will run on a first come, first-served basis. If the room is full, please select another session to attend.

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Workshop–3–Hour Session [clear filter]
Wednesday, March 28
 

1:00pm PDT

Anatomy of Rigorous PBL: Driving deep learning from launch to final product
Limited Capacity full

How can we keep sinkholes from swallowing us up? In this immersive workshop, participants will take a deep dive into science and experience the power of project-based learning to ignite engagement and develop deeper understanding of core scientific concepts. The workshop is constructed so participants will “learn while doing” as they explore a middle school PBL unit on Sinkholes. The experience will include a launch lesson and several activities that demonstrate how wet labs and text-based tasks work in concert to build knowledge about the phenomenon of sinkholes. Learn how to ensure your PBL approach isn’t exclusively “hands-on” but also develops students who can read, write, and argue scientifically. During this workshop, participants will develop an understanding of PBL that prioritizes cohesion and alignment between Essential Questions, standards, project tasks, and assessment of learning. Walk away with a model unit (Sinkholes) and tools to support student agency and deeper learning through project-based teaching and learning. This workshop will be facilitated by curriculum designers from Educurious, a Seattle-based non-profit that designs and supports PBL instruction with the goal of making learning meaningful, relevant, and rigorous.

Speakers
CA

Carol Adams

Educurious
avatar for Sara Nachtigal

Sara Nachtigal

EDUCURIOUS Curriculum Designer & Professional Learning Specialist, Educurious


Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 123

1:00pm PDT

Disrupting Inequity in our Schools and Beyond: how to teach for deeper learning, equity, and social justice
Limited Capacity full

Research reminds us that our most underserved students of color, English Language Learners, and Special Education students do not receive the same quality of education as white students and those of greater socio-economic means. How are we, as educators, in a unique position to leverage our power to promote equity for all learners, particularly in deeper learning competencies of critical thinking and self- direction? In this session we consider our own identities, privilege, and biases; then, we identify classroom practices that can create and sustain a more equitable culture for adults and students at school - - one that promotes deeper learning for all, promoting a more just society.

Speakers
avatar for Meg Riordan

Meg Riordan

Director of External Research, EL Education
Meg Riordan, Ph.D., is the Director or External Research at EL Education, a K-12 non-profit organization partnered with more than 150 schools, serving 4,000 teachers and 53,000 students in 31 states. She was in the inaugural Deeper Learning Equity Fellows cohort. Prior to her current... Read More →



Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 124

1:00pm PDT

Exploring the Spiral: Designing learning experiences which balance mastery, identity, and creativity
Limited Capacity full

During this interactive 3-hour workshop, participants will work with deeper learning researchers Jal Mehta (Harvard GSE) and Sarah Fine (High Tech High GSE) to explore the three pillars which undergird deeper learning experiences: mastery, identity, and creativity. For the first 90 minutes, participants will engage in a series of whole-group activities designed to unpack what these pillars mean, why they matter, how they relate to each other, and how they play out in classrooms and other learning contexts. Participants also will use a self-assessment tool to identify and reflect on which of these dimensions are more and less developed in their own work. During the workshop’s second half, participants will use the mastery-identity-creativity framework as a tool for deepening the learning that happens in their own classrooms and/or schools. With the facilitators and HTH students serving as consultants and thought-partners, they will redesign one learning experience to better draw the three elements into balance. The workshop will culminate with a gallery walk and reflective discussion about the challenges of balancing the three pillars of deeper learning in contexts where one or two are more highly prized than the others. We welcome individual participants but the workshop will be even more powerful for those who come with colleagues from their school/district/network.

Speakers
avatar for Sarah Fine

Sarah Fine

Director, Teaching Apprenticeship Program, High Tech High Graduate School of Education
Dr. Sarah Fine is an educator, ethnographer, and the co-author of In Search of Deeper Learning: The Quest to Remake the American High School. She currently directs the High Tech High Graduate School of Education's Teaching Apprenticeship Program and also serves as a Lecturer in Education... Read More →
avatar for Jal Mehta

Jal Mehta

Harvard Graduate School of Education
Jal Mehta is an associate professor at the Harvard Graduate School of Education. His research explores the role of different forms of knowledge in tackling major social and political problems, particularly problems of human improvement. He has also written extensively on what it would... Read More →


Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTE 202

1:00pm PDT

From Mission to Job Description: Developing Value-Driven Programs for Social Innovation in High Schools
Limited Capacity filling up

Participants will go back to school ready to propose long-term, community-engaged, values-driven programs. Based on a school’s resources, they will develop a pitch for the program and draft a job description of a role needed to support this program. Members will complete all this through quick brainstorming activities, short writing exercises, and group feedback sessions. To inform this work, participants will learn about the origin story of Sequoyah School’s Social Innovation Program by hearing from the program’s director, and a faculty facilitator. High school students will coach participants and present work they’ve completed in the program.
Throughout the three hour session, participants will populate a large pin board with their ideas written on individual index cards. On the left will be a collection of values they believe their school to hold. Next, they will list the resources they have access to at their institution. In the third section, they will list the ideas they have for programs they could envision at their schools. In the final column, they will post “job listings” for a support person needed to make this program a reality. We will then string yarn from the values through the resources to the programs and job listings. Each team will be assigned a different color yarn. This should help demonstrate how access to particular resources affects the development of programs, even for schools with similar (or identical) values.
We hope participants will walk away feeling empowered to found innovative programs on their campuses that call on community resources to realize the unique values of their school.

Speakers
LH

Laura Haney

Teacher, Sequoyah School
RS

RJ Sakai

Director of Social Innovation, Sequoyah School


Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 207

1:00pm PDT

Grassroots Planning for Urban Districts Ready to Create New Landscapes
Limited Capacity full

Participants will be invited to take a comprehensive look at how to plan for, launch, and sustain a shift towards Deeper Learning in a large, urban, district serving 100,000+ students.
Students from Jefferson County will lead an interactive conversation with educators from their district, school, and classroom and conference participants in order to provide a multifaceted look at the systems and structures necessary to inspire a shift towards Deeper Learning experiences and environments for all students.
The session will begin with high school students sharing their perspectives on Deeper Learning and how it has shaped their identities as learners and their future prospects and goals. Then, participants will get an overview of the journey from start to finish, at the district, school, and classroom level. Participants will learn how to build a culture and climate at every level that is conducive to a Deeper Learning shift, create coherence across all district entities and departments that ultimately result in content mastery, but more importantly, in the creation and growth of capacities and dispositions in students that will empower them to take control and ownership of their learning and futures.
As a formative check for understanding, following the overview, participants will be invited to ask questions of presenters; students and educators alike. Then, in order to capture and communicate new thinking and ideas, presenters will facilitate a brainstorm and early development of participant's ‘crazy ideas’ to take back to their home districts. Finally, participants will view and engage in an interactive ‘tuning protocol’ used by presenters to inspire growth mindsets, create coherence, and employ diverse and varying perspectives into new projects.
Participants will leave with a view of a Deeper Learning movement from it’s infancy to maturation at every level of a large urban district, as well as opportunities to develop and get feedback on crazy ideas to take back to their districts to ignite the Deeper Learning fire.

Speakers
avatar for Maddie Shepard

Maddie Shepard

Deeper Learning Resource Teacher, Jefferson County Teacher's Association
Born and raised in the bluegrass state. Love my husband Jacob, UK basketball, my three dogs, music and practical jokes. My passion is re-imagining "school", learning, and success for kids. I am also a PBL enthusiast, and former facilitator for Magnify Learning.


Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 202

1:00pm PDT

HipHop Scholastics: Healing Ourselves, Our Schools, and our Communities
Limited Capacity filling up

We will examine school systems and structures that support the development of safer and more inclusive school climate and culture and the effective implementation of HipHop education to improve student achievement and develop HipHop Community Schools and Healing literacies via HipHop Pedagogies and Stress resilience techniques.

Speakers
avatar for Itoco Garcia, EdD

Itoco Garcia, EdD

Co-Executive Director HipHop Scholastics, HipHop Scholastics
Dr. Garcia has been a transformative professional educator for 18 years in some of the most challenged schools in the Bay Area, and has dedicated his life and career to achieving educational equity for all students traditionally failed by our public school system. He spent 12years... Read More →
CJ

Corey Johnson

HipHop Scholastics



Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTE 108

1:00pm PDT

Inquiry All Around Us: Using Data Collection to Inspire Authentic Engagement In Mathematics
Limited Capacity full

Why does mathematics seem to be one of the more difficult subject areas to implement PBL? In this session participants will be looking at how engaging in authentic observations of the world around us can invoke complex mathematical questions. Using inquiry as a tool to guide students towards meaningful relationships with mathematics, we will be looking at a ways to engage students and design projects that are relevant to their lives. From social justice and environmental issues to questions about the laws of physics and scientific phenomena, inquiry can lead us to finding mathematical relationships in nearly everything in our lives.


Essential questions are generated when students find meaning in their observations. Data can be gathered from physical, social, economic, or environmental conditions, and participants will look at ways use data collection not only for mathematical analysis, but as a tool for authentic engagement. Participants in this session will go on data collecting missions, use data collection sensors, and design personally relevant investigations to obtain and analyze their own data. Participants will learn how to weave inquiry and investigations into pre-existing curricula to create exciting projects while still following scope, sequence and standards.

Speakers
avatar for Carolyn Peruta

Carolyn Peruta

Education Support Scientist, Sonoma State University
avatar for James Snyder

James Snyder

Principal, Anderson Valley Jr./Sr. High School
I taught Mathematics, Music and STEM for ten years before being demoted to a principal. I am currently involved in bringing inquiry and project based learning strategies into all curricular areas in my small rural school. I was California State Science Fair Teacher of the Year in... Read More →



Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 208

1:00pm PDT

Making ‘making’ make sense
Limited Capacity filling up

The importance of 21st century skills is a driving force, pushing teachers to change their approach to teaching, to create deeper learning experiences and set students up for success in their futures. Although it is important to recognize where the focus of teaching should be, it is also important to emphasize the gap that is currently found between the teachers’ knowledge of new technologies and their varying abilities to implement those technologies in the classroom successfully. One way to bridge that gap is with the introduction of maker pedagogies, which are centered on collaborative, student-centered learning and inquiry- and constructionist-based methods. Simply put, it is neither necessary, nor desirable, for the teacher to be the tech-expert, as the learning is richest when students and teachers oscillate between these two roles. Making entails fabricating with new technologies to create almost anything (Wohlwend, Peppler, Keune and Thompson, 2017). Our session will focus on introducing educators to various digital making technologies (augmented reality, circuit-building kits and computer programming, primarily) and also to the accompanying maker pedagogies. The educators will be placed in small learning groups and will move through three, main making sessions. These include: i.) Augmented reality journeys where participants will immerse themselves in an AR storybook and consider links to the language arts; ii.) Circuit-infused works of art using paper circuits or e-textiles where participants will consider the science and art subject-integration possibilities; iii.) Stop motion animation using a green screen. Participants will have the opportunity to experiment with the green screen technology (superimposing layers of images on top of one another) and then to create a simple narrative using stop motion animation techniques.

Speakers
avatar for James Eady

James Eady

Teacher, Rainbow District School Board
avatar for Laura Morrison

Laura Morrison

Project Manager, Research, University of Ontario Institute of Technology
Making, makerspaces and digital literacies


Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 107

1:00pm PDT

Raising Multilingual Voices: Equity, access and deeper learning for culturally and linguistically diverse learners in high school
Limited Capacity filling up

With each passing day, classrooms become more diverse, and yet equity remains a nagging concern for many US schools. Has anything changed over the past century about the ways we educate culturally and linguistically diverse learners? With increasing enrollment of immigrant and immigrant-origin students in this time of increasing anti-immigrant rhetoric, what does deeper learning and equity look like in academically rigorous classrooms that meets the needs of a diverse student populations? What are successful strategies and what can we do better for linguistically and culturally diverse students?
These important questions will be addressed front and center in this hands-on experiential workshop! In this interactive session, participants will:
1) see, feel and explore an equitable and accessible classroom that meets the needs of culturally and linguistically diverse learners;
2) time-travel to learn the good, bad, and ugly about historical approaches to educating diverse learners;
3)participate in engaging classroom experience that models both deeper learner for diverse students and access for students of diverse backgrounds;
4) generate a practical list of strategies to promote equity and deeper learning for linguistically and culturally diverse learning in their own schools and communities.
5) reflect on lessons learned for addressing equity and deeper learning;
6) gather insights, tools and resources can to take back to their home schools and classrooms.

Speakers
ML

Marguerite Lukes

Internationals Network for Public Schools



Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTHI 127

1:00pm PDT

Using Diffusion of Innovation to Scale Deeper Learning Practices
Limited Capacity full

In this highly interactive and personalized session, learners will get a chance to reflect on the nature of change and apply diffusion of innovation theory to an authentic change they would like to make in their schools or district. Learners will create an implementation and scaling map that includes diffusion of innovation theory, deeper learning, and targeted universalism.This session will help give learners a solid footing in the shaky world of change. This session is ideal for school and district leaders looking for ways to map out and lead people through a more predictable process of change as they implement and scale deeper learning practices.

Speakers
avatar for Sally Kingston

Sally Kingston

Senior Director of Research & Evidence, Buck Institute for Education



Wednesday March 28, 2018 1:00pm - 4:30pm PDT
HTE 215