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ASCD Whole Child Bloggers

Lead the Next Change in Education

If you could change one thing about education, what would it be? How do you engage other educators? Are you ready to lead?

ASCD Emerging Leaders are accomplished educators with 5–15 years of experience who are highly involved in ASCD and the education community as a whole. The two-year program is designed to prepare younger, diverse educators for potential influence and ASCD leadership. ASCD now enrolls more educators in each class than ever before and includes an Emerging Leaders grant opportunity that will award selected participants in their second year of the program with grants of up to $2,000. All emerging leaders in the program are provided with opportunities to pursue various leadership pathways, including serving on committees, hosting networking events for educators, advocating for sound education policy, and contributing to ASCD publications.

Are you or someone you know interested in becoming an ASCD Emerging Leader? Applications for the class of 2014 are open until April 1. Learn more at www.ascd.org/emergingleaders.

ASCD Whole Child Bloggers

Mayor Bill De Blasio Focuses on Community Schools in New York City

Post written by Martin J. Blank, Director and President, Coalition for Community Schools at the Institute for Educational Leadership; and Shama S. Jamal, National Policy Emerson Fellow, Coalition for Community Schools

Community schools are high on New York City Mayor Bill de Blasio's education agenda; an agenda that he made a commitment to during his campaign and is now taking action on.

De Blasio's recent appointment of Richard Buery as the deputy mayor for strategic policy initiatives strengthens his vision and plan to implement 100 more community schools in the city. Buery's expertise and former work as chief executive officer at the Children's Aid Society will provide the foundation for a strategic expansion of community schools across the city. Children's Aid Society is a national model for implementing community schools in New York City and houses the National Center for Community Schools. It is a founding partner of the Coalition for Community Schools.

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ASCD Whole Child Bloggers

How We Know Kids Living in Poverty Can Meet the Common Core Standards

The Common Core State Standards underscore five key shifts in teaching and learning that place greater emphasis on

  1. Critical thinking, reasoning, and use of evidence to defend an argument.
  2. Deeper conceptual understanding, particularly in math.
  3. Writing, not only through explicit standards for writing, but also through the need to communicate one's reasoning through writing.
  4. Applying learning to real-world situations.
  5. Using informational texts to build content knowledge and literacy.

The shifts embodied in the standards necessitate that students become self-regulating, metacognitive learners. And for each shift, a body of research points toward pedagogies that are particularly effective in helping students who live in poverty meet and achieve the skills, knowledge, and dispositions embodied in the shifts. The brief descriptions below describe these research-based approaches in relationship to a particular shift; however, many of these approaches could apply to more than one shift. The purpose is not to "sell" or promote a particular approach, but rather to illuminate the large volume of evidence that can challenge our mind-sets about students from low-income families and their ability to learn to high standards.

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ASCD Whole Child Bloggers

Combining Intrinsic Motivation and Student Autonomy for Sustained Success

Post written by Matthew J. Weyers

Two years ago, prompted by a blog post that asked, "How many student assignments end up in the recycling bin within minutes of students seeing the grade?," I began thinking about the role of rewards and social interaction in education. The post's question hit close to home, and made me reflect deeply on my current practice. I decided to evaluate my 6th grade language arts and science courses through the lens of two questions: Beyond a letter grade, what motivation do my students have to do well? and, If the primary motivation is extrinsic, how can I make the project more intrinsically motivating? By the end of the school year, I had a three-pronged answer. I had to

  • Relinquish a certain level of control and place added responsibility on students.
  • Allow students to produce work for an authentic audience (meaning not just for me).
  • Give students autonomous opportunities to collaborate on their work.

Here are some of the practices I'm using to hit these three targets.

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ASCD Whole Child Bloggers

Free Webinar—Hanging In: Working with Challenging Students

Jeffrey BensonHanging In: Strategies for Teaching the Students Who Challenge Us Most, for an exciting, free webinar on what you can do now for a challenging student in your school.

Thursday, January 30, 2014, 3:00 p.m. eastern time
Register now!

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ASCD Whole Child Bloggers

The Power of Personalized Learning

Personalized learning. It is a stealth ninja lying in wait ready to knock out its adversary, student malaise. It's a weathered sage employing ancient methodologies of simple wisdom and effortless discernment. It's creative wizardry that unfurls forgotten enthusiasm. And it is within every educator's grasp.

Simply put, personalized learning is a teacher allowing students to be at the helm of their own learning and the director of their own educational ship.

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ASCD Whole Child Bloggers

You Learn. You Teach. Now Lead.

ASCD Emerging Leaders are accomplished educators with 5–15 years of experience who are highly involved in ASCD and the education community as a whole. The two-year program is designed to prepare younger, diverse educators for potential influence and ASCD leadership. ASCD now enrolls more educators in each class than ever before and includes an Emerging Leaders grant opportunity that will award selected participants in their second year of the program with grants of up to $2,000. All emerging leaders in the program are provided with opportunities to pursue various leadership pathways, including serving on committees, hosting networking events for educators, advocating for sound education policy, and contributing to ASCD publications.

Are you or someone you know interested in becoming an ASCD Emerging Leader? Applications for the class of 2014 open on February 1. Learn more at www.ascd.org/emergingleaders, or e-mail constituentservices@ascd.org to be notified when the applications open.

Read more »

ASCD Whole Child Bloggers

ASCD’s Whole Child Initiative Switches to a New Twitter Handle

Whole Child Initiative switched its official Twitter handle to @WholeChildASCD. The 15,000+ followers of the old @WholeChildAdv do not have to take any action to continue to follow the initiative’s Twitter account, as the followers will automatically be moved to the new handle. In addition individuals trying to contact ASCD under the old account will be directed to follow the new Twitter handle: @WholeChildASCD.

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ASCD Whole Child Bloggers

2013 Best of the Blog: 5–1

In the past year, experts and practitioners in the field, whole child partners, and ASCD staff have shared their stories, ideas, and resources to help you ensure that each child, in each school, in each community is healthy, safe, engaged, supported, and challenged and prepared for success in higher education, employment, and civic life.

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ASCD Whole Child Bloggers

2013 Best of the Blog: 10–6

In the past year, experts and practitioners in the field, whole child partners, and ASCD staff have shared their stories, ideas, and resources to help you ensure that each child, in each school, in each community is healthy, safe, engaged, supported, and challenged and prepared for success in higher education, employment, and civic life.

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