Join Jonathan Bergmann and Aaron Sams, flipped classroom pioneers and authors of Flip Your Classroom: Reach Every Student in Every Class Every Day, in a free webinar to learn how the flipped classroom model can help teachers gain more face-to-face time with students, foster real differentiated or personalized learning, and challenge students to take responsibility for their learning.
Tuesday, August 26, 2014, 3:00 p.m. eastern time
This week many schools across the Midwest will flow back into their daily classroom routines and students will start adjusting from the freedom of summer to the structure of study. That means plenty of grab-and-go school breakfasts, packed lunches, coveted afterschool snacks with outdoor recess, and brain breaks in the classroom sure to follow. The school day will soon resume its role as one of the largest influencers in a child's day to embrace and model health and wellness practices.
In interviewing for our film The Whole Child, we discovered that incorporating healthy lifestyle supports into student life directly relates to classroom performance—a healthier student is a student better equipped for learning. But, as we've found, oftentimes there are barriers for students to become fit and focused—mentally and physically—and it becomes the school and the school community's responsibility to step in.
This week Education International—the world's largest federation of unions, representing 30 million education employees in 170 countries and territories—signed onto the Global School Health Statement developed by ASCD and the International School Health Network.
The Global School Health Statement was developed out of the first Global School Health Symposium, a multi-level, multi-sectorial discussion involving more than 60 leading education, health, and school health experts from across twenty countries held in Thailand in August 2013. Since then it has been introduced at a series of Global School Health Symposia and discussed at a series of key global events.
Summer for educators is often a time to look back on the past year—and look forward to the coming one. What worked, what didn't, and what will you change? Educating the whole child and planning for comprehensive, sustainable school improvement requires us to be "whole educators" who take the time to recharge, reflect, and reinvigorate.
Last summer the Whole Child Podcast highlighted educators' need to reflect, refresh, and recharge. ASCD's Kevin Scott was joined by ASCD Emerging Leader Program alumni Peter Badalament, principal of Concord-Carlisle High School in Massachusetts, and Jason Flom, director-elect at Cornerstone Learning Community in Florida where he was a founding teacher of the elementary school, to discuss their strategies for reflection.
How many kids are going to check out a whole set of encyclopedias? With digital, they do it every day, without a second thought. But digital curriculum is not just about a bigger backpack or cramming more content into a smaller container, explained education innovator Hall Davidson in his 2014 ASCD Annual Conference session, "The New Book as the Old Backpack: The Unintended Consequences of Digital."
ASCD author Aaron Sams explains how flipped classrooms use class time to practice and apply skills learned during prerecorded lectures. Homework becomes classwork, and lectures and other content traditionally presented during class time are viewed outside of class, at home, on a personal device, or in a school-based resource room.
Principals are the key players in developing the climate, culture, and processes in their schools. They are critical to implementing meaningful and lasting school change and in the ongoing school-improvement process. There is also no doubt that the role—or roles—of a principal has changed dramatically in recent years and will likely change even more in upcoming decades.
In a 2013 episode of the Whole Child Podcast, ASCD's Sean Slade and Donna Snyder are joined by Kevin Enerson, principal of Le Sueur-Henderson High School in Minnesota (an ASCD Whole Child Network school), and Jessica Bohn, principal of Gibsonville Elementary School in North Carolina and an ASCD Emerging Leader, to discuss the qualities principals in today's (and tomorrow's) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders.
I was recently asked if I remember teachers or educators that made a difference in my life and learning and how they inspired me. Yes, for a while I was that "middle" kid. I was your student who came diligently every day to class, completes their work, and if given the choice, would have been perfectly happy blending into the background. I was eager about the world's possibilities (which you wouldn't have known unless you asked), but had little belief in myself that I would be a part of making a difference in it. I was the kid who had mastered the art of not being noticed, but not well enough to fool the untrained eyes of some of my teachers.
You, too, likely have had one of these teachers. The teachers who are passionate about their work and believe in the potential of each child, love their content area, but believe in the importance of making real connections with their students even more. They are the ones that make the most indelible impressions on your heart and their belief in you is what made you think differently about yourself so you could soar.
Post written by Kerry Dunne and Christopher Martell
Recent national media attention on attempts by school districts to fold history and social studies into broader humanities programs has brought attention to the role of history education in today schools.
This begs the question: Is the study of history and the social studies a critical part of a 21st century education? In the age of a Common Core State Standards curriculum dominated by literacy and numeracy, will it survive as a core school subject? We argue that high-quality teaching and learning in history, geography, economics, and civics matter more than ever for today's American students and for the future of the country.