CONTENTS
Attendee Information
1
DL 2016 Conference Goals and Special Events
4
Agenda
7
Keynotes
8
An Entry Dive in Equity Rooms
16
Mini Deep Dives
17
Workshops: Round One
20
Workshops: Round Two
24
Deep Dives
28
Workshops: Round Three
36
3
Deep Dive Den (D ) and Equity Exhibition Den (E2D)
3
42
Deep Dive Den (D ) Bios
44
Equity Exhibition Den (E2D) Bios
48
DL Makers Den
52
Maps
57
Upcoming Deeper Learning Events
62
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Deeper Learning 2016
Attendee Information
Attendee Support Desk
Lose something? Need help with the local area? Need a pen?
Feeling sick? DL2016 staff will be present at the registration table
at the HTH Forum throughout the conference to ensure each of
you have a great event. We will do our best to help you!
Local Addresses
High Tech High Forum and High Tech Elementary (HTe)
2150 Cushing Road
High Tech High International (HTHI)
2855 Farragut Road
Stone Brewing World Bistro and Gardens
2816 Historic Decatur Rd #116
Courtyard Marriott
2592 Laning Road
Homewood Suites
2576 Laning Road
Holiday Inn
4875 N. Harbor Drive
Name Badges
Please wear your badges throughout the event. Your badge helps
us get to know you and helps you get to know others. Badges
may be recycled at the registration table at the conclusion of our
event. Use your chalkboard pin to share your wonderings about
deeper learning with others! Try starting a conversation rather
than listing where you work--Go DEEP!
Presentations and Handouts
To save trees, workshop and deep dive materials will be made
available online on at https://deeperlearning2016.sched.org/
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AT T E N D E E I N F O R M AT I O N
Deeper Learning 2016
March 23–25, 2016
Go Mobile!
Download the DL2016 Mobile Schedule at:
https://deeperlearning2016.sched.org/
Stay up-to-date with event happenings and connect with others
during and after the event!
Social Media
Connect with the Deeper Learning community and
your fellow attendees!
Use the hashtag #deeperlearning
when tweeting about the event.
If you have a gmail account, share your thinking on the
Google+ community at: Deeper Learning.
If you are forever on Facebook, share your learning on
the High Tech High Graduate School of Education page!
Sharing Your Work
Blog on the Spot: While noshing some sweet treats, share
your voice and ideas in 5 minutes or less. Your short written
contribution will be included in blogs and on social media
during the conference. Reach a wide education audience with
your key learnings and reflections and contribute to the spread
of deeper learning outcomes for all students.
Get funding to go deeper! Do you have a classroom
project or expedition that you’re currently working on or
want to create with your students? If so and you need
supplies or funding for it, we invite you to apply for resources
through Think It Up, a first-of-its-kind platform to fund studentpowered, teacher-led learning projects in partnership with the
Entertainment Industry Foundation (EIF) and DonorsChoose.org,
the popular teacher crowdfunding charity. Stop by the GSE Forum
where we will help you create project proposals right on site. You
can get the money you need to go deeper with your students!
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Deeper Learning 2016
March 23–25, 2016
Video and Photos
Don’t be surprised if a film crew takes a photo or video of you.
We like to document our events so we can show others what we
do here at DL2016. Please note we may use your image or video
in publications that promote the Deeper Learning conference.
Wireless Network Information
Wireless Network Name: HTH-WiFi
Username: hthguest
Password: gohth!
Deeper Learning is generously supported by
Recognitions
DL2016 appreciates the various groups who have made DL2016
more than just a three-day conference but rather a deeper learning
week. Among them include the Equity Fellows organized by Big
Picture Learning and Internationals Network; Deeper Learning
Leadership Fellows organized by Envision Learning Partners;
the College, Career, Civic Readiness Networked Improvement
Community organized by the High Tech High Graduate School of
Education Center for Research on Equity and Innovation, supported
by the Walton Family Foundation who graciously covered
registration costs; Student Voice.org who convened students
around a Student Bill of Rights; Start-Up Ed who brought together
education entrepreneurs; and Tali Lerner who convened our first
gathering of international deeper learning educators. We would
like to thank Sound Image for donating their audio equipment.
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AND SPECIAL EVENTS
Deeper Learning 2016
Conference Goals
DL2016 will explore questions like:
How can we engage students in deeper learning
experiences?
How can we support educators in designing deeper learning
experiences for students?
How can we cultivate leaders who facilitate deeper learning in
schools?
How can we create and advance equitable learning
environments?
How do we spread deeper learning to all schools?
CONFERENCE GOALS
At DL2016 you will:
Experience deeper learning for yourself through deep dives,
interactive workshops and an innovative DL Makers Den.
Connect with powerful educators who care deeply about
preparing students for college and the careers of tomorrow.
Create new ideas and tools to implement and scale deeper
learning.
Norms
Be hard on the content; soft on the people
Step up; step back (i.e. Share the air)
Follow the protocols; it helps others when they are taking a risk
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Special Events
Deep Dive Den, Equity Exhibition Den, DL Makers Den:
Expanded and Epic!
We believe in a differentiated conference experience, so in addition
to our workshops, DL2016 offers alternative sessions for attendees to
think deeply, connect with others, and build new ideas. The Deep Dive
(D3) and Equity Exhibition (E2D) Dens are casual learning spaces to hear
from leading thinkers in the deeper learning field. The DL Makers Den
offers sessions for attendees to experiment with welding, 3D printing,
vinyl cutting and much more. And lastly there will be ample opportunity
to share the learning with others in our new on-the-spot blogging studio.
Seating is limited for scheduled talks and maker sessions. Check out
the D3 schedule on pg. 42 of the program.
An Entry Dive into Equity – Wednesday morning
Using a structured protocol with an experienced facilitator, we will dig
deep into our own equity and deeper learning experiences. This session
will serve as a way to connect with ourselves, each other, and to the
work of scaling deeper learning.
THE UNCONFERENCE – Friday morning
An Unconference is a participant-driven meeting where attendees
propose topics they would like to discuss with others. Throughout the
event, if you want to initiate a discussion on a topic, simply write your
idea on the Unconference Idea wall at the HTH Forum (next to the
registration table). DL2016 staff will synthesize the ideas and share
the Unconference topics and room locations on Friday morning. An
Unconference follows a few guidelines:
•
•
•
Whoever comes is the right people
Whatever happens is the only thing that could’ve
The Rule of Two Feet (go where you want to go)
The roles at an Unconference are few. There is a Convener (someone
to get the conversation going), a Scribe (someone to record thoughts
of the group) and participants. If a scribe decides to move to another
session, he or she should designate a successor.
We’ve found that the Unconference format spurs fresh ideas, taps into
people’s diverse perspectives and collective problem-solving skills,
and allows people to connect around similar passions, change ideas
and next steps.
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SPECIAL EVENTS AND AGENDA
Special Events
Deeper Learning Olympics – Optional Thursday and Friday Mornings
Join your fellow Deeper Learning attendees for a morning challenge
from 6:30am to 7:15am.
Cycling the City!
Grab one of the bikes stationed near the Homewood Suites/USS
Recruit Ship and do a self-guided cycle on the San Diego Bay.
The bikes are rented ($7/ for 1-hour or $12/ for 2-hours) through
DecoBikes with dozens of locations across the city to pick-up and
return your bike.
Meditation Morning
Join Will Haase for a mediative start to your day. He will share
some research on mindfulness in schools and give attendees
an opportunity to practice meditation. Those new to meditation
or those who have a regular practice are welcome! Meet in the
Courtyard Marriott bar area.
Running with Ron & Friends
Ron Berger and others will greet all runners and walkers to suggest
routes. Groups will organize based on desired distance and speeds.
Meet in the Courtyard Marriott lobby.
SUP-It-Up!
Join Laura McBain for a sunrise stand up paddle session. Note:
This session is limited to 15 people. Sign up on the Sched App.
Yo, Yo, Yo! It’s Yoga
Go deep within yourself and start the day with a hatha style yoga
session. Meet on the lawn outside the pool area of the Courtyard
Marriott.
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Deeper Learning 2016
Agenda
Tuesday March 22
6:00-8:00 pm Deeper Learning Meet-up
Meet and connect informallywith other DL2016 attendees
in the outside bar area of the Courtyard Marriott.
Wednesday, March 23
8:00 am
9:00 am
9:30 am
10:30 am
10:50 am
12:00 pm
12:30 pm
1:00 pm
2:30 pm
3:00 pm
4:30 pm
5:15 pm
6:00 pm
Breakfast/Registration HTH Forum
Welcome from Deeper Learning Team
Keynote with Tony Simmons HTH Forum
Transition, accompanied by the Deeper Learning Band
An Entry Dive into Equity HTE/HTHI
Lunch HTH Gym
DL Makers Den Opens HTHI
Workshop Round 1/Mini Deep Dives HTE/HTHI
Deep Dive Den & Equity Exhibition Den are open
Transition
Workshop Round 2 HTE/HTHI
Transition
Reception and Dinner Courtyard Marriott (gratis)
The Deeper Learning Games
Thursday, March 24
6:30-7:15am
8:00 am
9:00 am 10:10 am 10:30 am 12:00 pm 1:00 pm
4:00 pm
5:15 pm
5:30 pm
Deeper Learning Olympics optional
Breakfast HTH Gym
Keynote with HSRA students HTH Forum
Transition
Deep Dive Experience HTE/HTHI
Lunch HTH Gym
Deep Dive Experience continued... HTE/HTHI
Deep Dive Exhibition HTE/HTHI
Travel to Reception
Reception and Dinner
Stone Brewery World Bistro and Gardens (gratis)
Friday, March 25
6:30-7:15am
8:00 am
9:00 am
9:45 am
10:00 am 11:45 am
12:30 pm Deeper Learning Olympics optional
Breakfast HTH Gym
Unconference HTE/HTHI
(Deep Dive Den & MakerDen Open)
Transition
Workshops Round 3 HTE/HTHI
Closing Keynote with Rob Riordan HTH Forum
Lunch HTH Gym
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KEYNOTES
Deeper Learning 2016
Keynote Speakers
Tony Simmons,
High School for Recording Arts
Wednesday March 23
Tony Simmons is the Executive Director of
High School for Recording Arts (HSRA), an
independent public charter school, and Vice
President of Studio 4 Enterprises; an educational
services and management company.
While working with numerous national recording artists and record
companies as an entertainment lawyer, Tony met David Ellis and assisted
him in the formation of Studio 4/High School for Recording Arts. During
that time, he co-founded Another Level Records, the first national studentoperated record label. In addition to his duties overseeing the day to
day program at HSRA, Tony continues to work with students in exploring
the Business of Music and mentoring those involved in Another Level
Records, as well as overseeing the student-operated commercial radio
show entitled studio4allaccess.
Tony has served as board member and/or provided technical assistance
to such leading national school reform organizations as Edvisions, Inc.
and the Black Alliance for Educational Options. He was recently a part of
the working group that lead to the National Association of Charter School
Authorizer report entitled “Anecdotes Aren’t Enough: An Evidence Based
Approach to Accountability for Alternative Charter Schools.” He is also a
former board member of the Minnesota Association of Charter Schools
and recently joined the board of the national education reform group,
Reaching At Promise Students Association (RAPSA). Tony has served
as a member of the Saint Paul School District Quality Review Team and
as a peer reviewer for those applying to the Minnesota Department of
Education for Federal Charter School Program grants. He has spoken or
presented at numerous conferences including the Oxford Roundtable,
Oxford University (Designing Leadership and Practices for the Future of
Public Education), University of Illinois at Springfield (In The Mix: Cross
Dialogues Regarding Hip Hop Culture), and Minnesota State University
at Mankato (Juvenile Delinquency and the Studio Model). He was also
part of the development team for Minnesota’s first online project-based
charter school called EdVisions Online Academy.
Tony attended Howard University and Pace University where he earned a
BA in Political Studies. He also graduated from Rutgers University School
of Law with a Juris Doctorate. Tony is a native New Yorker who enjoys live
music, reading, and traveling with his daughter.
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Deeper Learning 2016
Keynote Speakers
Talib Kweli
Wednesday, March 23
The Brooklyn-based rapper earned his
stripes as one of the most lyrically-gifted,
socially aware and politically insightful
rappers to emerge in the last 20 years. His
travels around the globe as one of rap’s
most in-demand performers combined
with his conversations with political activists and his genre-straddling
work with Idle Warship and others caused Kweli to realize that he
was limited in a sense, a prisoner of sorts of his own success as
one of the world’s best rappers with something significant to say.
“My music has been associated with those types of causes, with
positivity, spirituality, intelligence and being thought-provoking and
such,” he says. “I think sometimes people get caught up in that part
of me as an artist and don’t necessarily understand the musicality
or fully appreciate the music and the entertainment value behind
what I do. I tried to stretch my wings a little bit and bring something
that was less beholden to the world of hip-hop and more existing
in the world in general.”
The result of this artistic growth and exploration arrives with Kweli’s
dynamic Prisoner Of Conscious AKA P.O.C., an artistic tour de force
that signals the start of the next chapter of Kweli’s remarkable career.
The BK MC spent more time working on Prisoner Of Conscious
than any of his other albums, a three-year journey that found him
exploring new vibes, joining in some unlikely collaborations and
taking him to foreign lands.
Produced by Symbolyc One (Kanye West, Ghostface), the title
track’s alternatively rap and rock-based beat provides a distinctive
platform for Kweli to deliver rhymes that detail his artistic awakening,
while producers Sean C & LV (Jay-Z, Raekwon) created a Marvin
Gaye-esque vibe for “Come,” a cut featuring Miguel that showcases
Kweli trying to convince a series of women to do things his way.
Then there’s the dramatic, piano-driven “Before He Walked,”
which showcases passionate vocals from singer Abby Dobson
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KEYNOTES
Deeper Learning 2016
Keynote Speakers
and includes a verse from possibly the most noteworthy guest on
Prisoner Of Conscious: Nelly. Both Kweli and The St. Louis rapper
recount the importance music has had in their lives on the stirring
song, which was an outgrowth of conversations about music and
life Kweli and Nelly had at Kweli’s Los Angeles residence.
“Nelly is somebody I’ve known and have been friendly with
throughout the years in this business,” Kweli says. “Nelly has always
been an example for me because a rising tide raises all boats.
Nelly is an artist who is polarizing at times because of the ‘Tip Drill’
video to the boycotts he’s endured at colleges, but I know him as
a person, and he’s a great person.”
Elsewhere, the driving “Ready Set Go” with singer Melanie Fiona
features Kweli’s ever-impressive clever verbal gymnastics, which
are also on display on the stark Busta Rhymes-guested and RZAproduced “Rocketships.”
Kweli shifts gears on “Favela Love.” Inspired by and created during
a trip to Sao Paulo, Brazil, the breezy song features crooning from
Brazilian singer and actor Seu George (City Of God, The Life Aquatic
with Steve Zissou). Kweli and George met in the studio, leading
Kweli to deviate from his original concept for the song.
Whether working with Mos Def as one-half of Black Star, partnering
with producer Hi-Tek for Reflection Eternal, releasing landmark
solo material or collaborating with Kanye West or Madlib, Kweli
commands attention by delivering top-tier lyricism, crafting
captivating stories and showing the ability to rhyme over virtually
any type of beat.
In particular, Kweli showed his artistic reach in Idle Warship. Teaming
with longtime collaborator and acclaimed singer Res, Kweli began
getting out of his sonic and creative comfort zone on the group’s
2009 mixtape Party Robot and its debut album, 2011’s Habits Of
The Heart.
Idle Warship’s music challenged Kweli and led him to a new artistic
space. “I like the position I’m in,” he says. “I feel like I’m a connector,
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Deeper Learning 2016
Keynote Speakers
a leader. I feel like I’ve led by example and I want to continue to do
that. I like the fact that I’m in a position where cats who are coming
out and making music that I enjoy are interested in my music and
are interested in my influence. It’s a great feeling.”
Kweli also has the high-powered Attack The Block mixtape with
DJ Z-Trip set to arrive and will be focusing on making his Javotti
Media (which released his 2011 album, Gutter Rainbows, and is
named after his paternal grandmother) into a media powerhouse
that releases music, films and books.
But for now, Prisoner Of Conscious arrives as an artistic triumph,
a collection that embodies Talib Kweli’s robust creative vision.
“I wanted to put out an album that really can support the artist
that I’ve become,” he says. “I’m a touring artist. I’m an artist that’s
internationally known. I’m not just a local artist at this point in my
career. I’m cognizant of the fact that what I do is beyond where it
started. I’m trying to reach the apex of where I am now, but without
turning my back on or dismissing what I’ve done before.”
“The song went from being about a woman to be being about
Brazil, about the favela, about loving to come there,” he reveals.
“The woman is really a metaphor for the place. That’s why it’s called
‘Favela Love.’ When I was telling Seu George about that, he started
singing about how much he loves Brazil and where Brazil fits in
the world.”
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KEYNOTES
Deeper Learning 2016
Keynote Speakers
David “TC” Ellis,
Studio-4 and High School for Recording Arts
Thursday March 24
David “TC” Ellis, the Founder and CEO of
Studio-4 and Founder of High School for
Recording Arts (HSRA), was born in St.
Paul, MN. He is a graduate of the St. Paul
Open School who established himself in
the music business in the mid-eighties as the first rap/Hip Hop
recording artist to release a record in Minnesota (Twin City Rapp).
After a couple of independent record releases with regional success,
he was recruited by Prince and Warner Brothers to record and
produced records at Paisley Park. After time spent working with
Prince and Warner Brothers, Mr. Ellis started an independent
recording studio, Studio-4 and worked with a variety of traditional
and alternative educational programs.
Through musical work with a number of young black men who had
dropped out of high school, David discovered these young artists
would often ask questions about how to copyright and publish
their work. Guiding them through the process, Mr. Ellis realized
that these youths could engage in educational processes while
pursuing their career in music. With that realization, the High School
for Recording Arts, HSRA, was born.
HSRA is a project-based, public Charter school that operates within
and around a professional recording studio. Students earn time in
the studio by completing academic projects in the core learning
areas of English Mathematics, Science and Social Studies. HSRA
encourages students who may have dropped out or been pushed
out from traditional schools to complete their diplomas through a
love of music and the music business.
David has recently been honored as an Oxford University Roundtable
Fellow for his work with Studio-4 and High School for Recording
Arts, while at Oxford, David presented his work before leading
educators from around the world to wide acclaim.
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Deeper Learning 2016
Keynote Speakers
Carli Willis,
Student, High School for Recording Arts
Thursday March 24
Carli Willis has been a student at High
School for Recording Arts in St. Paul,
Minnesota for the past several years.
During this time, she has become involved
in a number of school and community-based activities. Always
having been a dancer, she runs a dance group at HSRA. She is
also a host for our weekly community meetings, our radio show
Studio 4 All Access, and the soon to air YouTube video version of
the show. In the community, she organized and continues to run a
group for younger girls who are experiencing life challenges. Her
greatest community effort, however, has been as an advocate for
homeless youth. Carli has helped to organize events, spoken with
governmental officials and representatives of foundations, and has
given speeches at various venues. Her most recent speech was
to commemorate the groundbreaking of Prior Crossing, a new
homeless shelter for youth. She has also spoken at the National
Charter School Conference, and was a recent keynote speaker for
the Pillsbury United Communities Conference, a major charitable,
education and social services organization in Minneapolis. She has
sat on several boards and panels dealing with at-promise youth
and education/community issues. HSRA hosts an award event
at the end of each school year called “The Wolfie Awards.” Carli
won five last year: Poet of the Year, Radio Show Host of the Year,
Activist of the Year, Community Service, and HAS Student of the
Year. She is planning to do Post Secondary Enrollment Options
this Spring at the College of St. Catherine. She won a scholarship
at the HSRA Gala event last year for her academic ability, and
another scholarship from the St. Paul Optimist Club for her work
in overcoming adversity and contributing to the community. She
was also recently awarded a year-long scholarship to study at the
Paris School of Business in Paris, France next year.
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KEYNOTES
Deeper Learning 2016
Keynote Speakers
Lewis McCaleb,
Student, High School for Recording Arts
Thursday, March 24
Lewis McCaleb, also known as Lewiee
Blaze, was born in Minneapolis, MN. In
his early childhood he grew up in St. Paul
living with his father, mother, and two little
brothers. His father Lewis “Miki” McCaleb was well known around
the city for his Blues music band “Miki L and the Star Time.” Growing
up around his father influenced him to love music at an early age.
He even played drums in the band at a couple of shows at the age
of 5. His first ever performance was at Famous Dave’s in Uptown.
As he got older his mother and father separated. That’s when he
had to mature fast to help take care of his little brothers. His mother
always listened to artists like Tupac, The Notorious B.I.G., Jay-Z, Nas,
Slick Rick, and more. He began to fall in love with the sound of
Hip-Hop. At the age of 10 he was writing his own rhymes. Living a
struggled life in poverty, Lewis began to hang out with the wrong
crowd and made some bad decisions that lead to a big wake up
call. From that point, he flipped it and started to use his struggles as
motivation to change. After years of development, Lewis noticed
that people were attracted to his rap flow. He decided to pursue a
music career and got serious about it at the age of 16. Now in 2016,
Lewis is a senior at The High School For Recording Arts becoming
one step closer to his dream. He plans to drop his debut mixtape
in the spring of 2016 and take the industry by storm.
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Deeper Learning 2016
Keynote Speakers
Rob Riordan,
President Emeritus
HTH Graduate School of Education
Friday, March 25
Rob Riordan, Ed.D., is a co-founder of High
Tech High and President Emeritus of the
HTH Graduate School of Education. A
teacher, trainer, and program developer for over 40 years, he has
worked with teams to develop 14 new schools (11 at High Tech High)
spanning the K-12 years. As a long-time teacher in the Cambridge
(MA) Rindge and Latin School, Rob developed an award-winning
writing center and two pioneering school-to-work transition
programs: the Cambridge-Polaroid Technical Internship Program
and the Cambridge-Lesley Careers in Education Program. For
several years during this time, as a faculty member of the Harvard
Graduate School of Education, he led the practicum seminar for
Harvard’s student teachers. Later, under the auspices of the Office of
Vocational and Adult Education in the U.S. Department of Education,
he directed the New Urban High School project that led to the
development of High Tech High. Rob holds a B.A. from Haverford
College and an M.A.T. and Ed.D. from the Harvard Graduate School
of Education, where his doctoral dissertation was a five-year case
history of the evolution of goals and practices in a public alternative
high school. He is co-author, with Adria Steinberg and Kathleen
Cushman, of Schooling for the Real World: The Essential Guide to
Rigorous and Relevant Learning.
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EQUITY DIVE ROOMS AND MINI DEEP DIVES
Deeper Learning 2016
An Entry Dive into Equity Rooms
Limestone
HTE 215
Amazonite HTE 109
Marble
HTE 216
Chalk
HTE 111
Mica
HTE 217
Citrine
HTE 113
Nickel
HTE 219
Copper
HTE 114
Opal
HTE 221
Epsom
HTE 115
Onyx
HTE 222
Fire Opal
HTE 122
Pearl
HTE 227
Flint
HTE 123
Pumice
HTE 228
Fossil
HTE 130
Quartz
HTHI 122
Gold
HTE 202
Ruby
HTHI 123
Granite
HTE 203
Sandston
HTHI 124
Iron
HTE 204
Sapphire
HTHI 125
Jade
HTE 206
Tanzanite
HTHI 204
Lava
HTE 207
Topaz
HTHI 205
Lead
HTE 208
Turquoise
HTHI 207
Agate
HTE 108
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Mini Deep Dives Wednesday, March 23, 1:00 pm - 4:30 pm
Note: These workshops are three hours long (workshop
rounds 1 & 2), with a break in the middle. Attendees are
encouraged to stay for the entire workshop.
HTE108
Creating a Performance Assessment Work Group That Leads To
Deeper, Student Driven Learning
Joseph DiMartino
Center for Secondary School Redesign
Participants in this session will work to develop or refine existing collaborative
practices to promote deeper student learning through a Performance
Assessment Work Group (PAWG). A PAWG acts as an incubator for the
development of reflective teacher practice. PAWG members hone skills in
the creation, refinement and validation of performance assessments. Looking
collaboratively at student work is the centerpiece of PAWG as is the calibration
of student work. PAWG members become skilled facilitators and local experts.
PAWG members act as capacity builders back at their schools.
HTE 130
Developing Teacher Practice Through Structured Rehearsals
Jesse Johnson, Sara Toguchi & Elizabeth Ramirez
New Visions for Public Schools
Instructional activities allow teachers to make focused pedagogical decisions
based on evidence of student learning by relying on routines that support
meaningful classroom interactions. In this session you will learn how rehearsal
of these activities in a sustained professional development program can
transform teaching practice.
HTHI 120
Discover the Power of Photos
Jamey Boelhower
Central Community College
Using photographs in the classroom is a powerful tool. By observing or
working with an image, students can activate prior knowledge or create
amazing products within any content area. Also, with the power of mobile
devices to take photos anywhere, lessons can be expanded beyond the
classroom. In this session you will learn how to find and use images for
teaching and learning to spark ideas for your own lessons.
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WORKSHOPS:
Mini Deep Dives
Mini Deep Dives Wednesday, March 23, 1:00 pm - 4:30 pm
HTE 202
Leading and Teaching for Emotional Responsibility
Sarah Miller
Phoenix Charter Academy Network
Workshop attendees will explore and “try on” what teachers and leaders
(middle managers to district-wide leaders) can do to ensure even our newest
teachers are modeling social and emotional responsivity and responsibility.
This workshop is particularly useful for teachers and leaders working with
marginalized youth or non-traditional students, students who are currently
disconnected or at-risk of disconnection from traditional schooling. We will
explore the effects of developmental “parallel process” as well as the importance
of recognizing our own class and cultural bias in terms of expectations of
perceived “learning speed.” All attendees will leave with at least one of
the following: A professional development plan for a supervisee, a newlyenvisioned commitment to modeling appropriate emotionalism, a lesson
or PD plan that explains the significance of emotional responsibility to staff.
HTHI 123
New Strategies and Vision for Assessing Students’ Civic Learning
Justin Reich, MIT, Linda Friedrich & Stan Pesick, National Writing
Project, Joel Breakstone, Sarah McGrew, Stanford University,
Carlos Hipolito, University of Colorado, Denver, Ben Kirshner &
Leah Sprain, University of Colorado, Boulder, Brandon Stewart,
Princeton University, Dustin Tingely, Harvard University
In 2015, the Spencer Foundation granted $2 million towards the development
of new measures of youth civic learning in two domains: 1) how to engage
with arguments and evidence and 2) how to engage with others across
difference. In this session, participants will work with five teams of researchers
to learn about and contribute to the development of new approaches to
assessing student learning about how to be active citizens. Participants will
leave with a deeper understanding of the future of assessment and new
ideas for assessment of students’ civic competencies.
HTE 111
The Mindset Playbook
Garrett Rosa & Craig Lyle
Vista Peak campus
In this interactive session you will learn how to bring Carol Dweck’s mindset
work to your school in a comprehensive way. Participants will learn how to
assess their own mindsets, will have their mindset challenged through a micro
project, delve into the notion of neuroplasticity and the malleability of the
brain, and read professional literature and engage in discussion that shows
how to begin to mold language patterns in the classroom that promote a
growth mindset.
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HTE 228
Transforming Your School/District To Prepare 21st Century
Students
Ken Kay, CEO of EdLeader21
Jennie Snyder, Superintendent of Piner-Olivet Union School District
Education Leaders Workshop: School and district leaders are essential catalysts
in the move toward 21st century learning. This workshop will help leaders
focus on essential elements of 21st century educational leadership: Creating
a vision, focusing on a culture of continuous improvement, focusing on tools
to promote the 4 C’s with special emphasis on creativity, focusing on support
needed for school leaders.
HTE 227
What’s Your Classroom Brand?
Charity Allen & Jaclyn Vasko
PBL Consulting
Companies use branding all the time to intentionally evoke a desired
emotional response in a customer, client or target audience. Jeff Bezos, says
“your brand is what other people say about you when you’re not in the room.”
So what’s your classroom brand? What do you want students, parents and
colleagues to say about you and about your class when you’re not in the
room? You have the power to influence and frame this. At the workshop, take
a peek at sample classroom brands for different grades and subjects. Then
generate, share and develop a concept and a premise for your classroom
brand. Participants will receive a printed workshop workbook with resources,
examples and more.
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WORKSHOPS:
Round 1
Workshop Round 1
Wednesday, March 23, 1:00 pm - 2:30 pm
HTE 219
7 Essential Factors to Engage Teachers and Students to
Outperform Expectations
Erica Herro & Molly Bozzo
Stevenson School - Carmel Campus
The end result is that schools need exceptional teachers – teachers who love
teaching, who are compelled to find ways to access their students individually
and as a group, who go above and beyond because it’s just good teaching.
Once excellence is an established norm, a framework must be in place to
sustain performance and yet be nimble enough to respond to the needs of
community members. By engaging cross-curricular teams in collaborative
problem solving, play, passion and purpose drive teachers and their students
to outperform expectations.
HTE 216
ABCD: And We Aren’t Talking About the Alphabet. Using Asset
Based Community Development to Strengthen Your School
Dan Condon
Eagle Rock School
How staff and students in schools can use an “asset based” framework referring
to a positive, “capacity driven” approach which encourages school community
members to make progress for themselves, as opposed to a traditional
“needs driven” approach which makes the school community dependent
on institutional help. Asset-based community development (ABCD) is an
approach to school community development which advocates for the use of
strengths that are already present within the school community, rather than
obtaining help from outside institutions. The phrase “asset-based” refers to a
positive, “capacity-driven” approach which encourages community members
to make progress for themselves, as opposed to a traditional “needs-driven”
approach which makes the community dependent on institutional help.The
first step in the process of community development is to assess the resources
of a school through a capacity inventory or through another process of talking
to students and staff to determine what types of skills and experience are
available to the school. The next step is to consult with the school community
and find out what improvements the student and staff would like to make.
The final, and most challenging step, is to determine how the student and
staffs skills can be leveraged into achieving those goals. Participants are
encouraged to attend with a colleague or student to maximize the impact
of the session.
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Workshop Round 1
Wednesday, March 23, 1:00 pm - 2:30 pm
HTE 207
Brain Training: Bracing for High School Thinking
Jane Healey, La Jolla Country Day School
Karen Villegas & Elizabeth Cox, University Liggett School
Early in the first year of high school, teachers across the disciplines assign
students tasks to “analyze,” “interpret” or otherwise work with academic
materials, assuming the students understand these verbs we toss around. If
we tell students to “explicate” a passage, what do we mean? University Liggett
School, outside Detroit, developed a 4-year Academic Research Program
that begins with a 9th-grade course meant to deconstruct the normative
tasks in classrooms across the disciplines and demystify the academic jargon
that we accept as clear and helpful. Students often feel like outsiders when
they read instructions with words that trigger feelings of alienation, futility,
and negative thinking. Relying on lessons from Thinking Routines, Habits of
Mind, current research on learning and the brain—and of course, Mindsets—
the course breaks down academic tasks into processes that students can
absorb and apply to projects throughout the curriculum. After three years
of implementation, qualitative data from students and teachers suggest that
when ninth-grade students enter the inquiry-based sophomore course, they
feel confident and competent about managing the myriad of challenges
they must tackle. This workshop will share and demonstrate the curriculum
from the point-of-view of the whole forest to a single tree and encourage
participants to reconsider the language of learning.
HTE 122
City-Wide Project Based Learning: from school to community:
The Mindset of Community-Wide PBL
Merav Bareket, Institute for Democratic Education, Israel
Anne Worrall, High Tech Elementary
D4: Dive Deeper using the 4Ds: How vision, pedagogy, organizational structure
and relationships will drive your school to your deeper learning? In this session
we will deeply explore stories of change, develop your change model for
schools and for your city. Using a case-study analysis of Holon, Israel that
shifted their city to deeper learning, attendees will examine how diagnosis
of organisational vision, pedagogy model, organizational structures and
relationships will help you scale your work beyond school walls. During
this session you will get ideas on how to use PBL not just as a pedagogical
practice but rather as the standard for how work gets done in all facets of
educational community within a city. We will explore questions like: What
do you have to think about when you want to scale up? How do you expand,
and still maintain the professional standard? How do you build professional
capacity? How do you use the local government as co-designers in the design
of deeper learning projects? What are the intersections between PBL and
- 21 -
WORKSHOPS:
Round 1
Workshop Round 1
Wednesday, March 23, 1:00 pm - 2:30 pm
the community and how do they influence one another? How to create the
mindset that the whole community is involved in PBL where everyone wins?
How to open schools, change existing schools - what factors are influenced
by this? And how to create a common vision, then break it down year by year,
and choose outcomes for each year. Attendees will walk with a five-year plan
to scale deeper learning.
HTE 222
Deeper Learning for Elementary Classrooms
Trevor Mattea
High Tech Elementary Chula Vista
Elementary school teachers interested in supporting deeper learning are
presented with dilemmas unique to K-5 classrooms on a daily basis. How do
we ensure that deeper learning is happening throughout the day? Please join
me for a conversation about deeper learning in elementary classrooms, in
which we will read and discuss the deeper learning competencies, self-assess
our project and non-project work for deeper learning, explore examples of
work modified to foster deeper learning, and create resources to promote
deeper learning in all elementary practices. You are encouraged to bring
work samples and resources, as there will be opportunities to share them
with other participants.
HTE 123
Diving Deeper with High Tech High Students
Elena Hoffman
The Gary and Jerri-Ann Jacobs High Tech High
The incorporation of student voice in the classroom is an essential aspect of
the High Tech learning experience. This interactive workshop led by High Tech
High senior Elena Hoffman will build on the question “How do students learn
best?” and will involve a mini project where attendees will create models in
groups to answer this central question.
HTHI 127
Educational and Socio-emotional Applications of Hip Hop Beat
Making, Music Production and DJ’ing: A Case Study of Today’s
Future Sound
Elliot Gann, Jason “Golek” Lee, Mario “Astertix” Miranda, Jeremy
“Remshot” Cruz & Alex Blum
Today’s Future Sound
This session will explore the culturally responsive Today’s Future Sound model,
which uses Hip Hop music production and DJ’ing to teach students STEM
curriculum as well as a broad range of interdisciplinary content through
Project Based Learning and Connected Learning. The workshop will include
hands-on/experiential components and attendees will learn about the basics
- 22 -
Workshop Round 1
Wednesday, March 23, 1:00 pm - 2:30 pm
of beat making and get to try this, as well as experience a lesson first hand.
Applications of the model in the classroom will be discussed as well as
resources teachers/educators can use to enhance their lessons and deliver
content, especially Math and Science curriculum, in more engaging and
culturally responsive ways.
HTE 204
What do teachers with yesterday’s training need to prepare
today’s students for tomorrow’s challenges? Exploring Educator
Competencies for Personalized, Learner-Centered Settings
Rebecca E. Wolfe, Jobs for the Future
Andrea Martinez, Council of Chief State School Officers
Carmen Coleman, Center for Innovation in Education
Jean Garrity, The Institute for Personalized Learning at CESA #1
Personalized learning is gaining momentum across the nation, which means
the role of teachers and skillsets they need is evolving. To address this need,
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 need in order to create and thrive in effective personalized learning
environments, the Educator Competencies for Personalized, Learner-Centered
Teaching. Join us as we discuss the implications of these Competencies for
practitioners.
- 23 -
WORKSHOPS:
Round 2
Workshop Round 2 Wednesday, March 23, 3:00 pm - 4:30 pm
HTE 122
Coaching Mindsets: Building Self-Efficacy to Catalyze Deeper
Learning
Adam Krusi-Thom
EL Education
How do we craft a coaching plan that uses an equity lens to cultivate selfefficacy and transform educator practice? Coaching for Deeper Learning
is a complex and critical practice. Establishing a culture of coaching at all
levels of the school – between and among students, teachers, and leaders –
requires growth mindsets applied to the principles of Deeper Learning and
equity. Theory meets practice in this workshop as participants synthesize
the work of Elena Aguilar, the National Equity Project, Diane Sweeney, Jim
Knight, and Dr. Camille Farrington. We will apply our learning using tangible
coaching templates, video, and rich exemplars, including a Google Drive
treasure trove of coaching resources! Participants will draft an equity-driven,
transformational coaching plan using a target Deeper Learning competency
for a teacher or leader they support, focused on a specific goal from their
school site action plan. Target participants: coaches, school leaders, teacher
leaders, scholars, and network leaders
HTE 216
Designing an Innovation Ecosystem: Aligning Parents, Educators
and Students to Create a Better World
Pamela Briskman & Glen Tripp
Galileo Learning
Increasingly parents, educators, and policymakers understand the need for
education that prepares kids to be innovators. But the common resulting
action steps – adding design thinking to the curriculum, creating a maker
space, advocating for a coding class – often fall short of the system-wide
focus required to truly enact change. Each summer Galileo Learning brings
together a community of more than 2,000 educators and 20,000 students
and their parents in the name of innovation education and this workshop
will explore Galileo’s practitioner’s experience in nurturing an innovation
ecosystem. Using Galileo’s model as a springboard to inspire deep participant
conversation and collaboration, attendees will design first actions to create
an educational ecosystem suited to align stakeholders and inspire change
in their environment.
- 24 -
Workshop Round 2
Wednesday, March 23, 3:00 pm - 4:30 pm
HTE 207
Innovations in Assessment for Teaching And Learning
Joy Coates, Jobs for the Future
Linda Pittenger, Center for Innovation in Education, University of
Kentucky
Participants work together to understand how systems of assessment can
and should evolve to enable deeper learning experiences for students
using the Assessment for Learning Project as an example to ground their
discussion. The Project is a collaboration between the Center for Innovation
in Education and Next Generation Learning Challenges. By the end of the
session, participants will learn about how the initiative will promote the
design and implementation of tools and strategies to advance assessment
for learning, develop strategies in real time with their colleagues for how to
apply the concepts to their local contexts, and have the opportunity to be
among the first members of an exciting nationwide community of practice
that undergirds this work.
HTE 204
Logic Models: A Framework for Deeper Learning
Jessica de Barros, Road Map Region Race to the Top
Sally Kingston, AEM / District Reform Support Network
Michael Golden, Educurious
In this hands-on session, participants will learn how a well-developed logic
model can help to synthesize a complex project into a single framework
for project management, strategic communications, partnership building,
grant writing, and much more. Puget Sound Educational Services District,
Race to the Top District Grantee, will share how they use a logic model to
implement and monitor their multi-district project. Participants will create
a logic model aligned to deeper learning outcomes (or any other project).
HTHI 124
Spark an Enduring Flame: Leading School-Wide Transformation
Jane Shirley
Catapult Leadership
How do we successfully lead the transformation to deeper learning in schools,
especially in the current high-accountability environment that relies on
standardized tests as a primary measure of your success? In this workshop
participants will explore practical tools and strategies that will help leaders
create a culture of innovation and set the foundation critical to expanding
deeper learning in our schools. Participants will leave with an understanding
of the difference between change and transformation, and the three critical
factors that will help you lead diverse groups through a process of systemic
change.
- 25 -
WORKSHOPS:
Round 2
Workshop Round 2
Wednesday, March 23, 3:00 pm - 4:30 pm
HTE 123
Student Consulting: Empowering Student Voice and Focusing
Teacher Practice on the Student Experience
Ben Sanoff & Anna Chiles
High Tech High Media Arts
During lunch a team of two student consultants meets with a cooperating
teacher to debrief a recent observation cycle. They start by giving warm
feedback to the teacher about his communication style with students and
the way he seamlessly switched between slang and academic language. The
conversation transitions to strategies the teacher can use to open up and
connect with his students. Come learn about our process of developing a
student-consulting program at HTHMA. You will hear from the facilitators
of the program, student consultants, and cooperating teachers about their
experiences. The workshop will allow participants to consider how a studentconsulting program might function at their school site.
HTE 219
Using the 5E Instructional Model to Teach Life Science: An
Immersive Learner Experience
Andrea Robinson & Deborah McLaughlin
New Visions
Why do we sweat? Why do we shiver? How can our body stay at 98.6 when
the temperature outside is 20 below? These questions and more will be
covered in our session, which will introduce participants to the New Visions
Living Environment (Biology) Curriculum. Our session will also include
an immersive exploration of the NVLE Curriculum through the lens of the
Thermoregulation 5E (Engage, Explore, Explain, Elaborate, Evaluate) Model,
which gives students a hands-on look at feedback mechanisms within the
body as part of the Homeostasis unit. Attendees will have a chance to
experience the curriculum as both a student and as a teacher. Interspersed
in the presentation will be examples of Group Learning Routines (GLRs)
designed with the idea that getting students to talk about science is a great
way to help them learn science. The NVLE Curriculum is currently available
to all teachers, covering all major topics in Biology and is also aligned with
the New York State Standards for Living Environment.
- 26 -
Workshop Round 2
Wednesday, March 23, 3:00 pm - 4:30 pm
HTE 222
Whose Voice is Missing From this Story? Teaching Social Justice
Through Narrative
Dana Bettinger, University Prep
Anthony McGrann, Epiphany School
Are liberty and justice truly for all? Regardless of age or subject, students
need to hear their own voices as well as those of others in the stories they
read, the images they study, the tales they tell, and the art they create. Learn
about innovative ways to incorporate social justice into your own curriculum
and inspire your students to take action.
- 27 -
DEEP DIVE EXPERIENCE
Deep Dives
Thursday, March 24, 10:30 am - 5:15 pm
THE GOAL OF THE DEEP DIVE DAY is to fully immerse
you in an experience that reflects deeper learning
strategies, where you are discussing, doing, making
and experiencing deeper learning for yourself, and you
can bring it to others. Participants will sign up for one
deep dive to experience via the DL 2016 app. The day
culminates in an all conference exhibition of learning
where session attendees share their work with others.
HTE 114
Building a School-wide Deeper Learning System
Ben Kornell, Envision Education
Laura Robell, Envision Academy
If you can imagine it, you can achieve it. Participants will create a graphic
journey map to help support their journey in creating the systems and
structures for deeper learning at their school. We know that deeper learning
is important and we know that deeper learning is happening. As schools
scale deeper learning, key questions remains: how do we implement the
systems and structures that provide the opportunities for deeper learning
to happen, how do we measure this Deeper Learning school-wide? In this
workshop participants will draw upon the assessment systems from Envision,
to identify their desired end results, where they are now in the process, and
their next steps to create a school-wide assessment system
HTHI 207
Chocolate: Bitter or Sweet?
Jessica Wood
EL Education
Participants will immerse themselves in all things chocolate as they explore
the politics, history, geography, and science behind this delectable treat.
From tasting to tears, sweetness to slavery, chocolate is our entry point for
learning about the world and how to improve it. Participants will leave fullfull of new social justice learning, full of practical strategies for the classroom,
and (of course) full of chocolate!
- 28 -
Deep Dive Experience Thursday,March23,10:30am-4:00pm
HTHI 120
Communicate a Vision for Deeper Learning using Project Based
Learning in under 9 seconds
Bob Lenz & Cris Waldfogel
Buck Institute for Education
As leaders (includes students, teachers, administrators, board and community
members) for deeper learning, how do we create and communicate a
compelling and actionable vision of how Project Based Learning leads to
deeper learning outcomes for all students? Participants will learn and use
communication tools and processes that are taught to world leaders to craft a
vision statement that is 27 words, 9 seconds long and includes 3 messages. We
will tell stories of deeper learning through PBL that give the vision statement
life and purpose (HTH students will be available to share their stories if you
don’t have a story to tell). Finally, using the content of their vision statement
and their story, each leader will write, direct and produce a very short video
(2-3 minutes) to show to their home community. (Equipment needed: Smart
phone with video editing app - e.g., iPhone with iMovie app. HTH students
will be available for technology consult).
HTHI 107
Creating a Space Science Program through Rocketry
Brian Delgado & Andrew Lerario
The Gary and Jerri-Ann Jacobs High Tech High
Over the past two years, we have worked to develop a space science program
through astronomy, weather balloon science, and now rocketry. In this deep
dive we will show you how to develop a high school rocket program from
small to very large scale integrating mathematics, humanities, physics and
chemistry into a project that engages students at all levels. We will walk
participants through how to build and test rocket bodies and engines while
scaling it up from air rockets to full-blown solid fuel chemical rockets.
HTE 202
Deeper Learning through Critical Exploration
Eleanor Duckworth, Critical Explorers
Lynette Goulet, Watertown Middle School
This deep dive will prepare you to harness the power of critical exploration
(criticalexplorers.org) in your classroom. You’ll encounter the work of Critical
Explorers’ exploratory activities and curriculum, across subject matters. You
will experience, observe, and reflect on teaching strategies, live and on film;
you will create curriculum built entirely from primary sources; and, whatever
your previous experience, you will strengthen your understanding and practice
of “teaching, not telling” as developed through critical exploration.
- 29 -
DEEP DIVE EXPERIENCE
Deep Dive Experience Thursday, March 23, 10:30 am - 5:15 pm
HTE 207
Deeper Learning Through a Global Lens
Lisa Tyrell
Asia Society
Are you interested leveraging the tenets of Deeper Learning to help
students develop the Global Competencies they need for success in our
interconnected society? If so, this Deep Dive is for you! After learning more
about global competence, you will identify strategies and develop an action
plan to incorporate global competence and deeper learning into your current
instructional practice, ensuring that students are ready for college, career
and global citizenship.
HTE 216
Designing Deeper Equity Learning for Adults
Tom Malarkey & Daneen Keaton
National Equity Project
How can we better realize the potential power of deeper learning as an
equity strategy? While teaching strategies are key, their impact depends on
the nature of the “equity lens” of the adults practicing them. So, then, what
kinds of deeper learning experiences for adults might develop a deeper
“equity lens”? In this session we’ll first reflect on the types of equity challenges
we’ve seen with deeper learning in our schools, then we’ll experience and
reflect upon several types of deeper “adult equity learning” to open up our
thinking. Using these insights, we will prototype approaches to adult equity
learning to use in our contexts (e.g. a PD or retreat agenda, a template for
team meetings, an action research design, a coaching approach, etc.).
HTE 122
Design Your Dream Home
Ron Berger
EL Education
Each participant will create scale blueprints for a dream house, learning
the basics of residential architectural design and the ways that design and
architecture can be used in classrooms to elevate mathematics, science,
design-thinking, drafting and arts. No prior experience required. You will leave
this class proud to show your blueprints to family and friends and seeking
a wealthy patron to fund the construction of your dreams.
- 30 -
Deep Dive Experience Thursday, March 23, 10:30 am - 5:15 pm
HTHI 124
Dive Deep into the Disappearance of Honeybees
Marissa Adams & Rhea Manguil
High Tech Elementary Explorer
How can we engage students in looking at multiple perspectives in research
to inform their decisions? Participants will analyze compelling text, consult
with an expert, and collaborate to discover the struggles that honeybees
face. Where are the honeybees going, and once gone, who will feel the sting?
Come prepared to create visual narratives of the vanishing honeybees and
to explore ideas on how to BEE the change!
HTE 219
Empathy School: The Art & Science of Effective Listening
Megan Marcus
FuelEd
Empathy is the capacity to understand and communicate your understanding
of others. From elementary through high school, research demonstrates that
when educators are more empathic, the positive outcomes are significant.
Students’ academic effort, achievement, motivation, self-esteem and empathy
improves. Teachers are more culturally sensitive and more likely to intervene in a
bullying situation. Relationships are more productive and satisfying and school
culture is viewed more positively. Empathic school leaders have employees
who are sick less often, are happier, and view their leadership as more effective.
Clearly, an empathic educator is a more effective educator yet most educators
are never formally taught the basics of empathy. Empathy School fills this
gap with training that combines interactive activities, group discussion, skills
training, role-play and reflection to help educators master the four components
of empathy: Perspective-taking; recognizing others’ feelings; communicating
understanding of others’ feelings; and staying out of judgment.
HTE 108
Escaping Boring Learning (Literally!)
Sam Seidel & Louie Montoya
Business Innovation Factory
Trapped in classrooms where only boring lectures and rote memorization
are occurring, many students dream of escape... But what if the very act of
escaping from a classroom became an opportunity for all sorts of deeper
learning? In this Deep Dive, we will take a trip to a “puzzle room,” where we
will have a limited amount of time to collaboratively solve a series of puzzles
in order to escape! Once back, we will unpack and hack the puzzle room
experience--how could we use available materials and space in our schools
to create similar collaborative, problem solving experiences for our students?
- 31 -
DEEP DIVE EXPERIENCE
Deep Dive Experience Thursday, March 23, 10:30 am - 5:15 pm
HTE 222
Examining the Elephant: Equity, Social Justice & Deeper Learning
Jim May
New Tech Network
Education has come to be viewed by many as the civil rights issue of our time.
Central to this argument is the idea that public schools and public education
have a special role to play in disrupting the larger patterns of economic and
social inequity found in society. This session will explore literature and data
related to those larger patterns of social inequity and invite participants
to examine the ways in which Deeper Learning might provide a powerful
platform from which to address specific drivers of inequity. Participants in
this Deep Dive will construct a visual argument for how Deeper Learning
practices might work to address a specific aspect of inequity relevant to their
context and community.
HTHI 204
Finding the Sweet Spot: The Intersection Between Performance
Assessment and Project-Based Learning
Justin Wells & Suzanne Malek
Envision Learning Partners
Project-based learning and performance assessment are not synonymous,
but they should be synergistic. How do these concepts best serve each other?
In this design workshop, apply performance assessment thinking to sharpen
the focus and boost the rigor of your project-based teaching. Come with a
project or performance task in mind—detailed or fuzzy—and collaborate
with colleagues to make it better.
- 32 -
Deep Dive Experience Thursday, March 23, 10:30 am - 5:15 pm
HTHI 123
The Flint Water Crisis & Deeper Learning for Marginalized,
Traumatized Youth
Matt Simon
Professional Learning Lead, San Diego County Juvenile Court and
Community Schools (JCCS), along with students and alumni from
High Tech High
Join us at this Deep Dive to engage in an interdisciplinary learning experience
based on the theme of persistence, the topic of the Flint Water Crisis, and a
project involving playwriting. In the process, you will be given the tools to
take ownership of an instructional framework that is transforming the lives
and learning of our most marginalized and traumatized young people in
Southern California. Thematic, Interdisciplinary, Project-Based Learning (TIP)
begins with collaboration about what positive character traits our students
most need to achieve real, lasting success. Teachers, often with student
leaders and community partners at the table, then use the framework to
design literacy-rich learning experiences that lead students to develop deep
understanding of a theme and interdisciplinary topic before demonstrating
their understanding through real projects exhibited to a real audience. TIP
was developed for students inside the juvenile detention facilities in Los
Angeles by Diana Velasquez, founder of the Road to Success Academies
(RTSA). TIP has now spread beyond Los Angeles to, among other places, the
Juvenile Court and Community Schools (JCCS) in San Diego County under
the leadership of Matt Simon, formerly a teacher at High Tech High.
HTHI Commons
Get Your Make On!
Carrie Lawrence, Charlie Linnik, Kyle Linnik, & Scott Swaaley
High Tech High
It is time to get down and dirty with four hours of metalworking, carpentry,
painting, and mysterious beer-themed activities. With this interactive deep
dive, participants will be immersed into the making process of building and
creating. Take on challenges that require problem solving, and come push
your technical skills to the next level.
- 33 -
DEEP DIVE EXPERIENCE
Deep Dive Experience Thursday,March23,10:30am-4:00pm
HTHI 202
Getting Deeply Inside the Outside - Developing Ways To
Deeply Engage Students Through Their Interests and Personal
Relationships to Adults.
Elliot Washor, Big Picture Learning
Sara Leonard, San Diego Met School
This dive will examine how to deeply engage students in school through their
interests by using the 10 student expectations application and developing
internship programs that connect students to outside of school learning
environments and the people with the know how they want to know from.
At this deep dive, participants will visit internships, and talk with students
from the San Diego Met about how the work they’re doing deeply engages
them in school. By the end of the dive, participants will be developing their
own programming for internships and will be supported by BPL through
online materials and if they choose to get further involved using an internship
management system being developed by BPL.
HTE 130
Going Places
Mindy Ahrens & Judy Caarang
Design 39
How might we build a vehicle that “takes us places?” Where do we want to
go? Come stretch your creative muscles with us as we design, prototype
and test workable transportation devices. We will pull inspiration from Peter
Reynolds’ book Going Places as we learn how to think outside the box like his
main characters Mia and Rafael. If you want to tinker and get your hands dirty
while digging into the Deeper Learning competencies, come build with us.
HTE 123
Hacking for school-wide change toward Deeper Learning
Peter Worth, Stanford d.school
Coeylen Barry, Createdu
Jessica Huang, June Jordan School for Equity
Changes at the school level are often hard to “hack.” In this Deep Dive with the
School Retool team, we’ll try on a hack mindset and use designable levers for
change—like role, ritual, and space, to take first steps toward change at your
school. We’ll brainstorm based on big ideas from Deeper Learning schools,
and work together to design hacks that you can try at your school right away.
- 34 -
Deep Dive Experience Thursday,March23,10:30am-4:00pm
HTE 204
Learning Deeply in the Elementary Grades
Anna Kinsella & Jodi Posadas
New Tech Network
Experience a portion of an integrated elementary PBL project focused on
Math, Science, and ELA from a student perspective and learn the “why” behind
specific facilitation moves made. Then, embark on a journey to visually map
your own project through careful unpacking of standards, backward design of
scaffolds and benchmarks and discussion of embedded assessment practices
for deeper learning outcomes. Participants in this Deep Dive will create a
visual plan for a fully mapped project design.
HTE 111
Unleashing Teacher-Led innovation - The Rise of the Edupreneur!
Summer Howarth
Educhange, Australia
Get ready; we are going to merge the concepts of entrepreneurship and
design thinking with the unique demands of education. Participants will be
challenged with disruptive education ideas from around the world alongside
unleashing powerful innovation techniques. By the end of this workshop
the tables will be covered with post-it notes, there will be smiles on every
face and participants will leave with both powerful skills and real ideas that
will help them to consistently solve the challenges they are facing in their
unique education contexts. Tapping into the collective genius of the room,
this is an inspiring and practical injection of learning, that will bring powerful
improvements to your school and your practice.
HTHI 208
What’s Your Problem?: Improvement Science for Deeper Learning
Stacey Caillier & Ryan Gallagher
Center for Research on Equity and Innovation
High Tech High Graduate School of Education
How can we tackle persistent problems of practice and bring deeper learning
to more students more often? In this highly interactive deep dive, we will
explore improvement science as a promising methodology for innovating,
refining and scaling great ideas. Participants will experience various tools and
protocols, ranging from empathy interviews to learning cycles, that they can
use in their own contexts to guide systematic improvement. This workshop
is designed for changemakers at all levels - teachers, school/district leaders
and K-12 students.
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WORKSHOPS:
Round 3
Workshop Round 3 Friday, March 25, 10:00 am -11:30 am
HTHI 120
A Deeper Look at Math in Art
Stacy Jennings
Design 39 Campus, Poway Unified School District
In this workshop, teachers will learn how to lead students on a discovery of
math concepts in works of art. You will learn to blend art and math for your
STEAM curriculum! By analyzing works from Andy Warhol, Kandinsky, and
Frank Lloyd Wright’s stained glass... workshop participants will be able to
utilize Elements of Art and Mathematical Concepts and Vocabulary to help
students see math in an interesting and unexpected way! As we look at art
through multiple lenses, students become leaders of their own learning...
with the ability to access math concepts at their level; “see” the math that
they already understand, share their findings with others, learn new concepts,
and introduce ideas to their classmates in a non-threatening and engaging
way. No matter what level of math students are working at, they can access
math concepts that are relevant and challenging by taking “A Deeper Look
at Math in Art!” Participants will be led through the same lesson that would
be introduced to their students and provided with supporting materials.
HTE 108
Belonging and Becoming: Social and Emotional Supports for
Adolescent Learning
Kathleen Cushman
What Kids Can Do
What structures and practices help adolescents develop the mindset that they
belong in a learning community? What supports them in growing to their
fullest potential as deeper learners? Prompted by school-based research as
well as student and teacher voices, participants will consider the challenges
and possibilities in their own school contexts.
HTE 111
Breaking with Tradition: The Need for Deeper Learning in Urban
Environments
Wesley Davidson & Ellie McMahon
Chicago Tech Academy
This workshop discusses the needs of students in urban areas and how deeper
learning competencies help to address those needs in a way that traditional,
structured curricula do not. Teachers will walk away with initial plans that
take traditional lessons and transform them into deeper learning experiences.
Other participants will continue the ongoing discussion of deeper learning’s
place in our larger educational environment and will question whether DL
is for “elite” schools or for all.
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Workshop Round 3
Friday, March 25 10:00 am - 11:30 am
HTE 114
Deeper Learning by Going Deeper Within
Jen Morrison, Chris Olivas & Jessica Caenepeel-Knust
High Tech High Graduate School of Education
What is your vision for your practice and how can you create the conditions
for deep, supportive, and trusting collegial relationships? How does
understanding our stories and values help us to create equitable learning
environments? Understanding our underlying belief systems and why we
became an educator is essential for us to not only create an equitable learning
environment, but also grow professionally beyond what we even think is
possible. In this workshop, we will dive into and explore how personal vision
for practice can be used as a tool to support deep collegial relationships, and
ultimately, craft an equity based classroom/school.
HTE 204
Deeper Learning: Lessons from Early Childhood
Josh Thompson, Mark Reid & Martha Foote
Texas A&M University-Commerce
Karen Walker
Texas Women’s University
Children learning in 21st Century classrooms and schools need innovators
and intellectual thought leaders to accompany them on their journey of
inquiry, not technocrats or test prep. Infusing deeper learning into lessons
and activities requires flexible teachers, full of insight into student learning,
human development, and the powers of language and literacies to create
learners competent to inquire, investigate, and innovate. These characteristics
exemplify Early Childhood educators. We’ve been following the child for
more than a century. It makes one wonder: What deeper learning occurs
when school innovation takes lessons from Early Childhood?
HTE 130
Embody to Empathize: Using Kinesthetic Experiences to Deepen
Analysis and Practice Empathy
JP Passero, Lynn Brown, Kali Heft & Danielle Rivellese
New Visions Charter High School for Advanced Math and Science
Step out of your own body and into another. In this workshop, participants
will experience a series of scaffolded kinesthetic activities through the frame
of Lincoln Center Education’s Capacities for Imaginative Thinking. After the
experience and an opportunity to reflect with fellow educators, participants
will walk away with an understanding of how to use embodiment techniques
to support students in deepening literary analysis and practicing empathy.
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WORKSHOPS:
Round 3
Workshop Round 3
Friday, March 25 10:00 am - 11:30 am
HTE 219
Examining Deeper Learning in Employer-led Education Initiatives
Jackie Gonzalez & Sheila Jackson
Jobs for the Future
Charlestown High School, located in the greater Boston area and serving a
population of 94% students of color and 88.5% low income students, has recently
launched a pilot 9-14 pathway with SAP, a global software company, to transform
their school and provide innovative, college-level opportunities to its students.
Join us for an overview of the pathway program -- C-Town Tech-- its progress
to date, and a discussing the challenges and opportunities for deeper learning,
including continuous improvement, equity, and how to fostering meaningful
postsecondary paths for all students. We’ll also share two recently developed
rubrics inspired by the C-Town program that encourage peer assessment of
21st century skills and computational thinking, in addition to a guidebook on
existing computer science tools that can support deeper learning experiences.
HTE 216
Greater Together: Building Collaboration Skills through GameBased Assessments for Learning
Seth Corrigan
GlassLabs
GlassLab Games is a nonprofit game design group that specializes in
development of high quality, high engagement game-based assessments
for learning. Under funding from the Hewlett Foundation GlassLab is currently
creating formative game-based assessments for collaborative problem solving
for use in the upper elementary, middle and high school grades. As a part of
the effort, GlassLab is also developing instructional materials and dynamic, real
time reports that visualize key aspects of students’ collaborations and aid in
goal setting. After introducing the project, the collaborative problem solving
game and instructional approach, the presenters will invite participants to
engage in a set of design charrettes - quick planning sessions to specify
desirable features of the project’s game and materials that will make them
useful and easy to use for practitioners.
HTE 123
How to Facilitate Student Voice in the Classroom with the Student
Bill of Rights
Tara Subramaniam, Zak Malamed & Max Richter
StuVoice.org
Student Voice, a nonprofit organization run by students, for students, has
developed the Student Bill of Rights, a list of twelve rights that all students
should have in school. In this workshop, we will work to define student voice
and will explore tools that will aid in the successful implementation of the
Student Bill of Rights in your own school or classroom.
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Workshop Round 3
Friday, March 25 10:00 am - 11:30 am
HTE 207
Industry Partners: Beyond the Basics
Scott Weatherford, Natasha Morse & Megan Martin
Da Vinci Schools
Using case studies from the Da Vinci Design and Science High Schools, we will
show how industry partners (like 72 and Sunny, Gensler, Boeing, etc.) have
been instrumental in helping shape our programs and improve our practice.
We will provide a template for other schools to engage their partners in
similar ways, including staff visits and discussions about projects and learning
objectives with professionals, as well as how partners have collaborated with
teachers and students on projects at Da Vinci. We will also provide ideas for
bringing more professionals to the campus through events like career days
and mock interview sessions done by professionals with each of the students
preparing for an internship.
HTE 202
It Might As Well Be Deep Space Nine: Strategies for Successful
PBL for “Lopsided/Outlier” Learners
Christine Greenberg & Jadis Blurton
The Harbour School Hong Kong
This workshop explores successful strategies for “outlier” or twice exceptional
learners when incorporating the noble but challenging aspects of “amorphous”
PBL type activities. Specifically we will explore: 1. Independent vs. Peer-led
and Group dynamics 2. Helping students to create their own self management
structures (particularly those with Executive Functioning challenges) 3. Helping
students who find creative, innovative thinking challenging. 4. Working with
teachers to manage concurrently running projects for students from varied
ends of the learning spectrum.
HTE 122
It Starts with Us! Caretaking a Deeper Learning Instructional
Focus through Professional Development
Maggie Bello
Two Rivers Public Charter School
It starts with us! As leaders, we must model the growth mindset, intellectual
courage, and deeper learning that we want teachers to model with our
students. In this session, school leaders will develop a deeper understanding
of how a culture that promotes deep thinking in its students is rooted in
cultivating deep thinking and learning among its staff. We will explore how a
singular instructional focus can galvanize the professional learning in a school
and develop students who are truly leaders of their own learning. Participants
will go away with a plan for leading deeper learning with their staff.
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WORKSHOPS:
Round 3
Workshop Round 3
Friday, March 25 10:00 am - 11:30 am
HTHI 123
Learning How Summit Basecamp and the Personalized Learning
Plan (PLP) to Assess Cognitive Skills through Project Based
Learning
Christine DeLeon, Jessica Agus & Lizzie Choi
Summit Basecamp
In this session, participants will have the opportunity to use the Personalized
Learning Plan (“the PLP”) the backbone to the Summit Basecamp program,
designed to help schools further personalize learning for students. The PLP,
developed by Summit Public Schools in partnership with Facebook, allows for
competency based progression, student driven learning, and project based
learning evaluated by a cognitive skills rubric. In this session, participants
will have the opportunity to learn about and apply the cognitive skills rubric,
developed with SCALE at Stanford, in order to assess student’s project work.
Participants will walk out of the session with a deeper understanding of the
PLP tool, and gain access to a cross-disciplinary, common core-aligned rubric
that Summit Public Schools uses to define a college readiness continuum from
6th grade through college, as well as the projects that facilitate development
along this continuum.
HTE 227
Research and Deeper Learning
Stephen Hamilton & Kristen MacConnell
High Tech High Graduate School of Education
Mette Huberman & Krissy Zeiser
American Institutes for Research (AIR)
Advocates of Deeper Learning can cite a rich trove of research to support
their goal while research to guide practice that enables students to learn
deeply is harder to find. We will first consider possible connections between
research and practice, then explore some sources of research that can be
used to build the case for Deeper Learning and shape its design. Most of the
session will be devoted to practice-based research conducted with and by
teachers to answer their questions and improve their work with students.
HTE 222
SCRUM: An Agile Project Management Tool For Everyone
Jeff Feitelberg & Jeremy Manger
High Tech Elementary North County
How can we give students tools so that they learn to take responsibility for
their own learning and work more effectively in teams? Come learn about
how you can implement strategies used in engineering teams in your
classroom tomorrow. Help your students incorporate real world problem
solving strategies so that they can be more successful in a project based
- 40 -
Workshop Round 3
Friday, March 25 10:00 am - 11:30 am
learning environment. This workshop will provide a self directed learning
method that can adjust to changing needs and desires. Participants will
have the opportunity to use SCRUM to build a cardboard robot and the
necessary tools to implement this student-centered group management
tool in their classrooms.
HTE 228
Still ‘Pale and Male’: Why the Persistence of Male Leadership
in Education?
Kirsten Olson & Valerie Brown
Old Sow Coaching and Consulting
Education is a field dominated by women…but led by men. 76% of all teachers
are women, yet only slightly over a third of America’s schools are female led.
Of the 14,000 school districts in the United States, less than a quarter have
a female leader at the top. As principal leadership positions rise in stature
and power, the number of women leaders declines. As one former female
Chief State School Officer remarked, “the higher the prestige, the paler and
maler.” What is happening within educational leadership, a field we know
is filled with fierce, competent, experienced, and ambitious women? In
this highly interactive session, organizational consultants and leadership
coaches Kirsten Olson and Valerie Brown look at new gender and leadership
development research that describes “second generation bias,” structural
barriers and organizational blind spots that can be difficult to name, and
that need specific organizational supports to address them. In this session
we ask: What kind of leadership is normative in your school? What are your
organization’s blind spots? What messages are you getting about yourself and
your leadership potential? Who and what do you need to support yourself?
HTHI 124
Student Leadership in the Writing, Editing and Publication
Process
Colleen Green & Students: Ashley Price, Elizabeth Marquez, Alexis
Roman, Abril Centurion & Karla Duck
High Tech High International
This workshop will discuss the ways in which our students ran the writer’s
workshop sessions in their humanities classroom, worked through the
writing process to support one another and then took the lead on revising,
editing, and publishing the student book for the project. A brief portion of
this workshop will be dedicated to allowing participants time to brainstorm
and develop ways to bring student publication into their own spaces.
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DEEP DIVE DEN & EQUITY EXHIBITION DEN
Deep Dive Den & Equity Exhibition Den
We believe in a differentiated conference experience, so in addition
to our workshops, DL2016 offers alternative sessions for attendees to
think deeply, connect with others, and build new ideas. The Deep Dive
Den(D3) and Equity Exhibition Den (E2D) are casual learning spaces
to hear from leading thinkers in the deeper learning field. Den talks
aim to be an informal conversation where a pair of educational
leaders interview one another about a topic that is of importance
to their organization, the deeper learning movement, their lives
as educators, or perhaps to the future of education. The Equity
Fellows will be deeply immersed in projects of their own design, aimed
at creating interventions and breaking through barriers that inhibit the
spread of deeper learning practices to underserved communities.
Through a series of Equity Exhibitions (E2), the fellows will share their
progress to date, and request feedback and input from DL2016
attendees who are as equally passionate about tackling the equity issue.
Join them, and join us, in shaping deeper learning for the better.
Seating is limited–so first come, first served!
- 42 -
D3 and E2D Schedules
Deep Dive Den Schedule
Bios can be found on page 44
Wednesday, March 23
1:00 - 2:00 pm
Michelle Sadrena Clark & Tony Simmons
2:00 - 3:00 pm
Rob Riordan & Eleanor Duckworth
3:00 - 4:00 pm
Ron Berger & Lindsay Hill
4:00 - 5:00 pm
Rebecca E. Wolfe & Bob Lenz
Friday, March 25
9:00-10:00 am
Marc Chun & Sam Seidel
Equity Exhibition Den Schedule
Bios can be found on page 48
Wednesday March 23
11:00 am- 12:00 pm Meg Riordan & Mario De Anda
Facilitator: Carlos Moreno
1:00 - 2:00 pm
Zoila Tazi & Lillian Hsu
Facilitator: Joe Luft
2:00 - 3:00 pm
Sarah Bertucci & Hal Colston
Facilitator: Claire Sylvan
3:00 - 4:00 pm
R. Vernon Moore & Joey Hunziker
Facilitator: Javier Guzman
4:00 - 5:00 pm
Shawn Jackson & Alexandra Anormaliza
Facilitator: Carlos Moreno
- 43 -
DEEP DIVE DEN:
Featured Educational Leaders
Deep Dive Den:
Featured Educational Leaders
Ron Berger
Ron is the Chief Academic Officer for the non-profit
school improvement network EL Education, a national
network of over 160 public project-based schools in 30
states. EL helps to found public high schools in lowincome communities - district and charter - that send
all graduates to college, and help to transform existing public schools K-12 toward high student achievement, character and citizenship. Their work is centered on professional development and resources to
raise teacher capacity. Ron was a public school teacher and carpenter in rural
Massachusetts for 25 years. His writing and speaking focus on inspiring quality
and character in students, specifically through project-based learning, original
scientific and historical research, service learning, and the infusion of arts. He
works closely with the Harvard Graduate School of Education, where he did his
graduate work and now teach a course that focuses on high-quality student
work. He has authored six books, An Ethic of Excellence and A Culture of Quality; and with EL colleagues, Leaders of Their Own Learning, Transformational
Literacy, Management in the Active Classroom, and Learning That Lasts.
Michelle Sadrena Clark
Michelle Sadrena Clark is an 9th Grade World Cultures,
Geography, and Literature teacher at High Tech High
North County in San Marcos, California. She earned her
Master’s in Pacific International Affairs, with a career
concentration in International Development and a regional specialization in Latin America at the Graduate
School of International Relations and Pacific Studies, University of California,
San Diego. Prior to entering graduate school, Michelle lived in Bisai, Japan for
two years, teaching English and American culture at public junior high schools
while engaging in performance dance and theater. Michelle received her undergraduate degree at the University of California, Irvine, with a major in International Studies and a minor in Clinical Psychology. During this time she also
attended La Universidad Católica Pontificia in Santiago, Chile for one semester. Proficient in Spanish and conversational Japanese, Michelle enjoys international travel and leaves the country at least twice a year. While working at
High Tech, Michelle has taken student’s to the Washington D.C., Dominican Republic, Vietnam, the U.K., France, Panama, and Costa Rica. As a member of the
renowned public speaking organization, Toastmasters International, Michelle
has won numerous accolades for competitive public speaking. Her most recent
speaking engagements include the 2014 USC Shoah Foundation Gala when
Stephen Spielberg presented President Barack Obama with the Ambassador
for Humanity Award and TEDxHollywood. Michelle recently earned her Certification in Dance at Palomar College and was awarded 2013 Dancer of the Year.
- 44 -
Deep Dive Den:
Featured Educational Leaders
With a dual passion for education and dance Michelle embraces an energetic
teaching style that truly motivates students to learn. In order to enhance her
leadership and social justice facilitation, Michelle is currently earning her Doctorate of Education through the Joint Doctoral Program in Educational Leadership at the University of California, San Diego and California State University,
San Marcos.
Marc Chun
As an Education Program Officer at the Hewlett Foundation, Marc Chun works to develop and implement
grantmaking for the Program’s Deeper Learning initiative. He works with the Education Program’s Deeper Learning Network, which is a consortium of ten
school operators that oversee more than 400 schools
in thirty-seven states; the Network serves to demonstrate the effectiveness of
educating students in deeper learning skills. Chun also oversees the Program’s
research agenda.Before joining the Foundation, Chun worked for the Council for Aid to Education, a nonprofit organization based in New York City that
measured students’ higher order thinking skills. As the director of education,
he created and ran a professional development program that promoted curricular and pedagogical reform. He has also worked for the Stanford Institute
for Higher Education Research, the Higher Education Research Institute, and
The RAND Corporation. Chun earned a Ph.D. in education from Stanford University and completed a postdoctoral fellowship in sociology and education at
Teachers College, Columbia University. He has three master’s degrees: one in
administration and policy analysis from Stanford University; a second in education from the University of California, Los Angeles; and a third in sociology,
also from Stanford. He has taught at Stanford University, Columbia University,
Vanderbilt University, and The New School, and has published on topics related
to performance assessment and student learning.
Eleanor Duckworth
A former student and translator of Jean Piaget, Eleanor
Duckworth grounds her work in Piaget and Inhelder’s
insights into the nature and development of understanding and in their research method, which she has
developed as a teaching/research approach, Critical
Exploration in the Classroom. She seeks to bring a
Freirean approach to any classroom, valuing the learners’ experience and insights. Her interest is in the experiences of teaching and learning of people of
all ages, both in and out of schools. Duckworth is a former elementary school
teacher and has worked in curriculum development, teacher education, and
- 45 -
DEEP DIVE DEN:
Featured Educational Leaders
Deep Dive Den:
Featured Educational Leaders
program evaluation in the United States, Europe, Latin America, Africa, Asia,
and her native Canada. She is a coordinator for Cambridge United for Justice
with Peace, and is a performing modern dancer.
Lindsay Hill
Lindsay Hill joined the Raikes Foundation as a program
officer in 2015. In addition to her national education
strategy work, she co-leads the foundation’s efforts
around diversity, equity and inclusion. Prior to joining the Raikes Foundation, Lindsay spent four years as
the founding executive director of Teach For America
– Washington. She began her career as a fourth-grade
teacher in Brooklyn through Teach For America and later worked as a program
director, supporting new teachers in three of New York City’s boroughs. Lindsay
has also served as the director of training and support for the “I Have a Dream”
Foundation, and she sits on the board of directors for the Bureau of Fearless
Ideas, a Seattle-based nonprofit. She holds a joint bachelor’s degree in sociology and public policy from Pomona College and a master’s degree in teaching
from Pace University.
Bob Lenz
Bob became Executive Director of the Buck Institute
for Education (BIE) on June 1, 2015. Before taking the
helm at BIE, he was the co-founder of Envision Education and served as its CEO and Chief of Innovation until
2015. Under Bob’s leadership, Envision Education put
into practice a highly successful redesign model that
has opened a path to college and college retention for underserved urban
students at Envision’s three Bay Area arts and technology high schools. Bob
also launched Envision Learning Partners. Envision Learning Partners fulfills the
original promise of charter schools to serve as demonstration sites for innovative educational practices to transform the broader public school system. Envision Learning Partners works with schools, districts and networks of schools
across the country as they adopt the Envision Schools College and Career
Ready Student Performance Assessment System.He is recognized nationally
as a leader in high school redesign, Project Based Learning, 21st century skills
education, and performance assessment. The William and Flora Hewlett Foundation has recognized Bob as a Senior Deeper Learning Fellow. He is the author
of Transforming Schools: Using Project-Based Learning, Performance Assessment and Common Core Standards.
- 46 -
Equity Exhibition Den:
Featured Educational Leaders
Sam Seidel
Sam Seidel is the Director of the Student Experience Lab at the Business Innovation Factory and
author of Hip Hop Genius: Remixing High School
Education(Rowman & Littlefield, 2011). Sam speaks internationally about innovative solutions to challenges
facing schools, community organizations, and prisons.
He is a passionate and experienced leader in education transformation.Sam
has taught in a variety of settings from first grade to community college. He has
built and directed programs for young people affected by incarceration. As a
consultant, Sam worked with leading national education organizations, including the Black Alliance for Educational Options, Big Picture Learning, and Jobs
for the Future, as well as a spectrum of other clients on a diverse set of projects, ranging from redesigning a statewide juvenile justice system to working
with the Rockefeller family to repeal the Rockefeller Drug Laws. Sam was the
Director of Partnerships, Annual Reviews, and Student Leadership for the Association for High School Innovation, a national network of school developers
and replicators funded by the Bill & Melinda Gates Foundation.Sam graduated
from Brown University with a degree in Education and a teaching certification.
He was a Scholar-in-Residence at Columbia University’s Institute for Urban and
Minority Education, and a Community Fellow at the Rhode Island School of
Design. He is always learning.
Rebecca E. Wolfe
Rebecca E. Wolfe directs Students at the Center, at Jobs
for the Future initiative that synthesizes and adapts
for practice current research on key components of
student-centered approaches to learning that lead
to deeper learning outcomes. Students at the Center
furthers the ability of practitioners and policymakers to engage each student in acquiring the skills, knowledge, and expertise
needed to succeed in college, career, and civic life. Dr. Wolfe currently oversees
the team’s efforts to: convene researchers and thought leaders to set research
agendas and produce field-building evidence; maintain www.studentsatthecenterhub.org, a user-driven digital platform with ongoing tool curation and
creation, resources, social media portal, interactive map, and news and events
from around the field; work with state and district leaders to build systems of
assessment for effective student-centered approaches and instructional practice; and design educator competencies and supports for successful teaching
in personalized settings. During her tenure at JFF, she has provided strategic
consultation and technical assistance to the Texas Education Agency’s Dropout
Recovery Program; helped Boston Day and Evening Academy (a competency-based school for off-track youth) launch their REAL Institute to train other
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EQUITY EXHIBITION DEN:
Featured Educational Leaders
Deeper Learning 2016
schools in their approach; and contributed to developing the Back on Track
to College model for overage, under credited youth. Prior to JFF, Dr. Wolfe was
a program director at the Fairfield County Community Foundation, developing a cross-district school leadership initiative for growing and training urban
school principals, convening a funder collaborative, managing a portfolio of
education and youth development grants, and overseeing a network of afterschool intermediaries. She has worked as a middle school site coordinator for
GEAR UP, as a teacher in several college-readiness initiatives for low-income
middle-school youth in Dorchester and Boston, and as a community liaison in
the Suffolk County district attorney’s office for the first Youth Opportunity Area
(a U.S. Department of Labor wraparound initiative). Dr. Wolfe has authored or
co-authored numerous publications on student-centered learning, recent selections including The Past and the Promise: Today’s Competency Education
Movement(JFF 2014) and Anytime, Anywhere: Student-centered learning for
schools and teachers (Ed., Harvard Education Press 2013). Dr. Wolfe holds a B.A.
in sociology with a focus in urban education from Harvard University, and a
Ph.D. in education policy and administration from Stanford University.
Featuring the Equity Exhibition Den:
Mario De Anda
Director of Programs, Foundation for a
College Education
Federal Work-Study: Expanding Internship
Opportunities and Professional Development
for First-Generation and Low-Income Youth
In College
Many first-generation and low-income college-going youth—particularly
freshmen and sophomores—who participate in the Federal Work-Study program find limited employment opportunities. Those they do find often fail to
provide meaningful professional experiences. The goal of this project is to engage college and/or university partners in expanding internship opportunities
and professional development for first-generation and low-income youth during the student’s freshman and sophomore years in college.
- 48 -
Equity Exhibition Den:
Featured Educational Leaders
Alexandra Anormaliza
Director, Affinity Group Support Center,
New York City Department of Education
Expanding the Diversity of Deeper Learning
Leaders in New York City
The Leading Deeper Learning Seminar is designed to
provide leaders who are moving into their first year of principalship with an
in-depth exploration into the principles of Deeper Learning. Through a collaborative approach, diverse NYC school leaders will keep Deeper Learning at the
forefront as they develop solutions for complex problems of practice, learning
the practical skills they will need during their first year as principals as well as
the strategic mindset required to help their schools thrive.
Sarah Bertucci
Eagle Rock School and Professional
Development Center
Action Research: Equity, Deeper Learning, and
Independence
Traditionally marginalized students continue to experience the banking model of education: being treated
as objects, rather than acting as innovative subjects of the world. A cohort of
educators from across the country will be doing yearlong action research to
combat this issue. Students and staff at Eagle Rock School and Professional
Development Center will facilitate the cohort, both at summer retreats and at
school-based visits.
Hal Colston
Director, Partnership for Change
The Equity Leadership Cohort
This project proposes a new community of support for
education leaders, focused on developing their equity
lenses. To assure group diversity, this Equity Leadership
Cohort will purposefully select participants who are at
different places on the equity continuum—from unaware to fully actualized.
The goal of the Equity Leadership Cohort is to create a self-sustaining community that uses Deeper Learning skills to both learn from one another and hold
one another accountable.
- 49 -
EQUITY EXHIBITION DEN:
Featured Educational Leaders
Equity Exhibition Den:
Featured Educational Leaders
Lillian Hsu
Director, High Tech High Chula Vista
From Inspiration to Implementation: Supporting
Teacher Design for Equity & Deeper Learning
in Project-Based Learning
The target of this project is to create a compelling
multimedia resource supporting teachers in making
design choices for Equity and Deeper Learning within project-based instruction. During the project, we will capture the intentional design and facilitation moves teachers make to create deeper learning experiences and provide
equitable access within projects. As a prelude, Lillian will conduct a pilot of
her capstone by documenting four project-based experiences through photography, video, and narrative interviews with students, parents, teachers, and
community partners.
Joey Hunziker
Senior Associate, Innovation Lab Network,
Council of Chief State School Officers
My School, My Voice: Student Reflections on
Policy for Deeper Learning
Student voice is noticeably missing in education and
equity. This is particularly true of the voices of our most
marginalized students—students with disabilities, English Language Learners,
students of color, and students living in poverty. This project will engage diverse students from personalized learning classrooms throughout the country
in a focus group that follows the policy process, giving them opportunities to
respond to the work of policymakers, reflect on their own school experiences,
and ultimately impact the trajectory of the process itself.
Shawn Jackson
Principal and Director of School Culture,
LEAD Public Schools
All of US Will Learn - Deeper Learning &
English Language Acquisition at Neely’s Bend
in Nashville
Neely’s Bend College Prep School, part of the largest
Charter network in Nashville, wants to amplify learning for its English Language Learning students by providing Deeper Learning experiences for every
student. The school’s ability to produce student achievement gains and outcomes for its’ students, irrespective of race or socio-economics, is essential.
- 50 -
Equity Exhibition Den:
Featured Educational Leaders
R. Vernon Moore
Executive Director, Office of Youth Advocacy,
San Diego Unified School District
The New Equity Challenge: Quality Programs
for Opportunity Youth in San Diego
The San Diego Youth Development Office reports that
over 53,000 young people between the ages of 16-24
are “neither enrolled in school nor participating in the labor market.” These “opportunity youth” are disproportionately African American and Latino males.
This equity project seeks to address an imperative need—the growing plight
of our young people who, for whatever reason, are not successful in our traditional educational programs.
Meg Riordan
Ph.D. Director, EL Education Potential Teacher
Project
How are we Teaching the Teachers? Designing
professional learning to promote Deeper
Learning and Equity for students
Many of today’s teachers are not equipped to support
the complexity of preparing students to meet 21st Century challenges. How can
we effectively equip these educators with the ability to facilitate ‘deeper instruction’ that promotes deeper learning for all students? This research proposes a
case study of one “Deeper Learning” organization—EL Education—along with
one school district; exploring how each designs professional learning experiences supporting the development of teachers’ ‘deeper instructional’ practices.
Zoila Tazi
Associate Professor, Mercy College,
Department of Educational Leadership
Right from the Start: Deeper Learning
Approaches for emergent bilinguals in
Universal Pre-Kindergarten
There has been unprecedented growth in the number
of children who enter school speaking other languages at home and little or no
English. Research in early childhood education and bilingualism points to the
significance of a child’s home language in promoting deeper, more efficacious
learning in the first years of school. This capstone project outlines the development of an appropriate protocol for identifying pre-school emergent bilinguals
in order to ensure their access to deeper learning through bilingual instruction.
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DL MAKERS DEN
Deeper Learning 2016
DL Makers Den
Are you ready to get your make on? This year the Makers Den has
transformed into a safe, but exciting place to explore new ways to
incorporate “making” in your classroom. We have gathered a diverse
group of students, teachers and professionals that will utilize the space
to showcase unique projects, innovative ideas and inspiring creations.
There is something for everyone! Come check out Mike Johnston,
an Austin, Texas schoolteacher-turned-street artist as he creates a
collaborative mural with High Tech students or stop by and project
plan with professional 3D printing experts. For those of you interested
in pursuing the entrepreneurial side of “making”, be sure to check out
HTHMA’s Wicked Soap Company, HTH’s Vinyl Printing program and
4.0 Schools Startup Weekend. Come join us for an energizing and
inspiring experience!
Wednesday, March 23
12:30 - 5:00 pm
12:30 - 5:00 pm
12:30 - 5:00 pm
12:30 - 5:00 pm
12:30 - 2:30 pm
12:30 - 2:30 pm
12:30 - 2:30 pm
2:45 - 4:45 pm
Makers Den Mural
HTHI Commons
3D Printing with SD3D
HTHI Commons
3D Printing with Makerbot
HTHI 103
Vinyl Printing with HTH students
HTHI Commons
Live Action Role Playing (LARP)
HTHI Patio
High Tech Fly (Kites)
HTHI 202
Wicked Soap Making
HTHI 107
4.0 Startup School
HTHI 202
Friday, March 25
8:30 - 11:00 am
9:00 - 11:00 am
9:00 - 11:00 am
9:00 - 11:00 am
Makers Den Mural
HTHI Commons
Carve/Tag Stamp
Equity Exhibition Den
Brazing 101
HTHI 107
Google Cardboard & 3D Design
HTHI 103
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DL Makers Den Session Descriptions
HTHI Commons
3D Printing
SD3D
Walk in anytime between 12:30pm–5:00pm on Wednesday
At SD3D Printing, we are a group of aspiring entrepreneurs from various
backgrounds including engineering, design, business and economics. We
started SD3D in 2013 to provide a one-stop-shop for 3D printing in San
Diego. We are a team of creative designers and mechanical engineers with
a passion for making ideas come to life. Come see us for inspiration, ideas
and help in regards to incorporating 3D printing in your next project.
HTHI 103
3D Printing
Pather Lloyd Neff
Walk in anytime between 12:30pm–5:00pm on Wednesday
3D printing is a rapidly trending technology that is bringing the DIY hobbyists
together with engineers to bring rapid prototyping and toy design to the
average consumer. This class is designed for people who are interested in
learning about 3D modeling and 3D printing, and want a more hands on
approach to getting their first successful 3D print.
HTHI 202
4.0 Schools Startup Weekend Education Informational Session
Alex Waters and Trevor Giles
Are you a changemaker itching for the opportunity to solve problems in
education? Are you an entrepreneur, educator, programmer, or designer
who wants to move beyond theory and actually make it happen? At Startup
Weekend Education, not only will you learn how launch a company in 54 hours.
Startup Weekend Education (SWEDU) is an action-oriented weekend designed
to take you from idea to startup in just 54 hours. At SWEDU happening across
the country, educators, business professionals, and hackers conceptualize and
build viable products, services, and school models that solve education’s most
pressing problems. SWEDU participants pitch their idea to other attendees,
then form teams that will work for two days building a prototype and business
model to pitch to a panel of judges on Sunday. SWEDU brings educators
into the process of solving problems they face firsthand, integrating their
perspective into solutions at conception.
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DL MAKERS DEN:
Maker Session Project Descriptions
DL Makers Den Session Descriptions
HTHI 107
Brazing Basics 101
Dave Gillingham & Chris Barrera
Brazing is the process of joining metal by heating the base metal to a
temperature above 800°F and adding a nonferrous filler metal that melts
below the base metal. In brazing, the filler metal is drawn into the joint by
capillary action. Brazing is sometimes called hard soldering or silver soldering
because the filler metals are either hard solders or silver-based alloys. The
primary advantage of brazing is that it allows you to join dissimilar metals.
In this class, we introduce the basics of brazing, and have all the materials
for you to practice and improve your skills.
Equity Exhibition Den – HTHI 105
Carve/Tag Stamp
Charlie Linnik
Participants will engage in a design/making process in order to complete
a project that was conducted in a H.T.H. middle school maker class, called
Studio M. With this workshop, participants will create a custom made stamp
that represents their individualism and uniqueness. They will also learn about
linoleum rubber, how to use basic carving tools, and how to cut wood with
a bandsaw. Participants will make, create and learn!
HTHI 103
High Tech Fly
Kalle Palmer
How do kites fly and what elements of design facilitate flight? Each participant
will fly a kite and make observations about the variables affecting their kite’s
flight. Participants will then discuss the physics of flying a kite preceded by
an opportunity to test their findings by making and flying kites! This session
fuses physics and art while offering a snapshot of the first installment in a
three part semester long project focused on designing and producing things
that fly which recently wrapped at High Tech High Point Loma.
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DL Makers Den Session Descriptions
HTHI Patio
Live Action Role Playing
Gary Gould
Role-playing offers many potential benefits over traditional education,
including increased self-awareness, critical ethical reasoning, and empathy.
The live role-playing method may also improve feelings of self-efficacy and
perceived competence through goal setting and achieving, as it allows
individuals to contribute their personal talents to the success of the group,
which may increase the student’s sense of agency and empowerment.
Therefore, role-playing is often used as a method of increasing leadership
skills and teamwork. In this workshop, participants will have an opportunity
to construct the tools necessary to implement LARPing successfully in their
classroom.
This session will provide attendees the time and materials to build their own
boffer weapon under the direction of an experienced larper and educator. We
will learn all the steps, tips and tricks. The boffer weapons will be designed to
pass safety inspection in a local ‘Lightest Touch’ combat system. The workshop
will be focused on the practical construction of boffer weapons. At the end
of the class the attendees will keep their LARP tools!
HTHI Commons
Maker Den Mural
Mike Johnston
Walk in anytime between 12:30pm–5:00pm on Wednesday
Mike Johnston is a street art evangelist (TRUTH) bringing the message
of joy to the masses. He loves to paint on found objects and on giant
concrete walls. The four years that he and his wife lived overseas in Asia
and the Middle East really shaped his creative process. One thing he hopes
to be true about his art is that it brings a smile.
HTHI Commons
Vinyl Printing
Mike Strong
Walk in anytime between 12:30pm–5:00pm on Wednesday
Make stuff! Print on T-shirts, signs, posters and just about anything you can
think of. Vinyl stencil is a quick easy way to get exposure to t-shirt printing
using vector art. Students will demonstrate use of the cutter/plotter, transfer
vinyl stickers, and print shirts all in one class. We will discuss tools, techniques
and media. Get detailed understanding of what screen printing is and how
to apply it to your project.
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HTHI 103
Virtual Reality in Education using Google Cardboard
Carrie Lawrence
Participants will explore simple, effective and inexpensive ways to incorporate
virtual reality into their classroom. Using a VR cardboard viewer and a
smartphone, we will look at current applications available, virtual reality
field trips you can take with your class, and ways to transform 3D modeling
projects into VR formats.
HTHI 107
Wicked Soap Making
Matt Martin
In this session participants will be performing a truly investigative science
experiment. Through the soap making process, students learn about
saponification, acids and bases, neutralization reactions, lab skills, and the
engineering design process. Your final product will be wonderful bars of
soap that you can take home.
DL MAKERS DEN:
Maker Session Project Descriptions
DL Makers Den Session Descriptions
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Deeper Learning 2016
ENTRY
HTH Forum
HTE 108
HTE 109
HTE 129
HTE 111
Presenter
Prep Room
HTE 113
HTE 114
HTE 115
Charging
Station
HTE 123
HTE 122
More Luxury
Toilets Outside
HTH Gym
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First Floor
MAPS
Deeper Learning 2016
HTE
228
HTH Forum
HTE
227
Charging
Station
Deep
Dive Den
HTE
223
HTE
202
HTE
222
HTE
203
HTE
221
HTE
204
HTE
219
HTE
206
HTE
217
HTE
207
HTE
216
HTE
208
HTE
215
Charging
Station
HTH Gym
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Second Floor
Deeper Learning 2016
HTHI
124
HTHI
123
HTHI
122
HTHI
120
Charging
Station
HTHI
125
HTHI
127
HTHI
107
HTHI
Patio
Equity
Exhibition
Den
HTHI 105
First Floor
Makerspace
HTHI Commons
HTHI
103
ENTRY
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51
HTHI
219
HTHI
220
220
219
HTHI
218
218
HTHI
217
217
MAPS
Deeper Learning 2016
221
216
223
222
HTHI
222
224
213
211
214
215
HTHI
215
225
210
212
Terrace
203
HTHI
207
207
206
205
HTHI
205
204
HTHI
204
Second
Floor
202
HTHI
202
208
HTHI
208
209
200
201
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Deeper Learning 2016
Thursday, March 24
High Tech Elementary to Stone Brewing World Bis tro & Gardens - Liberty Station Walk 0.8 mile, 16 min
5:30 pm Reception and Dinner at Stone Brewery World Bistro and Gardens gratis
ementary
Map data ©2016 Google
500 ft
Use caution - may involve errors or sections not suited for walking
d, San Diego, CA 92106
northeas t on Cus hing Rd toward Farragut Rd
0.5 mi
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Deeper Learning 2016
Upcoming Events
Mark your calendars now!
Deeper Learning 2017 will be held March 29-31, 2017
in San Diego, CA.
Check out these Deeper Learning organizations for additional
ways to support professional development and to spread
deeper learning.
Achievement Network
Asia Society
Big Picture Learning
Buck Institute for Education Summitt
Business Innovation Factory
ConnectEd
EdLeader21
EdVisions
EL Schools
Envision Schools
High Tech High
Internationals Network for Public Schools
New Tech Network
New Visions
School Retool (IDEO/d.school)
Student Voice
Teaching Channel
Teach for America - Bay Area
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