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–3 [clear filter]
Friday, March 29


Belonging Matters: Using Continuous Improvement to Create Equitable Learning Environments for Students
At EL Education and Equal Opportunity Schools, we believe that students’ sense of belonging is foundational to student success. In EL Education, students’ sense of belonging in Crew - our advisory structure - drives students’ participation in deeper learning activities, specifically their willingness communicate ideas and collaborate with others, and their sense of personal investment or self-direction in contributing to the culture of Crew. At EOS we work to ensure historically underserved students’ have equal access to, and opportunities to succeed in, academically intense high school programs like Advanced Placement (AP) and International Baccalaureate (IB). Messages that students will or won’t or do or don’t belong in these classes function to mitigate or perpetuate systemic issues around access and achievement in AP or IB courses. In both of these instances, sense of belonging is especially critical for students from underserved communities - and serves as a powerful focus area for teachers and leaders to promote as an engine for more equitable outcomes.

Together, our organizations ask:
Question #1: How can we support leaders and teachers in transforming their learning environments to be more responsive to students’ belonging, especially for underserved students?
Question #2: How can we shift adult mindsets around equity to emphasize the responsibility of the learning environment (teachers, leaders, climate) and student assets?

In this session, both organizations will engage participants in hands-on learning activities that include: analysis of a student Crew belonging survey to lift up disparities/questions; investigation of student and staff perspectives on belonging along a school pipeline to and through an AP experience; application of continuous improvement to consider and test change ideas to address inequities; and, opportunities for session participants to consider how they might transfer learning to test in their own contexts.

avatar for Adam Kay

Adam Kay

Equal Opportunity Schools
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 →

Friday March 29, 2019 9:00am - 10:30am
HTE 215


Building Bridges for Change by Blending SEL with Academics
When social-emotional learning is integrated into the curriculum, it sets the stage for each child to truly tap into their creativity. Innovation thrives in schools when students and teachers feel safe to take risks. In this workshop, we will introduce the Six Seconds EQ Model and the Synapse HEARTS Model, with a particular focus on the competencies most important for project-based learning and educating change makers. The goal of this workshop is to provide insights into how SEL, and academics can be fully integrated into a PBL curriculum.

We will share examples of projects and curricular construction tools from Synapse that reflect and support the mission and vision of our school. In the interactive portion, participants will work together in small groups, using the tools provided to construct project scaffolds and design interdisciplinary, integrated projects and lessons. We will conclude the workshop by leading participants in a reflection on how these models and tools can be used in their schools.


Stephanie Seto

Senior Director of Middle School, Synapse School


Katie Morgan

Director of Teaching & Learning, Synapse School
avatar for Liz Davis

Liz Davis

Assistant Head of School, Synapse School
Assistant Head of School, Synapse School

Friday March 29, 2019 9:00am - 10:30am
HTE 221


Cannonballing Into the Proficiency Pool! Leveraging Student Choice Playlists and Transferable Skills Digital Badging to Place Students in Charge of Their Own Learning
Why dip your toes, when you can dive in? This interactive workshop will provide resources and reflections on creating a culture of student centered learning within your classroom. No time to reinvent the wheel? You don’t have to! From proficiency playlist design, to leveraging student designed Digital Badging of transferable skills, the workshop will focus on the design elements that provide student voice and choices in their own learning, increasing agency within the classroom. We will address differentiation for all student abilities, and the possibilities for formative assessment opportunities to track learning along the journey. Attendees will have the opportunity to backwards design their thinking about curriculum, student reflection, teacher feedback, and how a focus on skill development can lead to interdisciplinary connections that take down the walls within schools.

avatar for Noah Hurlburt

Noah Hurlburt

Science Educator, Greater Rutland Central SU
Proficiency based and student centered classrooms, digital playlist curricular designs to create student independence, authentic assessment to encourage student voice and choice, classroom mindfulness

Friday March 29, 2019 9:00am - 10:30am
HTE 123


Creating Deeper Learning Environments for (Design) Teams
Pivot Learning’s Beyond High School Initiative is a collaborative design process that helps schools transform their learning environments to ensure students are engaging in deeper learning so that they have the opportunity to succeed in college and career. We believe that to create opportunities for deeper learning for students, we need to also create opportunities for deeper learning for adults. This belief got us questioning: What does deeper learning for (design) teams we work with look like?

This introduction to Pivot Learning’s Beyond High School Initiative's approach will provide participants with an understanding of how they can begin to integrate design thinking, growth culture and equity into their school culture and teams to design or redesign deeper learning environments for students and adults.
Our change design model leverages the design process that allows participants to identify core problems of practice from the user perspective and set parameters for solutions. Our emphasis on people and team development gives diverse teams the space to develop and test potential solutions, iteratively engaging stakeholders while also supporting them in growing as a deliberately developmental team i.e a team focused on adult development and equity. By employing a culture which embraces both growth and equity lenses when addressing root causes, studying the current context, understanding the user experience and suspending judgment to allow space for creative ideas and solutions, this design process goes beyond the “normal” design or inquiry cycles.

During the session, participants will learn about our change design process and will engage in a design cycle to address a dilemma around their (design) team to understand how to leverage the design process in conjunction with growth culture and an equity lens to build a deliberately developmental (design) team. As such, we strongly encourage participants to attend the workshop in teams.

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 →


Jignasha Pandya

Pivot Learning Partners

Friday March 29, 2019 9:00am - 10:30am
HTHI 219


Cultivating Equity and Engagement through The Danielson Framework for Teaching
This session describes the essential aspects of a teacher’s responsibilities that have been documented through empirical studies and research from Charlotte Danielson that ultimately improve student equity and engagement. The session will highlight the complexity of teaching and how educators can develop a clear path to excellent teaching.This complex nature of teaching is divided into 22 components clustered into 4 domains: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. Throughout the session, we will use case studies, rubrics, and collaborative discussions to help educators hone their implementation of equity and engagement in the classroom.

1. Participants will analyze the structure of the Framework for Teaching by explaining key words and phrases from each domain that represents equity for all students and bridges cohesiveness between school-wide initiatives.

2. Participants will learn how to effectively apply strategies that support how to create an environment of respect and rapport, establish culture for learning, and organize physical space.

3. Participants will participate in student engagement activities across content areas that demonstrate how to communicate with students, demonstrate flexibility and responsive, and engage students in learning.

avatar for Brian Johnson

Brian Johnson

Manager of Special Projects, The Danielson Group

Friday March 29, 2019 9:00am - 10:30am
HTE 208


Design! Connect! Go!: Leveraging Design Thinking and Art-Based Partnerships for Connected Project Based Learning (PBL)
During this session, we will push participants to think deeply about how to engage students, convey disciplinary content, and ensure equitable collaboration in groups. Session attendees will participate in a hands-on design thinking process to develop a curriculum that is rigorous, relevant, and accessible for all students. Participants will explore connected learning, an inquiry-based approach assessment framework for competency-based learning. We will invite participants into the exciting PBL and design thinking approach being used at The U School in conjunction with the Project-Based Learning (PBL) Certificate Program at the University of Pennsylvania Graduate School of Education. Members of The U School Humanities department will share examples of arts-based partnerships we have leveraged in our curriculum over the past 4 years, from Moore College of Art and Design to the Mural Arts Program to Opera Philadelphia. At the beginning of the workshop, we’ll do a network map together to explore potential art based and community partnerships (digital and non-digital). Participants will complete design-sprints to outline and prototype PBL projects that could be used in competency-based or digital portfolio methods in order to help students become effective curators of their own learning. Participants will leave this session with a network map of community partners, a template for a design-thinking approach to unit design, and an outline for a unit to be implemented in their own learning environment.

Find the link to the slide Deck at https://tinyURL.com/y3bmd7be   And/OR  Register on CurioLearning to access resources from the presentation https://mailchi.mp/curiolearning/signup

avatar for Samuel Reed

Samuel Reed

Founding Humanities Educator, U School
Samuel Reed III, M.Ed, MBA, is an educator, blogger, and social entrepreneur. His passion includes arts in education, media literacy and understanding youth culture. Reed teaches students to Read, Write and Make Sense of the World at the U School in Philadelphia and has been a correspondent... Read More →

Friday March 29, 2019 9:00am - 10:30am
HTHI 217


Essential Guidance for Essential Questions: How do we craft guiding questions for the classroom that move students from inquiry to impact?
With the XQ learner goals in mind, participants will collaboratively design content-aligned “big questions” that will stimulate students’ curiosity for content acquisition and investigation. Using a simple, free app for facilitating Self Organized Learning Environments (SOLEs), participants and their groups will understand and experience how to use “big questions” as the foundation of inquiry-based instruction to develop deeper learners. This session will help teachers get started to write their own driving or BIG question. Participants will leave with 3-5 created quality questions that are aligned to multiple high-quality standards-aligned questions that reflect the learner outcomes.


Fernando Wagner

Advisor, New Harmony High

Friday March 29, 2019 9:00am - 10:30am
HTHI 202


Experiments, Explorations and Entrepreneurship: Making More of the Math Classroom
Math is more than just numbers on a worksheet. It can be beautiful, fun and inspirational! In this active learning session, educators will explore building a student-run business as a way to enhance the math curriculum in any grade level classroom. With help from San Diego-based nonprofit Real World Scholars, two teachers have transformed their math classrooms into successful businesses that are giving back to the community and solving real world problems.
Participants in this active learning session will hear from two EdCorps founders in their second year of facilitating student-run businesses. These two unique perspectives will allow the attendees to cultivate ideas and share real-world problems their own students can solve.
Collaboration plays a major role in the deeper learning process. One of the most challenging aspects of collaboration is finding like-minded individuals who share a purpose. Brooke and Amy have been connected through EdCorps, even though they are thousands of miles apart. They will share their journey and help others generate ideas, explore resources, and build relationships that could transform classrooms around the world.

avatar for Brooke Tobia

Brooke Tobia

Teacher, Carlsbad Unified
Brooke Tobia has over ten years of teaching experience within the fields of Mathematics, Science and English. She specializes in project based learning, student self-assessment, and innovation within the classroom. Brooke is currently part of Calavera Hills Middle School’s Math... Read More →

avatar for Amy Brownlee

Amy Brownlee

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

Friday March 29, 2019 9:00am - 10:30am
HTE 129


Facing the Fear of Public Speaking: Cultivating Confident Young Speakers in the Classroom
Communication is how we express who we are, speak up for what we care about, and connect with others, which is why it must be cultivated at an early age. Unfortunately, many young people have experiences that lead to learned anxiety around public speaking and send the message that they are not good speakers. When some youth voices are silenced by personal fears or perceived as less important by others, it is virtually impossible to truly foster inclusion in the schools and communities we serve.

AnnMarie Baines of public speaking non-profit, The Practice Space, draws upon years of ethnographic research with youth and their families to share key findings and methods for building youth confidence around public speaking. Her work offers strategies for creating safe, inclusive experiences that promote youth confidence and help them practice everyday communication skills that enable them to speak up and be heard. In this session, participants will be introduced to common sources of social anxiety for students of different ages and how to create inclusive environments where everyone can find their voice. Participants will engage in hands-on public speaking exercises that they can use to model with students to help young people share their learning, make their work public, and listen to diverse experiences. This session will end by exploring ways to help students take their voices beyond the classroom to engage in consequential, powerful dialogue in their schools and communities.

avatar for AnnMarie Baines

AnnMarie Baines

Executive Director, The Practice Space
Find me to discuss elevating underrepresented voices (especially youth voice), developing oral communication and public speaking skills, advancing inclusive education, and building partnerships that strengthen people's ability to advocate for themselves in their communities.

Friday March 29, 2019 9:00am - 10:30am
HTHI 208


Hands On Humanities: An Adaptable Project-Build in the Humanities Classroom
Our Memorial Park Project provides a rich opportunity for cross-disciplinary learning and assessment while developing students’ abilities to reflect meaningfully on their work. In this practical session, teachers will walk away with everything they need to adapt this project to their curriculum: from project exemplars to sample video journals, from pacing guides to rubrics. Using one school’s experience as a model, participants will begin crafting a plan to implement a project to ‘memorialize’ learning that fits the unique needs of their students, curriculum, and school. Participants will prototype the project by personalizing their experience to fit their program goals. Facilitators will provide the entire unit and offer guidance while teachers brainstorm, prototype, and reflect. By the end of the workshop, participants will be well-armed to go forth and implement this project as a part of the deeper learning culture!

avatar for Kathy Mendez

Kathy Mendez

Humanities Faculty, Greenwich High School Innovation Lab
avatar for Courtney Hawes

Courtney Hawes

Humanities Faculty, Greenwich High School Innovation Lab

Friday March 29, 2019 9:00am - 10:30am
HTE 206


How to Foster Dialogical, Digital and Deeper Learning?
Design your teaching and learning!

The aim of the session is to experience learning design principles for deeper learning outcomes. The design is based on the latest results of deeper learning studies in teacher education in Finland. The session will familiarize participants with a new DDD pedagogical model (Dialogical, Digital and Deep learning activity). The model emphasize through deeper learning orientation: self-paced, authentic, dialogical and collaborative knowledge construction in diverse digital environments. This session gives to you 6 Design Principles (DP´s) to revise your deep learning design practices.

You as a participant will enhance practice-led knowledge of deeper learning design, and will discover
a) how to design competence based learning processes which promote deep learning,
b) how to support social learning process with dialogical methods,
c) how to support dialogical collaborative knowledge construction, and
d) how to make deeper learning activities more transparent and open to evaluation.

In the session, you will will experience the power of dialogical participation through methods exercises.

The digitization of work and learning challenges us to facilitate a change in the learning culture towards deeper learning processes.

avatar for Sanna Ruhalahti

Sanna Ruhalahti

Teacher educator, HAMK School of Professional Teacher Education (Finland)
I´m a doctoral candidate at University of Lapland (Faculty of Education) and I work as a teacher educator. My passion is learning design which promotes dialogical knowledge construction in a learning communities towards to deep learning outcomes.

Friday March 29, 2019 9:00am - 10:30am
HTHI 127


I Like To Move It, Move It (In Math)!
Use kinesthetic movement to make math engaging and effective! This interactive class uses brain science to show you fun math games and strategies that will keep students excited and increase critical thinking/working memory. Teachers will learn how to provide equity for ALL students through making math active. Walk away w/ activities you can use tomorrow! Best for elementary educators.

Copy and paste the link to open the resource folder: (includes slides) 

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 →

Friday March 29, 2019 9:00am - 10:30am
HTHI 215


Invisible Bias, Visible Experiences: Let’s Check Ourselves!
As we navigate our identities as educators, we must examine our biases. In this interactive workshop, educators will start by listening and reflecting on experiences having to do with implicit bias. They will then craft their own equity moment narrative in the context of a time when they have felt misunderstood. They will also analyze moments in history where bias shaped the way events were portrayed answering, “Which past events, individuals, or ideologies contributed to the biases that shaped our experiences?”  By the end, they will be able to draft a storyline connecting their narratives to each others’ and to relevant history. We will provide examples and resources for how to do this in your classroom.


Andrea Frias

Teacher, High Tech High

Friday March 29, 2019 9:00am - 10:30am
HTE 217


Making Space For -- And Making Use Of -- Student Language Within Math Performance Assessment
Though we know mathematics content learning and language learning happen together, we don’t always know how to leverage the language students produce as a resource for all students. In this workshop, we explore routines for generating and using student language in collaborative sense-making during mathematics activities. We will focus on routines designed to give students a purpose in attending to -- and making use of -- the language and ideas of their peers. The routines are grounded in four design principles for mathematics curriculum developed by SCALE and Understanding Language at Stanford University in collaboration with Illustrative Mathematics, and extended by Envision Learning Partners. You will have an opportunity to adapt a math task -- or an interdisciplinary task -- to try with your own students; if this sounds like fun, bring a task to share with colleagues and we'll adapt it together.


Jim Malamut

Envision Learning Partners


Marjorie Johnson

Vice Principal, Impact Academy of Arts & Technology, Hayward, CA

Vinci Daro

Envision Learning Partners

Friday March 29, 2019 9:00am - 10:30am
HTE 108


Meeting Students Where They Are: What Does Competency-Based, Self-Paced Learning Actually Look Like In My Classroom?
By examining various “signature” competency frameworks, participants will gain a deeper understanding of the elements at play in teaching and learning subject or classroom competencies. While rotating through learning stations, participants will probe effective pedagogical tenets and assessments of competency-based learning to establish equitable learning environments, especially for students with different learning strengths and challenges. After a culminating Table Talk activity, participants will leave with (and commit to) competency-based learning practices and strategies that ensure all students have the opportunity to accelerate and deepen their learning.

avatar for Deion Jordan

Deion Jordan

Dean of High Expectations, Crosstown High
Deion Jordan currently serves as the Dean of High Expectations and teaches English Language Arts at an XQ Super School, Crosstown High School in Memphis, TN. He holds a B.A. in Philosophy from Connecticut College. Deion believes that learning is a mutual exchange between pedagogue... Read More →

Samantha Stiles

Teacher, Crosstown High
I love investigating different ways to engage students in texts and classroom discussions through personalized learning plans.
avatar for Angela Stepancic

Angela Stepancic

Educational Designer, reDesign

Friday March 29, 2019 9:00am - 10:30am
HTHI 218


Our Most Powerful Tool to Transform Education is Hiding in Corporate America: Leveraging the Agile Mindset to Drive Deeper Learning
"I am totally vested in Agile and I see gains in students when following Agile principles."

Mark Matson, Iowa BIG Teacher

As the pace of technological advancement increased at an unprecedented rate over the last several decades, the complexity of the accompanying problems began to outstrip the capability of many organizations’ processes and the mindsets supporting them. In response, groups of grass roots thought workers began experiments with unconventional new ways of thinking about how to solve these problems, and the Agile mindset was born.

Flash forward to the present, where the Agile mindset has allowed companies to stay competitive in a world where change is the only constant, demand for continuous evolution of products and services is the de facto expectation, and high-functioning, collaborative teams are must-haves. Agile solves problems and creates opportunity by encouraging small, safe iterations of work with robust feedback. One primary focus?  Learning as quickly as possible. Why should this mindset, one that is enabling humans to solve incredibly complex problems faster than ever before, be in the domain of education? Because Agile is a mindset of learning; and the job of school is learning.

This session will provide an introduction to the Agile mindset. You’ll quickly see how the simple tenets of Agile empower and engage students ways that traditional learning simply can’t. The ideas presented aren’t theoretical. Agile is driving dramatic improvement in schools focused on producing deeper learning and strong agency through authentic projects. One such school, Iowa BIG, has implemented Agile and has dramatically improved an already strong approach to learning. Hear directly from Iowa BIG about how Agile is fundamentally changing outcomes for students and teachers. 

avatar for Nate Adams

Nate Adams

Agile Coach/Software Architect, NewBoCo
avatar for Trace Pickering

Trace Pickering

Executive Director, Iowa BIG

Friday March 29, 2019 9:00am - 10:30am
HTE 203


Racialized Dis/ablement in the Classroom and Racial Literacy as a Tool for Healing
This presentation uses Dis/ability Studies in Education (Gabel, 2005), contemporary deficit thinking (Valencia, 2010), and racial literacy (Stevenson, 2014) to critically analyze the educational and emotional experiences of previously incarcerated youth. The participants’ stories highlight the ways in which narratives of dis/ability (Baglieri & Knopf, 2008) are frequently used to criminalize children of color within schools and push them into the school-to-prison pipeline. This discussion will emphasize the importance of critiquing deficit-thinking in research and teaching through the use of racial literacy techniques, with the goal of finding practices that are truly supportive and inclusive for students of color with dis/abilities.


Jordan Adler

High Tech High, San Diego, CA

Friday March 29, 2019 9:00am - 10:30am
HTHI 204


We Want In: A Deeper Learning Inclusion Agenda for Students with Disabilities
Traditionally, students with disabilities have been relegated to more rote learning experiences. This is in large part due to adult biases on what students with disabilities can learn and do. Nevertheless, our students with disabilities will enter the same economy and society as their peers and that economy and society demands them to demonstrate deeper learning. Research shows that—with the right accommodations—this group can engage in the same learning as their peers without disabilities. Furthermore, the great majority of students with disabilities spend the great majority of their time in general education classrooms. Leaving students with disabilities out of the deeper learning conversation is thus as practically infeasible as it is morally unjust. Ace Parsi, Director of Innovation at the National Center for Learning Disabilities, will present the organization's learning around what practices and policies can ensure students with disabilities engage in deeper learning.


Ace Parsi

National Center for Learning Disabilities

Friday March 29, 2019 9:00am - 10:30am
HTE 109


What Can 4,000 Students Teach Us About Equity?
This workshop will be a mostly self-directed exploration of the stories students shared with TNTP during our research for our report The Opportunity Myth.  After digging into the stories and key resources highlighted in the report, participants will apply their learnings to develop action plans to provide more equitable experiences to their students. Because this workshop will be "flipped" please read the Opportunity Myth's executive summary as prework. (You can access the report via the link above.)  


Kit Tollerson

Leadership Coach & Project Director, School Design, TNTP

Brittany Jacobs

Partner, TNTP

Friday March 29, 2019 9:00am - 10:30am
HTE 216


What Does it Mean to be Rooted for Success?
White American culture shapes the experiences of students of color, particularly as they leave their communities and enter institutions of higher education, typically predominantly white. In this interactive workshop, we will present an equity-focused framework for building social emotional agency for students of color. We will engage the audience in exploring how our mindsets and professional practices can advance or hinder the development of students’ agency to make difficult choices in life, as they negotiate who they are, filter the perceptions of others, and who they want to be in order to succeed in college, career and life.


Angelica Fuentes

Center for Powerful Public Schools


Talma Shultz

Director, Strategic innovation and programs, Center for Powerful Public Schools
Dr. Talma Shultz develops curriculum, supports district-wide Linked Learning implementation and coaches career-themed high schools to prepare students for college and career. Dr. Shultz was a school coach and curriculum developer at Facing History and Ourselves, worked for Los Angeles... Read More →

Friday March 29, 2019 9:00am - 10:30am
HTHI 124


Why Coding? Creating and Leading Compelling Challenges
Schools are increasingly including coding in their classes as a compelling new literacy. In the past, computer science has been seen as something dense and difficult: intended for the specialist. That paradigm is shifting in favor of one in which all learners are exposed to this engaging form of computational thinking that unleashes creativity, problem-solving, and deep learning. We will explore why and how to bring coding into our schools and the exciting tools available to the educator and all students.

avatar for Christopher K. Sokolov, Ed.D.

Christopher K. Sokolov, Ed.D.

Director of Innovation and Technology, San Francisco Day School
As Director of Innovation & Technology at San Francisco Day School (K-8), Dr. Christopher K. Sokolov led the implementation of his second 1:1 iPad program. He helps build great programs and experiences for students including SF Day’s Innovation Lab. He previously spearheaded efforts... Read More →

Friday March 29, 2019 9:00am - 10:30am
HTHI 123


“Not Another Survey!” - The Wild West of Social-Emotional Learning: The Next Frontier in Deeper Learning Assessment
We know that social-emotional learning (SEL) plays a key role in supporting students’ engagement with rigorous academic content and their development of lifelong learning habits and dispositions - i.e., deeper learning! Do students have opportunities in your school’s program to develop SEL competencies? If so, right on! How do you know that your program is working - that students are developing the SEL competencies you value? Come hear about a Stanford University research project (“Measures of Social-Emotional Learning”) that has been innovating on meaningful SEL measures that are integrated with authentic, student-centered learning experiences. In this workshop, you will experience a couple of the SEL measures developed by our partner schools; hear from a panel of practitioners, students, and assessment developers about their experiences developing, piloting, and learning from these SEL measures; learn about a research-tested design framework and a step-by-step process for developing meaningful and actionable measures of SEL competencies that go beyond traditional survey measures; and take a first step on that journey in your own school.


Vinci Daro

Envision Learning Partners

avatar for Ruth Wei

Ruth Wei

Dir of Research & Innovation, Envision Learning Partners
I recently made the transition from working at SCALE - Stanford Center for Assessment, Learning, & Equity to my new position as Director of Research & Innovation at Envision Learning Partners. I hope to deepen the work that I do in supporting school networks, states and districts... Read More →

Friday March 29, 2019 9:00am - 10:30am
HTE 115


“What Problem Do You Want to Solve?” Use Inquiry to Grow Lifelong Learners
Many of us were asked as students, “What do you want to be when you grow up?” A more relevant question in today’s world is, “What problem do you want to solve?” Inquiry is a powerful driver of Deeper Learning where students develop the skills, knowledge, and dispositions to become lifelong learners and creative problem solvers. This is true whether we are engaging students in PBL, work-based learning, service-learning, or a variety of other forms of Deeper Learning. In this workshop, we will use a collaborative, experiential approach to build understanding of inquiry and then apply an inquiry framework to re-imagine different types of Deeper Learning experiences. Also, come early if you like games and puzzles!

avatar for Frank McKay

Frank McKay

RTI International
Education consultant at RTI International's Center for Education Services leading design, delivery, and evaluation of innovative models of professional learning for K-12 educators. Ready to talk all things education, especially inquiry-based learning and PBL, equity, blended learning... Read More →

Friday March 29, 2019 9:00am - 10:30am
HTE 122