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Access the Cards

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas: What are you hoping to learn today?
What are you hoping to share today?

Resources/Insights

Successes: What successes have you and/or your learners had related to this topic?

Challenges: What challenges have you and/or your learners encountered related to this topic?

Equity: What are some challenges and potential solutions related to diversity, equity, and inclusion as it relates to this topic?

Reflections  Is there a new tool or resource you want to explore? Or an idea you want to share with a colleague?

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Get the conversation started:

Who’s in the room?
(Ask participants to introduce themselves)

Why did you pick this topic?

What are you hoping to learn/share today?

What are some challenges or successes you have experienced related to this topic?

How does this topic intersect with issues of equity?

What resources, tools, or insight may help others dealing with this topic?

What additional questions do you have about this topic?

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Make sure all voices are heard in the conversation.

Be mindful of your own unconscious biases in communicating.

Give ample wait time for people to respond to a question or comment.

Remind participants to stay muted when they are not speaking.

Use the chat feature or reactions (like a thumbs up icon) to share quick responses with the group.

The Edcamp Community are dedicated to a harassment-free experience for everyone. The Edcamp Community’s Anti-Harassment Policy can be found below:

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Tech is the tool, learning is the main idea!

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Global Participation

Learning Support Teachers
Librarian
Special Education & Health
Technology Teachers
Humanities Teacher
Science Teacher
Curriculum and Instruction Director

Elementary - High School
Public - Private - HomeSchools

New York
Atlanta
Maryland
Florida
Canada
Texas

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How can we use Projects to foster ownership?

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What is done with the hands is the easiest to remember.

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With pandemic, we are challenged to reshape assessment in our classroom

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With pandemic, we are challenged to reshape assessment in our classroom

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SEL- Social Emotional Learning is a priority 

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SEL- Social Emotional Learning is a priority 

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@MrsTfollow
Find their interests and passions- build relationships.
Zones of regulation with time for reflection.
Yoga and Brain breaks are intrinsic.
A reward or new badge earned is extrinsic for our class.

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How do we get students to focus about what is important to them....

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https://nobarriersusa.org/

Instagram @inspire_educators twitter @inspire_teacher

Clear & Concise Instructions
Re-Cap of Instructions or the week

Simple Google DOCS to communicate

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Put notes in whatever LMS you are using: Google, Schoology, Canvas, etc.

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- cellphone caddy to encourage students to put their cellphones in the caddy and focus on learning
-share with students the research behind distractions and the benefits to committing to staying focused) i.e. article on impact of distraction
-pomodoro technique to commit to a 20 min focus on a task

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-taking time to call parents (make a honey call first) deposits before withdrawals
-accountability group within the classroom - for students to check in with each other when someone is absent
- snail mail home to acknowledge and reinforce behaviors
- building personal connections on the front end
- reward - virtual field trip days - no hw on that day, kids can chat to each other

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Students are usually motivated to learn things, and giving choice helps motivate.

Choice Boards give choice, direction, and some limits.

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Must have Learning Objectives to accomplish

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-special education students with unrecognized services needing to readjust into the now of being back in school
-students in and out (absences) makes it difficult to solidify structures and routines
-exhausted educators - prepping for in class and online (absent) students...frustrating to do the extra work to post online and then students don't do it..

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Candace Cox-Wimberley is an enlightened entrepreneur, award winning best selling author, and the founding Executive Director of Ingenuity College Preparatory Institute. She’s an internationally acclaimed inspirational speaker, fierce youth advocate, and gifted leader. Candace is also the founder of She’s A Genius nonprofit. She’s been featured on multiple national television and radio outlets, including PBS and CBS television. Candace believes that the best successes are meant to be shared.

Michellea Millis Rucker has over 21 years in Education and 10 years in Non-Profit Administration. A transplant to the San Antonio, Texas area since 2010, She has led in five states and has served in every role except Superintendent. She taught English, Speech, and Writing in grades 7-12, including AP English, and Earth and Life Science in Middle School. Currently, she is the Founder/CEO of BrownSTEM, Inc, a nonprofit that creates innovative learning spaces for college, career and military readiness with a Science, Technology, Engineering, Math, and Medicine focus in underrepresented communities to facilitate the narrowing of the national disparity gap for BIPOC in STEMM fields. She has a Bachelor’s degree in Organizational Management, Master’s in Managerial Leadership, Post-Graduate Studies in Leadership and Data at Harvard, and all-but-dissertation in Educational Leadership. Recently, she was featured in the September 2020 edition of the Excelligent Magazine as a Global Education Influencer.

Dr. Nicole Stephens has been an educator for over 24 years. She is originally from Camden, NJ. She has taught and still teaches Bilingual and ESL education and she is also a scientist. Currently, Dr. Stephens works for both Trenton Public Schools as an ESL Specialist and the University of Pennsylvania Hospital in Philadelphia as a COVID-19 Entry Specialist Supervisor. She is currently working towards her fifth degree in Nursing. She earned her Ph. D. from The Ohio State.

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Use Peardeck and embed brain breaks

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Use a theme to cross levels and subjects to lesson a bit of the load, centers and stations to then work on the objectives from there.

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gamification

https://www.gonoodle.com/

https://www.flocabulary.com/
https://evernote.com/
https://wakelet.com/
https://www.classcraft.com/

peardeck.com
https://www.duolingo.com/
https://info.flipgrid.com/
https://nearpod.com/

https://kahoot.com/

https://quizizz.com/
https://quizlet.com/

https://www.gamesforchange.org/

https://www.blooket.com/

https://classkick.com/

commonlit.org

Edpuzzle.com

Activelylearn.com

NoRedInk.com

https://www.dimensionu.com/dimu/home/home.aspx

https://jamboard.google.com/

Chrome Music Lab
https://musiclab.chromeexperiments.com/

Stick Together = Interactive Art App

https://web.seesaw.me/

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snap circuits
lego we do
flip grid
hacking project based learning (book)
peardeck
escape room
breakout edu

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We must be able to help our students with extrinsic and intrinsic motivation. Both are key to optimal success. 

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We must be able to help our students with extrinsic and intrinsic motivation. Both are key to optimal success. 

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https://www.liveworksheets.com/

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Preschool apps ABCYA, Storyline Online, PBS, Starfall, codemonkey
Stick Together = Interactive Art APP

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Break out Lesson Plan for Restaurant Group work

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Break out Lesson Plan for Restaurant Group work

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https://docs.google.com/document/d/1caMlrPcocHTA3XbJ0rqtZtAwJE1Duw3OY6iETQnN-HI/edit?usp=sharing

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https://belagaytan.com
https://www.linkedin.com/in/belagaytan
https://twitter.com/belagaytan
https://belagaytan.medium.com/
https://www.instagram.com/belagaytan/

Twitter - @pauboiser
@mslarkinreads
@kyriakixt
hola@belagaytan.com
Insta - @p_boiser (teacher) and @pauboiser (personal) lol
sburrowes.asps@school.edu.bb
Karmonda.pearson@rentonschools.ue

@bklandnite247

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https://docs.google.com/presentation/d/1WejHGoCty0fLnVcnCDDi9bGHjehp4IHAVv2N4lnXwHE/edit?usp=sharing

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https://hyperdocs.co/

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Students put their cellphones in caddy to be free of distraction.

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Incorporated into lessons as a component

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need to show growth, after the shift with online learning has changed we need better ones,
Trying to show students they are needed.
How to motivate the students
Formative Assessments are not in their grades
Teachers struggle with more project base learning and creating informal assessments
More project base learning and data with student conferences with teacher on self assessments and guide them where they desire to be be and what grade they should receive
Feedback from teachers before a grade to make improvements
Rubics for the standards helps students with a road map with the process
The writing process needs to show consistency and rubrics be relevant
Differentiate Assessments
Think out of the box with different types and knowing their strenghts and weaknesses
Motivation is relevant to the student
What can we do to make more alive / motivating - plan and create a podcast, work on every step they were motivated, using a QR Code to present (using technology ) -  students use the standard in the real world !
Students knowledge of technology has increased and assessments can be relevant and real world
Kim, Dima, Remy, Daniel,

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https://www.wixie.com/

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"Wixie is a great tool for my students to showcase their learning by creating original digital projects, which can be easily shared with their teacher, classmates, and family members. It is a unique program that allows students to access all 4 C's, is highly engaging, and most of all FUN! My students cannot wait to log in to Wixie and ask about it all the time!"

Dr. Monica Winkler
Buffalo Trail Elementary, CO

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Wixie is a creative platform for powerful teaching and learning in the cloud.

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https://docs.google.com/document/d/1xoAsZ9ngH129ErHIGS0nwF9fdoSzYrDGwkCwC1hfuC4/copy

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I used Kami (which can be installed as an extension on Chrome) and Seesaw to allow my second grade learners to write, draw, record, or video tape their responses.

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What works best?

What tools are we using?

Undergraduate Students:

Kami - Collaborative Working among students.....

Just Read

https://insertlearning.com/

Gifted Students K-5 (also use
Gimkit, Decktoys,Nearpod,wordwall, Scholastic News,

The Distance Learning Playbook
The Distance Learning Playbook Grades K-12 Douglas Fisher Nancy Frey John Hattie

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Google
Seesaw

Update to Chrome Browsers address overall collaboration across the board....

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Students love escape rooms
Gamification is motivating

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It was a pleasure to be the moderator for this sessions.
Nanette Fandino-Diaz
MrsNFDiaz@aol.com
Twitter @nanettediaz

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Flipgrid
Evernote for note-taking and Wakelet for curating/bookmarking social media style
Flocabulary.com
gonoodle.com

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WHY TECH IS NOT JUST A TOOL. https://edri.org/our-work/why-tech-is-not-just-a-tool/

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WHY TECH IS NOT JUST A TOOL. https://edri.org/our-work/why-tech-is-not-just-a-tool/

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Throughout October 2019, digital rights-watchers welcomed new reports warning about the human rights crises of Artificial Intelligence (AI) and other digital technologies. From Philip Alston's caution that the UK risks "stumbling zombie-like into a digital welfare dystopia" to David Kaye's critique of internet companies' and States' failure to respect human rights online, civil society is increasingly demanding greater insight into the impact of technology on society. Individuals who do not work on "digital rights" are also becoming progressively more aware of the exponentially increasing power and control of technology giants such as Facebook and Google.

Whilst every citizen is and will continue to be affected (whether positively or negatively) by the rise of technology for everyday services, the risks are becoming more evident for some of the groups that already suffer systematic discrimination. Take this woman who was automatically barred from entering her gym because the system did not recognise that she could be both a doctor, and a woman; or this evidence that people of colour get worse medical treatment when decisions are made by algorithms. Not to mention the environmental and human impact of mining precious metals for smartphones (which disproportionately impacts the global south) and the incredibly high emissions released by training just one single algorithm. The list, sadly, goes on and on.

The idea that human beings are biased is hardly a surprise. Most of us make "implicit associations", unconscious assumptions and stereotypes about the things and the people that we see in the world. According to some scientists, there are evolutionary reasons for this, in order to allow our ancestors to distinguish between friends and foes. These biases, however, become problematic when they lead to unfair or discriminatory treatment - certain groups being surveilled more closely, censored more frequently, or punished more harshly. In the context of human rights in the online environment, this matters because everyone has a right to equal access to privacy, to free speech, and to justice.

States are the actors that are responsible for respecting and protecting their citizens' human rights. Typically, representatives of a state (such as social workers, judges, police and parole officers) are responsible for making decisions that can impact citizens' rights: working out the amount of benefits that a person will receive, deciding on the length of a prison sentence, or making a prediction about the likelihood of them re-offending. Increasingly, however, these decisions are starting to be made by algorithms.

Many well-meaning people have fallen into the trap of thinking that tech, with its structured 1s and 0s, removes humans' messy bias, and allows us to make better, fairer decisions. Yet technology is made by humans, and we unconsciously build our world views into the technology that we produce. This encodes and amplifies underlying biases, whilst outwardly giving the appearance of being "neutral". Even the data that is used to train algorithms or to make decisions reflects a particular social history. And if that history is racist, or sexist, or ableist? You guessed it: this past discrimination will continue to impact the decisions that are made today.

The decisions made by social workers, police and judges are, of course, frequently difficult, imperfect, and susceptible to human bias too. But they are made by state representatives with an awareness of the social context of their decision, and crucially, an ability to be challenged by the impacted citizen - and overturned if an appropriate authority feels they have judged incorrectly. Humans also have a nifty way of being able to learn from mistakes so that they do not repeat them in the future. Machines making these decisions do not "learn" in the same way as humans: they "learn" to get more precise with their bias, and they lack the self-awareness to know that it leads to discrimination. To make things worse, many algorithms that are used for public services are currently protected under intellectual property laws. This means that citizens do not have a route to challenge decisions that an algorithm has made about them. Recent cases such as Loomis v. Wisconsin, which saw a citizen challenge a prison sentence determined by the US's COMPAS algorithm, have worryingly ruled in favour of upholding the algorithm's proprietary protections, refusing to reveal how the sentencing decision was made.

Technology is not just a tool, but a social product. It is not intrinsically good or bad, but it is embedded with the views and biases of its makers. It uses flawed data to make assumptions about who you are, which can impact the world that you see. Another example of this is the use of highly personalised adverts in the EU, which may breach our fundamental right to privacy. Technology cannot - at least for now - make fair decisions that require judgement or assessment of human qualities. When it comes to granting or denying access to services and rights, this is even more important. Humans can be aware of their bias, work towards mitigating it, and challenge it when they see it in others. For anyone creating, buying or using algorithms, active measures about how the tech will impact social justice and human rights must be at the heart of design and use.

Hate speech online: Lessons for protecting free expression (29.10.2019)
https://edri.org/hate-speech-online-lessons-for-protecting-free-expression/

Millions of black people affected by racial bias in health-care algorithms (24.10.2019)
https://www.nature.com/articles/d41586-019-03228-6

Anatomy of an AI System
https://anatomyof.ai/

Profiling the unemployed in Poland: Social and political implications of algorithmic decision making
https://panoptykon.org/sites/default/files/leadimage-biblioteka/panoptykon_profiling_report_final.pdf

Project Implicit
https://implicit.harvard.edu/implicit/takeatest.html

Digital dystopia: how algorithms punish the poor (14.10.2019)
https://www.theguardian.com/technology/2019/oct/14/automating-poverty-algorithms-punish-poor

(Contribution by Ella Jakubowska, EDRi intern)

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Why tech is not "just a tool" - European Digital Rights (EDRi)

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Throughout October 2019, digital rights-watchers welcomed new reports warning about the human rights crises of Artificial Intelligence (AI) and other digital technologies. From Philip Alston's caution that the UK risks "stumbling zombie-like into a digital welfare dystopia" to David Kaye's critique of internet companies' and States' failure to respect human rights online, civil society is [...]