Challenged

To succeed in college, other postsecondary education, and the workplace, students need higher-level thinking, communications, and problem-solving skills as well as knowledge of the world and its people. These are all products of a curriculum that challenges students to work harder as they investigate a wide range of real-world subjects. What's more, our high school graduates who pursue college must be adequately prepared, yet too many are taking remedial courses, which raises deep concerns about the value of their high school diplomas.

Students engage in a broad spectrum of activities in and out of the classroom. Districts and communities committed to educating the whole child work together to prepare young people for success in higher education,  employment, and civic life by providing meaningful learning experiences and opportunities to demonstrate achievement.

Ensuring that each student is healthy, safe, engaged, supported, and challenged requires us to continually ask questions and examine evidence related to implementation. ASCD's indicators of a whole child approach provide a guide for continual school and community improvement and serve as a definition of what a whole child approach to education truly requires. Download the set of challenged indicators (PDF).

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From the Whole Child Blog

Differentiated Instruction Works: How and Why to Do DI

Differentiated instruction is an approach to teaching in which educators actively plan and adjust for students' differences so that instruction suits and supports all students' strengths and needs. It is the process of ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning. There can be differentiation of content, of process, of product, and of learning environment.

On this episode of the Whole Child Podcast, ASCD's Sean Slade and guests explore what differentiated instruction is, what the necessary components of a differentiated learning environment are, and how real teachers are applying differentiation principles and strategies to respond to the needs of all learners.

Listen to the episode below or download.

Panelists

  • Carol Ann Tomlinson is the William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy at the University of Virginia's Curry School of Education. She is author of numerous books on differentiated instruction, including the second edition of The Differentiated Classroom: Responding to the Needs of All Learners (2014) and Assessment and Student Success in a Differentiated Classroom (2013). For more on successful differentiated instruction, read Tomlinson's recent commentary on Education Week.
    Tomlinson also leads the Differentiated Instruction Cadre for ASCD Professional Learning Services, which works to implement effective professional development and instruction in schools and districts nationwide. Connect with Tomlinson on her website and on Twitter @cat3y.
  • Kristina Doubet is an associate professor of middle and secondary education at James Madison University in Harrisonburg, Va. With more than 10 years of experience teaching middle and secondary English, she now prepares future middle and high school teachers for careers in the classroom. She has studied the impact of differentiated instruction on student performance in elementary, middle, and high school classrooms and authored publications on differentiation, curriculum design and formative assessment. Doubet is an ASCD Professional Learning Services Faculty member and serves as a staff developer across the country and abroad for schools and districts implementing the Common Core State Standards, the Understanding by Design® framework, and differentiated instruction.
  • Jessica Hockett is an education consultant in differentiation, curriculum design, and lesson study. She previously worked as a secondary English, social studies, and math teacher in both general education and gifted programming settings and has published a variety of articles and book chapters related to differentiation, curriculum, and advanced learners. As an ASCD Professional Learning Services Faculty member, Hockett has worked with teachers and leaders in more than 50 school districts on differentiated instruction, curriculum development using Understanding by Design®, and development of programs and services for advanced learners.

Together Doubet and Hockett are coauthoring the upcoming ASCD book Differentiation in Middle and High School: Strategies to Engage All Learners which will include a foreword by Tomlinson and be available in June 2015.

Differentiating instruction is not easy and teaching mastery isn't something that happens overnight. Can you recall the particular school year—or a specific class or student you had—when you felt like differentiated instruction really clicked for you and you felt yourself really excelling in your instruction?

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Whole Child Examples

Community Example

The Number One Rule: Be: Kind

Lusher Charter School is one of the most sought-after public schools in the city of New Orleans. 

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Designed for use in schools and districts around the world, the free ASCD School Improvement Tool offers educators a comprehensive and completely online needs assessment. Based on your unique results, the tool points you to professional development resources that can help immediately address school-wide challenges.

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About ASCD

ASCD is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner. Comprising 125,000 members—superintendents, principals, teachers, professors, and advocates from more than 138 countries—the ASCD community also includes 56 affiliate organizations. To learn more about how ASCD supports educators as they learn, teach, and lead, visit www.ascd.org.