|Students from Science Leadership Academy Campus|
Well known for their work in creating Science Leadership Academy (SLA), a technology-rich, collaborative, learner-centric school in Philadelphia, founding principal Chris Lehmann and Diana Laufenberg, SLA executive director are uniquely positioned to speak about changing how we educate. The best strategies, featured in their talk, Creating the Schools We Need at the upcoming EDspaces conference in Tampa Florida, address enabling networked learning that allows research, creativity, communication, and collaboration to help prepare students to be functional citizens within a modern society.
Their talk includes discussions of the following key concepts:
- Technology must be ubiquitous, necessary, and invisible
- Classrooms must be learner-centric and use backwards design principles
- Good technology can be better than new technology
- Teachers must serve as mentors and bring real-world experiences to students
About Chris and Diana
In 2013, Chris co-founded the non-profit Inquiry Schools with Diana Laufenberg to help more schools create more empowering, modern learning experiences for students, and he serves as Superintendent and Chair of the Board. In partnership with Inquiry Schools, Chris opened Science Leadership Academy (SLA) @ Beeber campus, the second campus in the SLA model, and in 2016, Chris co-founded Science Leadership Academy Middle School. SLA is a non-profit working to create and support student-centered learning environments that are inquiry driven, project based and utilizing modern technology. He is a respected educator and author, Building School 2.0: How to Create the Schools We Need.
Diana currently serves as the Executive Director for Inquiry Schools and lives in West-Central Wisconsin. Diana was featured on TED.com for her “How to Learn? From Mistakes” and recognized for earning National Board Certification. Her publications include a featured piece on the New York Times Learning blog, co-authoring a chapter in an educational leadership book, and an article in the Journal of Adolescent and Adult Literacy.