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–2 [clear filter]
Wednesday, March 27


A Deeper Delve into Differentiation
Attendees will learn and practice the art of storytelling & dynamic tension to deeply engage more 21st century students by using multiple intelligence approaches to learning the same standards-based lesson. The Art of Storytelling, allows the educator to call specific students for individual roles that cater to their best mode of intelligence (visual, auditory, kinesthetic, and emotional), but also gets all students (professionals in this case) involved through movement, dialogue, inflection, and intonation. Promoting self-efficacy by way of Dynamic Tension in the classroom, and in this presentation, promotes individual & collaborative learning. Listening, speaking, and reflection through the Dynamic Tension activities will be presented at this breakout session.

avatar for Erica Hennessy

Erica Hennessy

Independent Consultant and Nationally Certified Trainer, EH2, LLC
Erica Hennessy is a dedicated educator who specializes in student engagement and motivation in order to inspire and reach all classroom learners. Along with mentoring novice teachers, she has also led Professional Learning Communities in the area of integrating technology in the classroom... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 222


Advancing Equity: Diversity, Equity, and Inclusion Standards and Indicators
This session introduces participants to a set of Diversity, Equity, and Inclusion Standards and Indicators to guide their next steps in advancing equity in their schools.  The indicators apply to all stakeholders in your school community: students, parents and family, faculty and staff, community partners, administrators, and Board members.  Whichever role(s) you play, this workshop will challenge your thinking about equity in your school. 
This highly interactive session starts with participants developing their Equity Agenda, presents Beloved Community’s framework and gives everyone time to conduct a mini equity audit.  Participants will leave with a way to diagnose their equity needs moving forward and resources to address needs from their mini equity audit. 

avatar for Rhonda Broussard

Rhonda Broussard

Advancing Equity: Diversity, Equity, and Inclusion Standards and Indicators, Beloved Community
Rhonda Broussard is Founder and CEO of Beloved Community where she leads the Equity in Schools practice.  Prior to Beloved Community, she led an intentionally diverse school community with language immersion (French, Spanish, Mandarin) and International Baccalaureate pedagogy for... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 123


Anyone Can Be a Change Agent - Coaching for Equity
Whether you are an administrator, classroom teacher, teacher leader or school staff member, if you have a passion for moving your school towards more equitable teaching practices, this session is for you. Participants will share their personal whys for coaching for equity, review culturally responsive practices, then dive into learning and practicing coaching techniques that will help empower the teachers around them to improve their classroom practices.
Slide Deck:  https://goo.gl/bAabEx
Participant Packet : https://goo.gl/ndW5aF


Heather Johanson

Inclusion Specialist, Palo Alto Unified School District

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 129


Are Your Students Really Thinking? Defining, Teaching, and Assessing Critical Thinking Skills
Looking for ways to teach and assess students’ critical thinking and problem solving skills? Building on assessment for learning principles and visible thinking routines, Two Rivers Public Charter School has developed a system to collect data on students’ development and transference of the cognitive skills embedded in project-based learning to other settings. Come learn how we developed discrete performance assessments centered on different aspects of critical thinking, and how we use the data to inform instruction and to help students integrate cognitive skills into their lives. Our session will leave participants with practical considerations for teaching and assessing critical thinking skills to all students.


Carolina Riveros-Ruenes

Middle School English Teacher, Two Rivers Public Charter School
People should talk to me about:- Thinking Routines- Crew- Equity- All things ELA related!

avatar for Jeff Heyck-Williams

Jeff Heyck-Williams

Director of Curriculum and Instruction, Two Rivers Public Schools
As director of curriculum and instruction at Two Rivers Public Charter School, a credentialed EL Education school, I have led work around project-based learning, creating school cultures that embrace learning and loving math, and teaching and assessing critical thinking and problem-solving... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 206


Beyond Tests: Visual Design for Alternative and Authentic Assessments
We know that the most common forms of assessment today — the unit test, midterm, final exam — are not necessarily the best way to determine what a student has learned deeply. We also know that visuals can bring clarity, support thinking, and make the abstract more concrete. Using a visual approach, this session will highlight recent research in assessment and allow participants to see beyond the test to more effective and equitable ways to measure student understanding.

The session will be facilitated by Dr. Denise Pope, Senior Lecturer from the Stanford Graduate School of Education and Co-Founder of Challenge Success, and Kawai Lai, Co-Founder and Executive Director of VizLit and former VP of Innovation for National Association of Independent Schools. Dr. Pope and Ms. Lai are frequent speakers at education conferences and lead interactive, high energy sessions that offer research-based content with a visual lens towards practical applications in the classroom for all learners.

As a way to relate the research to practice, we start by asking participants to visualize the challenges and successes related to assessment that they’ve faced in their own classrooms. We will discuss and conceptualize the differences between traditional assessment and performance assessment, and review a backwards design process that can help participants better align enduring understandings, essential questions, and multiple forms of assessments. We will provide models of innovative approaches to make assessment more authentic and accurate, and we will ask participants to work together to practice assessment skills that can be incorporated into their current curricula.

Participants will leave with a deeper understanding about the role of assessment and a visual toolkit of practical strategies and innovative approaches to re-think how they might more equitably engage and evaluate students to support deep learning for all learners.

avatar for Denise Pope

Denise Pope

Senior Lecturer, Stanford University; Challenge Success
Denise Pope, PhD, is a senior lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning. She is co-founder of Challenge Success, a research and intervention... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 221


Build New Numbers
In this workshop, participants will explore the numbers we are using today (base ten numbers) and how humans constructed them in our history. Then based on the understanding of the current number system, participants will be divided into groups to create new number systems (numbers in other bases). At the end, participants will perform operations (addition and subtraction) within the number system they created previously. The topic will be shifted to a growth mindset in mathematics which will help audiences understand the existence of the potentials of mathematics.

avatar for Houbin Fang

Houbin Fang

Colmbus State University
Hi Everyone,This is Houbin, from Atlanta Ga. I am an associate professor in Math Education at Columbus State University and a fun of PBL. I am also interested in international collaboration of education and education exchange as well.

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 122


But, How do we Bring PBL to the Hood Too? - What do we do about white supremacy culture in our schools?
But, How do we Bring PBL to the Hood Too? - How do we address white supremacy culture in schools?

Let's go deeper than diversity, inclusion, and equity. In this workshop, participants will discuss how implicit bias prevents schools and educators from exploring PBL, specifically for low income and marginalized students of color. They will dissect concepts of white supremacy culture and culturally responsive teaching to consider how to infuse racial equity into PBL. Come and meet other folks interested in taking up deeper learning with a lens of racial equity.

Don’t worry if you come in late, after attending Emdin’s Deep Dive Den. You can slide right into the session, with Chris and LeDerick hopefully!

See this link (http://culturallyresponsiveleadership.com/dl2019/) for the agenda, materials, and other hook ups.

avatar for Joe Truss

Joe Truss

Principal, Visitacion Valley Middle School
Let talk about school leadership! I am interested in racial equity, culturally responsive teaching, and bringing PBL to the Hood. I am a Principal at a Middle School in San Francisco, and used to teacher Spanish at an Envision School. Been in the Deeper Learning community for a long... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 111


Combating Digital Misinformation: Teaching Students to Read Like Fact Checkers
We encounter the contemporary world via screens and sophisticated evaluation skills are required to navigate the tidal wave of information available online. For every social or political issue, there are scores of groups seeking to persuade us. If students are unable to identify the interests behind the information they consume, they are easy marks for dubious causes of all kinds. Students must be able to sort through digital sources, find trustworthy information, and develop claims using evidence. Students need help learning how to do this.

Based on research examining how fact checkers evaluate online content, the Stanford History Education Group has developed new curriculum and assessments that prepare students to efficiently analyze digital sources. During this session, participants will review lesson plans, watch classroom videos, examine student work samples, and collaborate to figure out how these materials can be integrated into their own classrooms.

Session objectives:

• Participants will explore the Stanford History Education Group’s new digital literacy lessons.
• Participants will examine sample student responses to tasks embedded within the lesson.
• By engaging in a model lesson and examining sample student responses, participants will become familiar with lesson structures and common student misconceptions.
• Participants will consider ways to integrate these lesson plans into classroom instruction to help students to become more discerning consumers of online information.

avatar for Joel Breakstone

Joel Breakstone

Director, Stanford History Education Group
Joel Breakstone directs the Stanford History Education Group. He received his Ph.D. from the Stanford Graduate School of Education. Along with Mark Smith and Sam Wineburg, he led the development of SHEG's assessment website, Beyond the Bubble. He received the Larry Metcalf Exemplary... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm


Community & City as Classroom: How Can We Enable Learners to Go Beyond Conventional Classroom Experiences to Engage in Authentic Learning and Work With Community Partners?
Through a hands-on strategic session, participants will learn how to establish and maintain powerful partnerships with community organizations and businesses to create authentic, contextualized learning experiences for students. Understand how extending learning beyond the classroom helps students apply knowledge and skills as well as develop problem-solving skills and identity.

Participants will leave with underlying processes and strategies for developing partnerships that extend learning into the community.


Kibos Buscovich

Director of Community Partnerships, Latitude 37.8 High School
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 2:00pm - 3:30pm
HTE 108


Culture Killing: The Death of Marginalized Cultures in Educational Curriculum
Molefe Kete Asante laments the fact that “an African-American or Hispanic person [student]-in order to master the white cultural information-has had to experience the death of his or her own culture”. And on our best day, we as educators are yet unknowing participants in that cultural death as we stand in front of students to teach what we ourselves were once taught…but no more. Through partner activities, independent reflection, and critical group discussion spanning all core subjects, teachers in this session will learn to highlight student culture in daily lessons and create culturally empowering moments that students will never forget.


Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 215


DO Sweat the Small Stuff
Culture is the root of continuous improvement. Various strategies come and go, but culture keeps us coming and going. Many classes spend significant time defining habits of heart and mind. But not as many define what it means to “work.” How do we cultivate a culture that supports quality work in the various assignments that come and go? A culture that inspires excellence in everything we do? I will share a process to teach students what it means to work, and how excellence is built on the foundation of details.

avatar for Steven Levy

Steven Levy

Independent consultant

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 114


Educators Need Deeper Learning Too
It’s difficult to teach in ways you haven’t been taught. If we want educators to design deeper learning experiences for students, they need to know what it feels like as learners. There’s significant evidence that our traditional professional development structures are not meeting the needs of educators or students. What would it look like if we transformed the traditional model of professional development into something much more flexible, engaging, and effective -- mirroring the types of experiences we want to cultivate for students? This session invites you to rethink professional development by playing an interactive game that will guide you through a process for designing an innovative professional learning experience. You’ll walk away with a prototype and a toolkit of supporting resources you can use to jumpstart professional learning in your context.

avatar for Meaghan Foster

Meaghan Foster

Consultant, 2Revolutions
I'm passionate about the intersections between the Future of Learning and social justice. As a Consultant at 2Rev, I support educators and school communities as they work to redesign school to better serve all students. I design professional learning experiences, provide project management... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 107


Equity at the Center: Updating Educator Competencies for Personalized, Learner-Centered Teaching
Across the country, passionate educators are supporting students to thrive in increasingly personalized and learner-centered education environments that strive for deeper learning experiences. And every day, the field is growing its collective understanding of what students need to be successful. Yet, we often overlook the competencies that educators, themselves, need to thrive--competencies like supporting all students in reaching rigorous standards, promoting meaningful student collaboration, integrating learning experiences that occur outside of the classroom, and fostering student agency.

In 2015, to provide a framework for understanding and applying those educator competencies, the Council of Chief State School Officers (CCSSO) and Jobs for the Future (JFF) in collaboration with the Center for Innovation in Education (CIE), the Institute for Personalized Learning, and the Nellie Mae Education Foundation (NMEF) came together to develop a resource that outlines the unique competencies educators needed in personalized learning environments, the Educator Competencies for Personalized, Learner-Centered Teaching.

Four years later, the field has grown and changed and it’s time for an update! Among other areas to improve, our look-back-to-look-forward lens has shown that equity is not reflected in the educator competencies as explicitly as we want it to be. It’s time to remedy that, and who better to ask for feedback than equity-driven education leaders like you?

Join Rebecca Wolfe of JFF’s Students at the Center and Ryan MacDonald of CCSSO for this interactive workshop where participants will come together in a structured critical friends community to provide timely feedback and recommendations for the next iteration of the Educator Competencies for Personalized, Learner-Centered Teaching.

avatar for Rebecca E. Wolfe

Rebecca E. Wolfe

AVP, Students at the Center, JFF

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 208


Going Gradeless in a School That Requires Grades
In this session we will look at the why and how of going gradeless in a system that requires grades. Going gradeless redirects the focus to actual learning, reduces student stress, promotes reflection and self-assessment, gives students ownership of learning, and promotes a culture of risk taking and learning from mistakes. But, how do we do it in a school that still requires grades? What does assessment look like in this environment? Come dive into going gradeless!

avatar for Lacey Boatman

Lacey Boatman

Program Manager, College & Career Readiness, Napa County Office of Education
Background in Project-Based Learning and Career Technical Education (CTE). Passionate educational leader, innovative thinker and problem solver, striving to help all students find their pathway to success. Our current education system fails too many; we need to drastically rethink... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 217


Gotchya with Gatto: Dumbing us up? Strategies for Socratic Seminars
There is nothing quite like the magic of a really good seminar. It feels a little like an orchestra performance, or that moment in a jam session when everyone really finds the groove, or a seamless baseball play that gets the runner on third home. Whatever the analogy, if you’ve been a part of or have witnessed ‘THE seminar,’ you know what we mean. And if not, you are in for a treat my friend.

In this session, participants will engage in a mini-seminar on John Taylor Gatto (a pleasantly controversial piece to serve as a seminar text) and then workshop through techniques for facilitating seminars with students. This session will be co-lead by students from Avanti High School (Olympia, WA) and a few of their teachers. Participants will be given time to share and exchange their own ideas and experiences with seminars in the classroom.


Cecily Schmidt

Avanti High School

avatar for Quasar Surprise

Quasar Surprise

Teacher, Avanti High School, OLYMPIA, WA

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 202


How to Make Your Class Feel Like A Family: Easy Ways to Build A Community of Learners
It's time to face the facts: your classroom might be the most emotionally safe place in a child's life. Many educators severely underestimate the trauma some of our students have gone through. Learn practical strategies to make your classroom feel safe, secure and FUN for ALL students. I will show you easy ways to incorporate social-emotional skills into academics so ALL students can succeed. You'll leave with activities you can implement tomorrow, in order to help ALL kids love school and feel supported at school. We have the power to change lives, and this course will give you the tools to do it!

avatar for Iris Van Dyke

Iris Van Dyke

Las Virgenes USD
Iris Van Dyke is an elementary teacher who is passionate about making her classroom a safe, supportive and equitable environment for all students. She creates engaging and rigorous lessons to build critical thinking skills in meaningful and relevant ways. Iris uses research to develop... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 218


Integrating Curriculum is Like Walking: Why Would You Go Back To Crawling in the Mud?
While our school-within-a-school has the word "integrated" front and center, we constantly struggle to build units of study where disciplinary walls melt away, with students and teachers finding new connections between material, building new understandings, throwing off the shackles of our various ivory towers, and transcending the limitations of the 20th-century schoolhouse. In this session, participants will discuss relevant research on integration, learn from our varied experiences integrating subjects, and create an example unit that reflects their newfound understandings.

avatar for Lindsay Arado

Lindsay Arado

New Trier

Wednesday March 27, 2019 2:00pm - 3:30pm


Inviting Purpose into the Classroom for Deeper Learning and Deeper Connections that Promote Equity
How can I create a life of purpose? Few students tackle this question at school, but that is changing as purpose education programs are on the rise. These programs are transforming schools by prioritizing our shared humanity in the classroom and igniting deep learning that is grounded in students’ personal values and driven by their most meaningful goals. By inviting purpose into the classroom, teachers create a space of belonging for all students and in which teachers and students can relate more deeply to each other. Teachers get to know students better and in ways that enable them to help all students engage meaningfully with their learning.

This workshop introduces purpose as a beacon for educators seeking to create more compassionate and equitable learning environments and provide more meaningful deeper learning experiences. An investigation of purpose education programs reveals a Teaching for Purpose framework that can be applied in any school setting. After exploring their own purpose and discussing the relevance of purpose to deeper learning and equity, workshop participants will learn the Teaching for Purpose framework and work in small groups to brainstorm ways to apply the framework in their schools.

avatar for Heather Malin

Heather Malin

Stanford University

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 115


J-Term from Soup to Nuts
What does it look like to disrupt a traditional high school curriculum and schedule with a mid-year, multi-week initiative that provides project-based learning for every student? The teachers at Lyndon Institute (LI), a high school in northeast Vermont, did just that by introducing January-Term. J-Term, scheduled for 2 - 3 weeks between the fall and spring semesters, was originally intended to re-energize both teachers and students by essentially suspending nearly all of the school’s traditional curriculum in favor of project-based learning.

How can you bring J-Term to your school? As LI has engaged in J-Term for the last 5 years, come and learn about both our successes as well as our challenges associated with implementing such an initiative. Specifically, participants in this session will learn about: the many details associated with creating new mini-courses from scratch; designing an entirely new schedule of courses; helping teachers take the initial plunge into the PBL pool; convincing the community of the value of this initiative; engaging students in deeper learning; and reflecting on the entire process for the sake of improvement. Ultimately, participants will create their own J-Term mini-course as well as a framework for a plan to implement J-Term in their own schools.

avatar for Adam Norwood, Ed.D.

Adam Norwood, Ed.D.

Assistant Head of School for Curriculum & Instruction, Lyndon Institute, VT
My passion: Helping to inspire and empower teachers as they embrace their own learning so that they, in turn, can inspire and empower their students. My inspiration: My 2 school-age children, my educator-wife, my former teachers and mentors. My hope: To share with you the lessons... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 207


Learner-Centered Innovation: Create the Conditions for Meaningful Change
The future of education will require new school models, new approaches for teaching and learning, and innovative leaders who can create the conditions in their districts and schools. In this interactive design session, participants will dive into the essential components of learner-centered models of education. Participants will engage in collaborative activities to empathize, ideate, and share ideas and resources that will accelerate the shift to effective and deeper learning experiences for all students.


Devin Vodicka

Chief Impact Officer, AltSchool

avatar for Katie Martin

Katie Martin

Author, Learner-Centered Innovation
I am passionate about redesigning learning to create better experiences that meet the needs of all learners in a changing world.For more information and resources, check out my website katielmartin.com-

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 122


Looking at Language Like a Scientist: Linguistics in the Classroom
Students often self-identify as being more of a ‘math/science’ or a ‘language’ (reading/writing) person. Are mathematical/scientific ways of thinking different than the thinking that takes place in the humanities/language arts classroom? In this workshop you will engage in activities that bridge the humanities ~ math/science domains, and which will provide students another way of thinking about language and about what it means to conduct scientific inquiry. Similar to the fields of math and science, language provides a rich set of data which students can observe, investigate, hypothesize about, and test against additional data. Every native speaker knows their language well, and they know the patterns of their language--they just can’t explain them. By understanding how language works, via inquiry, students can understand that they are subconsciously doing complex computations when they use language, and that math/science people are indeed language people, and vice versa. This same pattern of thinking in understanding language can translate into mathematical and scientific thinking.

During this session you will participate in activities that show how language can be investigated scientifically and how humanities and math/science can support each other. These activities include solving language puzzles, constructing and testing hypotheses about language structure via language labs, and learning how to use these with your students. Examples include labs for maxims of coversation; Harry Potter spells and the connection between word structure and scientific terminology; why English speakers say “tall ~ taller” but not “understanding ~ understandinger”. You should leave this workshop with both a different understanding of how to connect humanities and math/science, and with ideas you can immediately adapt and use with your students.

avatar for Nicoleta Bateman

Nicoleta Bateman

Associate Professor of Linguistics, California State University San Marcos
I am first a student of language, teaching linguistics at California State University San Marcos and working with teachers at High Tech Middle North County to bring linguistics to students in the earlier grades. Email: nbateman at csusm.edu


Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 202


Making Space for Equity: Student Initiated Pathways
There is a challenge to exposing relevant STEM and engineering experiences to students in diverse environments. We recognize that students utilize different learning modalities when approaching equally different learning zones with a diverse amount of passion, engagement, and aptitude. We believe that students deserve an equitable entry point into the world of innovation and technology.

In this session, we will dive into the practices of student initiated pathways and student voice entering the world of making and fabrication in terms of an equitable approach to exposure and leveraging the model of the Public Museum School including community partnerships and place-based design.

Note: Grand Rapids Public Museum School, located within the Grand Rapids Public Museum, believes that the entire community is a classroom and that schools can help drive community revitalization and civic engagement. The school aims to pair foundational learning with experiential learning, as students engage with city archives and museum resources for research and projects addressing real-world issues and challenges.

Link to slides: https://docs.google.com/presentation/d/1qiCy6nH8aPXA0LWdLHrPiXzAKRD2YNg-ThKtyoi2mjw/edit?usp=sharing

avatar for Dan Donovan

Dan Donovan

Design and Math Teacher, Grand Rapids Public Museum School, Grand Rapids, MI
Dan has experience teaching Digital Media Arts (graphic design, video/film, and intro computer science) including high school and middle school Mathematics. He has a masters degree in American Media and Popular Culture from Arizona State University. His students have produced and... Read More →

avatar for Kimberly Rowland

Kimberly Rowland

Curriculum Integration Specialist, Grand Rapids Public Museum School
I am the learning experience coordinator and I help teachers to implement new and innovative programs in their classrooms. I am also leading several initiatives around competency based grading and non-traditional schedules to accommodate student created pathways.
avatar for Ben Garlets

Ben Garlets

Math Educator, Grand Rapids Public Museum School, Grand Rapids, MI
Hello! My name is Ben Garlets. I am a Mathematics educator at Grand Rapids Public Museum School. I currently work with 9th grade, but have had experiences educating in 6-12 Mathematics, Science, and Technology classrooms. I am passionate about innovative approaches to teaching and... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 109


Partnering with our Communities to Design Better Pathways
This session will focus on partnerships and community engagement in school redesign for college and career pathways. Pivot has worked with several communities to facilitate the design and development of student-centered college and career pathways that are aligned to the local community’s priorities and focused on deeper learning.

Many school redesign initiatives are begun with limited involvement from the broader school community and are seldom conceived as a sustainable partnership. If we want sustainable change and to improve student outcomes, we must engage our community differently in the design and implementation of the learning environments for students and adults.

A key aspect of the design process is to explore local educational challenges, assets and possible improvement strategies in design teams comprised of education leaders, teachers, students, families, community members, industry and post-secondary partners.

The design process allows a community to identify core problems of practice and set parameters for solutions. A diverse design team develops and tests potential solutions, iteratively engaging and partnering with a broad set of stakeholders from throughout the community. The process focuses on creating deeper learning experiences for both adults and students.

Practitioners will share specific examples of how the community and design team played an essential role in the design and implementation of college and career pathways in their context and share specific tools and strategies that were most helpful. We will discuss how the community can better partner with educators in curriculum, work-based learning and student supports.

Participants will discuss, share and learn how we can improve and sustain partnerships with our community to design better pathways and opportunities for all students. Participants will leave with new ideas and tools for partnering with a diverse set of community stakeholders and creating and empowering a design team.


Rocio Weiss

Pivot Learning
avatar for Robert Curtis

Robert Curtis

Vice President Education Programs, Pivot Learning
I recently joined Pivot Learning as Vice President for Education Programs in October 2018. I am interested in educational justice and creating learning environments where both adults and students can flourish. I have extensive experience working nationally with school, district... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm


Planting Seeds of Innovation: Swimming Deeper with Aquaponics
In this workshop, attendees will learn simple and effective ways to integrate deeper learning competencies into the curriculum using aquaponics as project-based STEM tool. Participants have the opportunity to apply for a free classroom ECO-Cycle Aquaponics Kit with accompanying STEM curricula and ongoing support. The ECO-Cycle is a desktop ecosystem which demonstrates the symbiotic relationship between fish, plants, and nitrifying bacteria. This turn-key system bridges the gap between STEM concepts and hands-on learning by engaging classrooms in challenges surrounding our food system. Aquaponics utilizes no harmful chemicals and uses up to 90% less water and land compared to traditional growing methods. The closed-loop system encourages creative problem solving through collaboration and sparks new interest in sustainability. Furthermore, aquaponics provides the framework for students to think critically about human impact on the environment as it relates to their classroom ecosystem. Hook your class and learn how aquaponics connects students to the wider community issues of environmental literacy, sustainable resource consumption, and food system innovation. 

avatar for Christopher Goering

Christopher Goering

ECOLIFE Conservation

Connor Leone

Aquaponics Program Lead, ECOLIFE Conservation
I work with K-12 educators to provide hands-on PBL to students across the nation. We utilize aquaponics systems to introduce STEM and NGSS concepts with the ultimate goal of teaching students about food systems and environmental science.

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 219


Redefining Classroom Observations: Building Collaboration, Critical Thinking and a Culture of Learning through Formative Walkthroughs
In this session, we’ll focus on the essential question of how to conduct classroom observations that genuinely improve student learning, increase equitable practices, and build teachers’ capacities to become reflective, data-driven practitioners. Using the formative classroom walkthrough model developed by Connie Moss and Susan Brookhart, participants will engage in readings and discussions to explore the differences between traditional observations and formative observations in which student work, not instructional practices, drive reflection. Viewing a lesson through a student lens provides a powerful framework for effective coaching and collaborative inquiry. Teams are encouraged to attend together to explore this high-leverage classroom observation model that allows for meaningful, personalized professional development for teachers while also contributing to a positive professional culture of adult learning. All participants will have time to explore various resources and create an implementation plan for formative walkthroughs at their school sites.

avatar for Rachel Wegner

Rachel Wegner

Director of Curriculum and Professional Development, John Muir Charter Schools

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 124


So You've Found Your Voice, What's Next?
We believe schools should be labs where democracy is learned and civic engagement flourishes. In this session, we’ll dive deeper into what role schools play, and how students can lead that change. This session is meant to be collaborative for adults and students alike to work together in creating tangible change in your respective schools and local communities. Attendees will conduct a student voice audit of their school and think critically as they create and start implementing action plans to address problems in their local school or community. From school climate to school board student representation, no problem is too big or too small for students to take on.

This workshop is run by Student Voice, a by-students, for-students nonprofit organization dedicated to making schools work for students. Over the past two years, we have developed a wide variety of programs and resources for educators, administrators and students to collaborate on reinvigorating education. For more information, visit StuVoice.org/about.

avatar for Justin Sindelar

Justin Sindelar

Student Voice


Wednesday March 27, 2019 2:00pm - 3:30pm


The Hero’s Journey: Teacher Leaders as Agents of Change in School Transformation
Situated on the front lines of education, teacher leaders are the true heroes of the education system.

Your vision and passion lead the quest for deeper learning and transformation. Your intuition and experience guide your path. But what happens when you see the way to bring more meaningful and relevant learning experiences to your students, yet challenges and obstacles litter your path?

This workshop will use the metaphor of the Hero’s Journey to explore how teacher leaders can act as agents of change to transform their schools. Drawing from Brené Brown, Elena Aguilar, the School Reform Initiative, and the power of networks, this workshop will unfold in three acts centered around the story of two Vermont teachers who will share their quest to increase personalization of student learning through flexible scheduling.

In Act 1, participants will identify their own call to adventure and articulate the rules of their world (What is your vision?).

In Act 2, participants will identify and define the true obstacles blocking their path (How do you keep moving forward when you’ve surpassed the resources available to you? How do you get your colleagues to join your innovations as partners and overcome the fear of big changes?).

Finally, redemption will arrive in Act 3, when participants will fill their hero's backpack with tools & strategies and build a map to complete their quest to scale innovation school- or district-wide. This toolbox will include ways to increase capacity for teacher leaders to become effective coaches and to create sustainable and enriching networks with other intrepid & like-minded educators/adventurers aiming to lead school change from within. This adventure will highlight ways to work through challenges without losing momentum or sanity.

avatar for Susan Hennessey

Susan Hennessey

Professional Development Coordinator, Tarrant Institute for Innovative Education
Susan Hennessey is the Professional Development Coordinator for the Tarrant Institute for Innovative Education at the University of Vermont, where she facilitates teacher and student learning toward student-centered practices. Before becoming part of the TIIE team, Susan was the Library... Read More →

avatar for Emily Hoyler

Emily Hoyler

PD Coordinator, Tarrant Institute for Innovation Education
Professional development, middle grades, education for sustainability, mindfulness, social-emotional learning, project-based learning, student-centered learning, voice-choice, UN 17 Goals for Sustainable Development.

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 203


The Power of Students Reflection - System, Structiures, and Langauge
In this session, participants will develop a deeper understanding of the 'why' of student reflection and goal setting and how it impacts both teaching and learning. Through video, text and small group discussion, we will unpack the systems, structures, and language that support the development of reflection and goal setting as a culture and as a routine. Participants will highlight existing practices and elevate these to create a tool box of strategies that can be implemented in their practice.

avatar for David Dobson-Smith

David Dobson-Smith

Head of School/Director of Student Support, AltSchool
avatar for Symon Hayes

Symon Hayes

Senior Learning Designer, AltSchool
I am fortunate to work in education in the Bay Area and excited by the continually growing community at Deeper Learning Conference; to be around such an amazing and forward thinking group of people is inspiring. I presently provide professional development focusing on increasing... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 127


Up for Debate! Engaging Students Through Debate in Math & Science Classes
Debate and classroom discussion have often been staples of the humanities classroom. However, as Elham Kazemi states “everything we know about student learning and classroom practice tells us that classroom conversations are crucial to mathematics learning.” Debate activities are known to increase student achievement and engagement, deepen conceptual understanding and build critical thinking skills and argumentation. Debate can raise the level of discourse in any classroom. Thus, students need to discuss and debate in science and math class, and this session will show you how to do it!

In our session, we will explore ways to incorporate debate into everyday lessons, from warm up exercises to classroom activities to summative assessments. We will start by learning some simple structures and routines for breaking away from a more direct classroom discussion to creating a classroom culture where students are empowered to discuss and debate topics each day. We will experience examples in action, from the perspective of a student, and then we will look at the reasoning and research behind these experiences. Lastly, we will build on these structures and ideas to develop classroom activities and projects that engage students of all levels in a high quality discourse, teaching them how to develop their arguments and critique each other. Let’s get our students debating in math and science!

avatar for Chris Luzniak

Chris Luzniak

Math Teacher/Dept Chair, The Archer School
Chris Luzniak is currently a math teacher and department chair at The Archer School for Girls in Los Angeles. His 15+ years of teaching mathematics began in New York City public schools, where he also founded and coached the Speech and Debate team. Through this combination of teaching... Read More →

Wednesday March 27, 2019 2:00pm - 3:30pm
HTE 208


Using Scrum Boards and Prototyping: A Collaborative Approach to Authentic Problem Solving
A unique blend of two CTC pathways were solicited to solve a real-life problem for a local elementary student. This presentation will demonstrate how the Machining Engineering Technologies class joined forces with Allied Health to use Project Based Learning principles to design and build adaptive technology to support a student with a disability.

Participants will experience and engage with prototyping and scrum boards as they experience a project slice. The participants will also engage in interactive dialogue about the opportunities, struggles, and successes when teaching integrated projects.


Wednesday March 27, 2019 2:00pm - 3:30pm
HTHI 123


When You Support LGBTQ Students, You Support All Students!
As educators, we must first establish emotional and physical safety in our academic spaces if we expect our students to be able to engage in their own learning. The focus of this workshop is to explore identify and equity within the school setting by examining ways to support Lesbian, Gay, Bisexual, Transgender and Queer/Questioning (LGBTQ) youth. The objectives of this workshop will be:
1) Providing and developing strategies for supporting LGBTQ students and creating inclusive school environments.
2) Learn and/or review LGBTQ inclusive language.
3) Assess and develop action plans for creating inclusive educational spaces.
The Gay, Lesbian and Straight Education Network (GLSEN) is the leading national education organization focused on ensuring safe schools for all students, regardless of sexual orientation or gender identity/expression.

avatar for Cynthia Ramirez

Cynthia Ramirez

Director of Student Support, Deeper Learning Equity Fellow, Technology Leadership High School

Wednesday March 27, 2019 2:00pm - 3:30pm