We will keep this digital program active from DL2019 for attendees to find contacts, look at posted materials for sessions, and look back at offerings.

We hope to see you at DL2020, March 25 - 27!

Email us at info@deeper-learning.org with questions.

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Workshop–Round–1 [clear filter]
Wednesday, March 27


"This is Water": Student-Led Group Discussions
In David Foster Wallace's 2005 commencement speech at Kenyon College, he told the following tale: "There are these two young fish swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, 'Morning, boys, how's the water?' And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes, 'What the hell is water?' If at this moment you're worried that I plan to present myself here as the wise old fish explaining what water is to you younger fish, please don't be. I am not the wise old fish."

In our classrooms, are we "the wise old fish"? Are our students the young fish, swimming aimlessly through class, oblivious to the world around them? In this session, we will discuss the power of student-led discussions---discussions where students grapple, lead, and teach each other about the "water" all around us. Using a combination of annotation, group discussion methods, and reflection, participants will learn how to create a dynamic, insightful, and memorable experience for students in a variety of subject areas.

You can view the Google Slides presentation (complete with links to our text, sentence starters, discussion ideas, rubrics, and reflection) at the below link:


avatar for Alison Jussaume

Alison Jussaume

English Teacher, Academy of the Holy Names
Alison Jussaume is an educator at the Academy of the Holy Names in Tampa, Florida. Alison teaches ninth and eleventh grade English at the college-preparatory, honors, and Advanced Placement levels. Following her undergraduate study at the University of Vermont, she taught at Our... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 217


Amping up Authenticity with Career-Connected, Community-Centered PBL
One big public organization. Multiple engagement points for students.

Question #1: How can we keep raptors and other birds out of the airspace to prevent catastrophic crashes with airplanes?

Question #2: How can we convert a Superfund site into a park that meets community needs?

In this immersive workshop, participants will learn how to engage students with challenges faced by one of the region’s largest employers, the Port of Seattle. Participants will explore the power of connecting PBL to community partners in order to create opportunities for strong, embedded career-connected learning.

avatar for Sara Nachtigal

Sara Nachtigal

EDUCURIOUS Curriculum Designer & Professional Learning Specialist, Educurious

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 115


Architects of Student Voice
By applying insights from multiple educators and students, participants will learn strategies that enable students to co-construct their own learning experiences to improve engagement and academic rigor, take an active role in school-level decision-making, and develop leadership, problem-solving, and communication skills. Share your greatest learning experiences with student voice and brainstorm how to continue to integrate student voice into your classroom or school model. Participants will leave with strategies to empower students to take an active role in their own learning and educational pursuits through school processes and systems.

avatar for Arlyn Shelton

Arlyn Shelton

Teacher, Circulos @Chavez

avatar for Alex Campbell

Alex Campbell

Teacher/director, Elizabethton High School, Elizabethton, TN
I enjoy food so much that I like to say that I travel the country by restaurant. I love history, which is a good thing considering I teach it. I am also a huge fan of weight training and other ways of pushing the limits of the human body.

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 222


Art, Protocols, and Student Performance
Experience the potential of project based learning (PBL), visual art, service, student travel, protocols, and public presentations in this dynamic example course from Eagle Rock School and Professional Development Center. Participants will explore the essential question, “What are you willing to do to live up to your values?”, and learn about a course that challenges students think deeply while being solution focused. Art is the foundation for effectively communicating both the dilemma and the solution in a public presentation. After our exemplar presentation, participants will use a case-study, based on a San Diego organization, and develop a mock course to examine a value based dilemma. Materials provided will empower participants to develop an art piece that provides an educational view of the dilemma and propose a solution.

Students often develop a passion for bettering their community through environmental sustainability. This presentation will model how students can use a consultancy protocol to unearth deeper thinking on their dilemmas, solutions, and visual art pieces. PBL with a real-world service-learning event engages students in their learning and in their community. Engage your students in developing an expert status to share with and better their community.

avatar for Josán Perales

Josán Perales

Eagle Rock School and Professional Development Center

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 123


Beyond Curriculum: Students as Designers and Leaders of Their Own Learning Experience
This workshop will present some of the most innovative courses at Beaver Country Day School. Interdisciplinary and student-driven, these courses are a springboard for students to problem-solve and design creative solutions to authentic problems. This interactive workshop will showcase some of the curriculum and end-products designed by students, and will offer participants the opportunity to brainstorm ideas and experience a design challenge.


Nancy Caruso

Associate Head of School, Beaver Country Day School

Kader Adjout

Beaver Country Day School

Wednesday March 27, 2019 11:00am - 12:30pm


Bridging the Gaps for Project Success: Creating Student Supports that Enable Access and Independence
You’ve created an amazing new project, you’ve tuned it with colleagues to perfection, and you have the ideal model to guide your students. However, as soon as your class gets started, kids get stuck, frustrated and seemingly helpless. What’s the deal??? Why isn’t this working???

Crafting motivating projects is fun and exciting for teachers and certainly motivates students, but the deep work of a successful learning experience comes in the granular details of imbedding student supports across the arc of a project. In this workshop, we will explore ways to anticipate difficulties and scaffold students as they progress through the stages of a project: ideating/researching, planning, drafting/crafting, feedback/revision and exhibition.

Using a simple set of lenses that track across a project from beginning to end, we will collaborate to identify areas of potential difficulty for learners and create student supports that bridge these possible pitfalls. Working in grade-level bands, participants will apply this approach to an actual project from their own teaching practice, or to a grade-level appropropriate sample project provided for workshop use. By the end, participants will have not only a clear framework to apply in their own project planning, but also numerous possible student supports they can use in their classrooms.

This workshop is suitable for anyone interested in refining their project planning and implementation, but especially for those teachers working with complicated learner profiles. Supports for organization, attention and executive functioning will form the bulk of our focus, but reading, writing and language vulnerabilities will also be explored. All grade levels and subject areas are welcome. UPDATE: In order to maximize collaboration and idea-sharing, age/grade bands will work in groups on a single project that I'll provide. You are no longer expected to bring a project of your own, although this work will translate directly to your own classroom practice.

avatar for Christopher Buonamia

Christopher Buonamia

4th grade teacher, The Town School
I teach fourth graders at The Town School in New York City, where I'm interested in making messes and creating awesome learning contexts. As a former inclusion classroom teacher, I love the challenge of developing activities and explorations that all learners can access, regardless... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm


College Curriculum in the Core Classroom
The “College Curriculum in the Core Classroom” workshop is geared towards teachers and counselors that would like to better incorporate college awareness, college preparation and college selection curriculum into the core class. In the workshop, participants will dissect elements of three projects recently undertaken within math, science and humanities classes at High Tech, each with a different age group, audience and outcome. Participants with then generate ideas for their own setting using scaffolds from the prior projects and work together to complete a quick build of a project outline that encompasses some of the elements discussed. There will then be a share-out and refinement of ideas followed by a Q and A.


Matt Leader

11th Grade Biology Teacher/Science Methods Instruc, High Tech High/HTH GSE
Matthew Leader is an 11th grade biology teacher at High Tech High North County and is a science methods instructor with HTH’s Graduate School of Education. Prior to High Tech, he volunteered in community development projects in Central America and worked in microbiology at the Scripps... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 124


Deeper Learning for Grown Ups!
In collaboration with the authors of the groundbreaking book, An Everyone Culture: Becoming a Deliberately Developmental Organization, Pivot Learning has been working to help schools, districts and non-profits foster a “growth culture” within their organizations. In institutions where there is a strong growth culture, all individuals are encouraged, challenged, and supported to continuously improve themselves and each other. Unlike the old paradigm of taking time out of busy schedules for professional development, the practices and structures that develop a growth culture happen as a part of the organization’s everyday, core work. In a growth culture, every interaction, every project is an opportunity to learn. It fosters trust, honest communication, and innovation. Fostering deeper learning for adults requires incorporating an adult development lens into leadership development. We believe that this is the best way to foster adult leaders who can best support deeper learning for students. Participants will learn strategies for helping to develop growth cultures at their sites, as well as walk away with resources to explore growth culture work further.

avatar for Laura Flaxman

Laura Flaxman

Vice President, Strategic Projects and Innovation, Pivot Learning
Laura Flaxman, Ed.L.D., has over twenty-five years of experience in urban education as a teacher, principal, school founder, non-profit leader, school designer and coach. At Pivot, she leads a portfolio of projects focused on reimagining how school could be – from the student to... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 129


From Letter Grades to Learning: A New Model of Assessment for Classroom Teachers
"What do I have to do to get an A?" "Is there any extra work I can do to get 5 more points?" "Why did I get an 87 instead of an 88?" These questions -- which every teacher has had a thousand times -- are never fun. After all, educators want to talk to kids about learning and growth, not how many extra credit worksheets make up the difference between an A- and an A+.

In this session, we will explore the question of how to move away from an assessment model focused on points and letters and toward a model focused on growth and learning. First, we will take a deep dive into the Portfolio Assessment model being piloted by the three facilitators at their school site, High Tech High North County. This model, currently being used in 10th grade Chemistry, 10th grade Humanities, and 9th grade Engineering, utilizes an ongoing portfolio of student work to track growth in specific skills and facilitate authentic student-teacher conversations about the students’ learning.

Next, participants will reflect on the assessment systems they use in their own classrooms or school settings and brainstorm ideas for both small- and large- scale changes that could create a positive and impactful culture of learning.

avatar for Matt Haupert

Matt Haupert

High Tech High

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 207


Game the System: How to Scale Up Innovative Approaches to Project-Based Learning
Deeper learning often happens in innovative pockets in traditional public schools, with students relying on a small number of teachers who are willing to take risks, experiment, and push back against factory-model schooling. But how can teachers, students, and other school community members expand those pockets? How can we scale those opportunities so that all students can access them? In this session, we’ll explore the journey of our northern Vermont school as we attempt to bring project-based learning to all of our students. Along the way, we’ll examine strategies that offer students the time and space to develop transferable skills, lead their own learning, and follow their passions. Through an interactive, game-based workshop experience, participants will leave with a sense of how these strategies might apply at their home schools.

Participants will understand a number of different project-based learning models that can be integrated into a traditional school setting. They will explore how students, teachers, and administrators can adapt and scale those models to reach all students. Participants will leave the session inspired to harness the assets and take on the limitations present in their own contexts.

avatar for Patrick LaClair

Patrick LaClair

Teacher, Lamoille Union

avatar for Lori Lisai

Lori Lisai

Innovation Coordinator, Lamoille Union
Innovation Coordinator at Lamoille Union Middle & High Schoolglobal collaborator, design thinker, game lover, inspiration junkie, #StuVoice advocate boldly cannonballing important shifts in education

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 127


How Deeper Learning Can Create a New Vision for Teaching
For teaching to shift to facilitate deeper learning experiences—where students are empowered and inspired and learning is contextualized, connected to real life, wired, and extended beyond school—the role of the teacher has to change. As learning strategists, participants will closely examining the new roles for teachers created by deeper learning, including learning designer, facilitator, networker, and advisor. In small groups, participants will discuss how to fluidly move among roles depending on what is most needed to promote student learning. Participants will get a glimpse of how Da Vinci Rise and Purdue Polytechnic High School are rethinking traditional systems of human capital, time, space, and operations to enable more personalized attention for students. Participants will leave the session with a vision with strategies and practicies to establish conditions that enable and support new teachers roles in schools, so that students are educated in a holistic way to develop into self-directed learners.

avatar for Monica Martinez

Monica Martinez

Chief of School Development, XQ Institute
Through the XQ Super School Project that was launched three years ago, we have funded and support 17 high schools around the United States that are on a journey to becoming a Super School. We hope these schools will serve as a catalyst for others to #rethinkhighschool. We have 6... Read More →
avatar for John Bosselman

John Bosselman

Director of Instruction, Latitude 37.8 High School
John Bosselman is the co-founder and Director of Instruction at Latitude 37.8 High School in Oakland, CA. He works on projects with his students and staff that turn the city of Oakland, and the Bay Area, into the extended classroom. Prior to joining Latitude, John was a long-time... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 122


I'm Going to Let You In On A Little Secret: It's Really ALL About the Learners!
Many educators struggle with effecting lasting change for all students in a traditional educational environment. The good news is that there is a growing movement of educators who are working to build an educational ecosystem that places the learner at the center. Join Brenda Vogds, Director of the Institute for Personalized Learning, for a lively, hands-on workshop session as she shares multiple districts’ journeys toward learner-centered education - their successes, challenges and lessons learned along the way. Using the Institute’s Honeycomb Model, Brenda will highlight key entry points to make learner-centered education a reality. Participants will discuss and explore the differences between learners and learning, and will walk away with strategies and an action plan on how to get started in their own classrooms or schools. If you have been intrigued with the personalized learning movement, but were unsure how to make it a reality in your classroom, school or district, this workshop is for you!

avatar for Brenda Vogds

Brenda Vogds

Director, The Institute for Personalized Learning - CESA 1
Brenda Vogds is the Director of the Institute for Personalized Learning, an education innovation lab dedicated to the transformation of public education. The Institute serves a growing number of member school districts engaged in personalizing learning and is a part of the multi-state... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 215


If You Give a Kid a Purpose: Creating Cross-Curricular Projects to Transform Communities
How can teachers show students that their learning in math is not only applicable in other subjects, but in the real world as well? How can they show students that ELA is not limited to novels and essays? Middle school teachers are doing so through a year-long, cross-curricular project that tasks students with not only learning about equity issues within the community, but with developing a solution to those issues as well. In this workshop, a seventh grade math teacher and a seventh grade ELA teacher from Memphis, TN walk participants through the process of designing a project based learning experience requiring students to use skill sets from multiple subjects to promote equity in their communities. The teachers tell the story of how they brought the community into the classroom to teach their students about the issues around food equity in their city. They also explain the process of collaborating to plan a project across subjects, using design thinking to promote problem solving, and challenging students to use empathy and humility in addition to persuasion when communicating. During this workshop, participants engage in every step of the process by identifying equity issues in their communities, designing products to address these issues, and pitching these products while raising awareness for their chosen issues. They learn techniques to effectively collaborate with colleagues, empower students to be real world problem solvers, and promote learning with purpose within their classrooms.

avatar for Amy Brownlee

Amy Brownlee

Seventh Grade Integrated Mathematics Teacher, Lausanne Collegiate School
Twitter: @abrownlee79 AR/VR in education, Entrepreneurship, STEAM & Tech integration!

Hilary Simpson

Lausanne Collegiate School

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 208


Intentionally Creating Belonging for Queer Students in Schools
Come together with other educators, school leaders, and student ambassadors from a middle school LBGTQ+ Club to co-create a change package to make your school a safe, joyful space for queer students and allies. Advisors and students from our middle school's student-led LGBTQ+ Club will conduct a quick Gender and Sexuality 101 before facilitating and participating in this process with you. You will break into groups and examine your current school environment for potential areas of growth in inclusivity. Then you'll collaborate with other participants to find creative ways to improve your school setting. Leave with concrete resources and ideas to create a student-led LGBTQ+ club, disrupt heteronormativity, and make sure every student at your school feels welcome.

avatar for Julie Ruble

Julie Ruble

6th Grade Humanities Teacher, High Tech Middle Media Arts
I've been a project-based English teacher for grades 6-9 for the past 10 years. I earned my Masters of Education in Educational Leadership at High Tech High Graduate School of Education, and now I teach 6th grade Humanities at High Tech Middle Media Arts. I'm also a small business... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 203


Is Your School Achieving Equity? Brainstorming Alternative Holistic Measures of School Quality
With classrooms across the country becoming more personalized, student-centered, and focused on deeper learning, we are in dire need of new methods for measuring school success--methods that go beyond test scores, graduation rates, and college enrollments. Understanding how well a school supports students in mastering academic content is indeed critical, but our current measures are not sufficient to holistically and equitably determine long-term success and subsequently today’s schools’ quality. It’s time we come together to brainstorm and develop methods for measuring how well our schools--as well as our communities--support students in acquiring the deeper learning competencies that we know to be key indicators of student success in college, career, and civic life.

JFF, in partnership with Urban Institute, has been investigating such measures in the REMIQS (Robust and Equitable Measures for Identifying Quality Schools) research study. In this session, members of the research team will briefly share the study’s underpinning philosophy, methods, and early findings with participants. Participants will then engage in group discussions and activities through which, using the REMIQS model as a starting point and with an eye on equity, they will identify new measurements to apply to their data collection processes and interpretation back at home, and leave with specific next steps for making their local school quality measurement systems more holistic and equitable.

avatar for Felicia Sullivan

Felicia Sullivan

Associate Research Director, JFF
Felicia Sullivan, PhD, joined JFF in 2018 as associate research director. She leads a Hewlett-funded research-practice partnership in New Hampshire and will also assist in the development of the JFF Research Unit. Dr. Sullivan previously worked with the Center for Information and... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm


Leading the Circus: A Dramatic Extravaganza
Participants will learn to put into practice all the things they have learned, ever, to become the most engaging, adaptive, equity focused, deeper learning leader of ALL TIME. How do you manage all of the day-to-day demands (i.e. bullshit) and the concepts and theories about promoting Deeper Learning and Equity in a leadership position that exists in the real world? We may know something (a very small something) about it and we want to share that with YOU and build our collective capacity to actually do deeper learning and equity, in a dramatic recreation, of course.

avatar for Rody Boonchouy

Rody Boonchouy

Associate Superintendent, Davis Joint Unified School District

avatar for Matt Best

Matt Best

Deputy Superintendent, Davis Joint Unfied School District
Matt is currently the Deputy Superintendent for the Davis Joint Unified School District in Davis, Ca. He was a founding staff member of Da Vinci Charter Academy, a New Technology model High School, in 2004 where he served as a teacher and later Principal. Matt has extensive experience... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 114


Occupy the Seminar: Harkness Lessons from Street Activism
Students desire meaningful choice in the classroom; teachers want students who take ownership over their education. Over the past decade, grassroots organizers have developed a set of practices, colloquially known as "direct democracy," that can unite both constituencies. Participants will learn quick-and-dirty strategies that street protesters have used to coordinate direct action in fluid, high-stakes environments; they will conduct a "leaderless discussion" of how educational norms and systems often constrain group agency; and they will develop "action plans" for implementing cultural change within their home institutions.

Here is a shared folder for the workshop: 

avatar for Joe Haley

Joe Haley

Berkeley Preparatory School

Wednesday March 27, 2019 11:00am - 12:30pm
HTHI 218


One Degree Shift
Educators play a crucial role in helping students talk openly about the historical roots and contemporary manifestations of social inequity and discrimination. Regardless of who you are, your intentions, or how long you’ve been in education, we can all benefit from a one-degree shift.

One degree may seem insignificant but making a slight shift can result in a substantial impact on you and how you see students, their abilities, and potential. A one-degree shift in your awareness, thinking, and perspective can be is the catalyst to changing inequitable systems!

Come to explore the complexity of your own identity and how your commitment to making a one-degree shift can be the first step to making a significant impact for equity in education. Join with others to collaborate, discuss, and build a toolbox of ideas and resources to take back to your classrooms, communities, and professional learning spaces to begin the process of changing education so all students have opportunity and access.

avatar for Katrice Quitter

Katrice Quitter

Hamilton County ESC, Hamilton County ESC
Katrice Quitter is an Education Consultant and Gifted Coordinator at Hamilton County ESC in Cincinnati, Ohio (HCESC). At Hamilton County ESC, Katrice supports local school districts and classrooms K-12 in gifted education & DEI (Diversity, Equity, Inclusion) practices. With experiences... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 215


PBL Evidence Framework: A Road Map for Deeper Learning
Measuring deeper learner is a sticky problem of practice, and in this highly interactive session, school and district leaders will have an opportunity to check out the PBL Evidence Framework, a new tool designed by the Buck Institute for Education (BIE) that districts and schools can use to track and assess progress and achievement of deeper learning initiatives, like Project Based Learning (PBL). BIE is currently pilot-testing the Framework in partner districts/complex areas and is eager to share this with other district and school leaders to gauge their interest in the tool and gather feedback.

avatar for Sally Kingston

Sally Kingston

Senior Director of Research & Evidence, Buck Institute for Education

avatar for Lisa Mireles

Lisa Mireles

Director of District & School Leadership, PBLWorks
Mama. Deeper Learning Advocate. Tech Geek.

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 202


Productive Struggle -> Not Just for Students!
Productive struggle in the classroom can increase engagement, build conceptual knowledge, and support equitable outcomes for students.  But creating opportunities for students to engage in productive struggle and then stepping back to allow it to unfold can be really challenging for us as teachers.  

Participants will follow the journey of one Spanish teacher and his instructional coach as he works through his own productive struggle in moving students towards more ownership and agency. The presenters will share reflections on mindset work and videos of productive struggle in the classroom.  Participants will also have the opportunity to reflect on what parts of their identities facilitate and hinder productive struggle.  Together, the group will collaborate on effective strategies and leave with a plan of how they will push productive struggle in their own work.  

This session is appropriate for teachers of any content area, instructional coaches, or anyone supporting teacher professional growth.


Vladimir Serrato

Impact Academy of Arts & Technology, Hayward, CA
avatar for Crystal Maglio

Crystal Maglio

Instructional Coach, Envision Education
Hi! I'm an instructional coach with a specialization in literacy across the disciplines. I think a lot about what student-centered engagement with text looks like, and I love to find connections across content areas. Recently, I've also been engaged in an inquiry around what mindset... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm


Real-World Learning Meets Deeper Learning
This session will explore how schools can foster Deeper Learning outcomes with their students and help prepare students for a diverse and changing world using our Real-World Learning Rubric. Developed in partnership with innovative school leaders from across the country, the Rubric is a tool for school leaders and teachers a like to aid in reflection, goal-setting, and continuous improvement.

In this session, leaders will interact with leaders who have used the Rubric to inform their work, gain a guide for connecting classrooms to the real world, and a framework for understanding the roles of students, teachers, partners, and resources in that work. Educators will reflect on their own practices and brainstorm ideas for how to create partnerships, support interpersonal outcomes, and connect education to employment for students. Our presenters will include 2-3 educators from Schools That Can’s network of public, private, and charter schools who will share how the rubric manifests in their schools. From there, the session will be a hands-on discussion and execution of how to use the rubric in your school.

Our Real-World Learning Rubric relates directly to Deeper Learning’s framework of content mastery, self-directed learning, critical thinking and problem-solving, an academic mindset, collaboration, and effective communication. In our session, attendees will work together to break down what real-world learning looks like in the classroom setting, and how to be pioneers of the rubric.

avatar for Casey Lamb

Casey Lamb

Chief Operating Officer, Schools That Can
Casey’s passion for equity and quality in education developed during her pursuit of education policy at Pomona College, including completing her thesis on early education philosophies, and continued through her additional studies (M.Ed., Special Education). As a student, Casey honed... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTM 12


RJ for School Leaders: Pitching Restorative Justice to Your Staff
You are a school leader who is already a believer in Restorative Justice an alternative to punitive/retributive discipline systems. Now comes the fun part: pitching the idea to your staff and rolling it out in your school! In this workshop, participants will practice articulating their “why Restorative Justice” message and create an implementation plan using the 5 RJ principles as a lense for shifting your school culture away from punishment towards repair.

avatar for Hannah Williams

Hannah Williams

School Coach, School Foundry/Big Picture Learning, Seattle, WA
Education Consultant [School + Program Design | Project-Based Learning | Professional Development | Teacher/Leader Coaching | New School Learning Space Planning | Arts Integration | Personalized Learning | Classroom Culture | Education Networking Events ] Twitter: @findlearning Insta... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 221


Schema-Based Teaching: Reconciling Deeper Learning with the Common Core

Adherence to the Common Core State Standards is a mandate in many of our districts, and often educators feel boxed in by the document. During this workshop, participants will learn how to reconcile the CCSS with deeper learning and schema-based teaching strategies to develop students’ critical thinking and problem-solving skills, while also working towards deep understanding and content mastery. With a combination of real-world experiences and abstract understandings, students will add to their schemas, encoding new learning for long-term storage and practical applications.

avatar for Caroline Hammel

Caroline Hammel

Reggio Magnet School of the Arts, Avon, CT on maternity leave

Wednesday March 27, 2019 11:00am - 12:30pm


School Transformation through Ethnic Studies, Dual Language, STEAM, and Restorative Justice
We have worked to transform our K-8 school from a no-excuses traditional school to a liberating, interdisciplinary, student-centered and restorative environment that is rooted in Ethnic Studies and STEAM. We want to share what we have learned and create a space for folks to share their challenges and opportunities with radical school transformation within the context of our neoliberal reform climate. We will engage folks in our work and then move into questions of how to scale transformative work whilst deconstructing and reimagining what schools should be.

Here is the link to the presentation


Camila Hernandez Obi-Tabot

School Leader, Greenwood Sarah K-8 School
avatar for Karla Gandiaga

Karla Gandiaga

School Leader, Greenwood School Boston Public Schools
Selection Information for Breakout Sessions - Select your Network-Based Planning sessions (yellow) each day based on your Academic Network. Your Academic Network is Network 3. - We're in breakout groups for the the afternoon sessions (green) on Day 2 at 1pm based on geography. Select... Read More →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 109


We Are Not Their Saviors: Establishing Adult Culture That Leads to Student Success
Being aware of the challenges that our communities often face, many of us join this work in order to bring about change. Within the spirit of change, sometimes we emulate archaic models that ultimately devalue the humanity of our students. This session will challenge our notions concerning how we bring about change, and give tangible steps in establishing an Adult Culture that leads to Student Success.


Wednesday March 27, 2019 11:00am - 12:30pm


What’s Whiteness Got To Do With It? Racial Identity Development in the Lives of Deeper Learning Educators
In this interactive workshop, participants will think about their own racial identity development and explore how this influences their work as educators. In particular, we will focus on Robin DiAngelo’s notion of “white fragility” -- the silence, discomfort, and/or defensiveness that many white folks feel when talking about issues of race and racism. How might our racial identities help or hinder our ability to form meaningful relationships with colleagues and students? What structures might allow us to engage with each other productively about race? We will explore these and other questions and, in the process, experience some tools and texts which can be used to bring this work to a range of contexts.

Obviously, talking about racial identity development in relation to teaching is a HUGE endeavor. We would like participants to think of this workshop as a “toe-dip” into these topics. Our goal is that they will emerge with enlarged curiosity along with a desire-- and a few tools--to continue this work.

avatar for Katie Weisberg

Katie Weisberg

Director, M.Ed in Educational Leadership, High Tech High Graduate School of Education
Katie directs the M.Ed in Educational Leadership program at the High Tech High Graduate School of Education. Katie began working at HTH in 2005, initially for the central office, and later teaching reading, writing, social science, and special education. After serving as Academic... Read More →

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 →

Wednesday March 27, 2019 11:00am - 12:30pm
HTE 122