# data[].attributes.body
1. What is/ are measures of “security” and “safety”?
2. What role does the physical and emotional safety of the teacher play in the classroom?

# data[].attributes.body
How do I get full engagement from students in small groups?

# data[].attributes.body
Are there resources available to help teachers find ways to make social justice connections to our different disciplines at different grade levels?

# data[].attributes.body
How do we measure/evaluate students physical and emotional safety?

How does “laying the groundwork for productive conversations” work when your students come from such different backgrounds?

# data[].attributes.body
How do we create real life performances of understanding both performative and summative?

How do we come to know our learners so that we can best choose content to connect with them and their experience?

# data[].attributes.body
How does our use of time affect our students ability to collaborate effectively?

How do/can we effectively and explicitly teach collaboration skills?

# data[].attributes.body
1. How do I effectively address microaggressions given time constraints?

2. How as a community can we both model and foster taking on different perspectives (using empathy and curiosity to lean into these difficult conversations?

# data[].attributes.body
How do we get them to buy in?

# data[].attributes.body
How much or how little scaffolding should we do?

# data[].attributes.body
How do we ensure that the classroom setup and size combined with the number of students is such that all students have access to it and the teacher can have a reasonable chance to monitor all students?

# data[].attributes.body
How can we differentiate for things other than ability level?

# data[].attributes.headline
How can I use dialogue to engage with different constituencies within the school?

# data[].attributes.subject
How can I use dialogue to engage with different constituencies within the school?

# data[].attributes.body
How do we infuse social justice into math and science courses? How can teachers in these subjects teach the core material, but still address these important issues?

# data[].attributes.body
How much of a student's feeling of safety derives from faculty and how much from peer interactions? What should faculty do to promote both of these?

# data[].attributes.body
How can more reflective students enter the dialogue, and how can we respect their thoughts? Can we explore their thoughts without being invasive?

# data[].attributes.body
1. How does this shared inquiry and dialogue tie into the larger DH curriculum?

2. How will this dialogue continue beyond the 2018/19 academic year?

# data[].attributes.body
How would knowledge about mathematics lead to empowerment for women?

# data[].attributes.body
Whose definition of inclusion are we using?

What are the ground rules?

# data[].attributes.body
What is lost by not engaging in topics that are hard for students and teachers?

# data[].attributes.headline
In admission committee, how do we effectively use dialogue to make a well-informed decision (when should it be dialogue and when should it be debate?)?

# data[].attributes.subject
In admission committee, how do we effectively use dialogue to make a well-informed decision (when should it be dialogue and when should it be debate?)?

# data[].attributes.body
What is the right balance of letting students choose their own groups, randomly assigning groups, or socially engineering them.

# data[].attributes.body
How do you measure or evaluate any of these things?

# data[].attributes.body
How do we ensure an educational space that lets all voices be heard but also prohibits hurtful or uninclusive speach.

# data[].attributes.body
How can we get our students to engage in a dialogue that doesn’t have a measurable goal or defined task set out as direction?

# data[].attributes.body
How do we as a community of educators learn from and encourage one another to expand upon our own individual teaching methods/strategies without judgement or fear of a different approach.

# data[].attributes.body
What else can we do to help kids feel emotionally safe in our school/classrooms?

# data[].attributes.headline
How do we help support students if they don't feel safe?

# data[].attributes.subject
How do we help support students if they don't feel safe?

# data[].attributes.body
How do we create dialogue in a STEM classroom?

# data[].attributes.body
How can we promote meaningful dialogue when students are wrapped up in their own lives?

# data[].attributes.headline
How do students define social and emotional safety in our community? Is it different than how adults view these topics?

# data[].attributes.subject
How do students define social and emotional safety in our community? Is it different than how adults view these topics?

# data[].attributes.body
If it's our job to teach students the value of what they know, how do we decide that value? How do we decide value for others?

# data[].attributes.body
Where in my (non-humanities) curriculum should we have conversations about diversity and identity?

# data[].attributes.body
How do I encourage those with less popular voices/opinions to speak up?

# data[].attributes.body
How do we ensure the greatest number of people are are willing and prepared to do this kind of work?

# data[].attributes.body
1. What factors influence the make-up of groups that you create?
2. How do we best assess group work?

# data[].attributes.headline
What's the difference between shared inquiry and shared conclusions?

# data[].attributes.subject
What's the difference between shared inquiry and shared conclusions?

# data[].attributes.body
How does shared inquiry sit side-by-side with elements of a curriculum that are more "competitive" in mature?

How do we create space for disagreement, discomfort in the classroom - especially in a shared inquiry project?

# data[].attributes.body
how can one create small groups/questions that necessitate actual collaborative learning rather than something that can be divvied up.

# data[].attributes.body
1. How do I get introverted students to feel comfortable in participating in shared inquiry and dialogue?
2. How do you encourage someone to engage in topics that they don’t want to or don’t value

# data[].attributes.body
How can we sound less political when talking about topics that can be interpreted as political, e.g. wealth distribution, poverty, etc.?

# data[].attributes.body
How can we be respectful to others while remaining truthful to our core values?

# data[].attributes.headline
Is Dana Hall a sink or swim school or are we willing to provide support for certain academic weaknesses? What promises do we make to parents about how we can help them academically?

# data[].attributes.subject
Is Dana Hall a sink or swim school or are we willing to provide support for certain academic weaknesses? What promises do we make to parents about how we can help them academically?

# data[].attributes.body
- How do I do this in a discipline that is primarily physical?
- I’m what other areas in the community am I able to employ this strategy?

# data[].attributes.headline
Differentiated Instruction.         1. How is every student expected to articulate and take responsibility for her learning in the classroom?

# data[].attributes.subject
Differentiated Instruction.         1. How is every student expected to articulate and take responsibility for her learning in the classroom?

# data[].attributes.body
2. What practices are put into place to ensure that all students are engaged and supported?

# data[].attributes.body
When do we address harm done in the dorm instead of asking students to think critically about the situation?

# data[].attributes.body
1. How do we combine social justice and math?
2. In terms of relevant topics for real-world connections, how much variations would there need to be for our students?

# data[].attributes.body
— what does this really mean?
— Can all teachers master this or be trained to do so?

# data[].attributes.headline
Where do we draw the line on ability in the admission process?

# data[].attributes.subject
Where do we draw the line on ability in the admission process?

# data[].attributes.headline
What does good differentiated instruction look like? 

# data[].attributes.subject
What does good differentiated instruction look like? 

# data[].attributes.body
How to start and continue meaningful dialogue
How to engage all groups with a goal of recognizing different perspectives

# data[].attributes.body
How can we engage a student to talk about what’s important to her as it relates to the world around her?
What is the criteria for social/emotional safe environment?
What are the benefits of predetermin groups?

# data[].attributes.body
At the lower level, how much of the culture/inclusion material should be included in English, which would take away from the learning of another language?

# data[].attributes.body
"How do we teach/model/encourage/prioritize active and participatory listening?"