Tagged “Challenged”

Klea Scharberg

Throughout Summer: Making a Difference

Ask educators why they went into teaching, and the majority will respond that they wanted to make a difference in the lives of young people. That initial idealism, however, is often challenged by the realities of heavy workloads, classroom discipline problems, and bureaucratic demands. How are you (and your teams) working to ensure that each child in your school and community is healthy, safe, engaged, supported, and challenged?

Join us throughout the summer as we look at why we teach and what inspires us. From building meaningful relationships or designing innovative programs that help students overcome challenges to raising academic achievement, supporting students' emotional and physical health and safety, building partnerships with parents, and advocating for education reform, we are taking steps to focus on the whole child project-by-project, classroom-by-classroom, and school-by-school.

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Whole Child Symposium

Self-Selecting, Real-World Learning Communities

Post written by Walter McKenzie

Imagine in your mind, a map of your community. Nothing detailed; just the boundaries and general lay of the land. Got it? Now add in the major areas in your community where people live and work and play. You know, to give yourself some bearings with a few landmarks. Still with me? Good! Now convert this mental image into a heat map. You know, where the hot spots flare up in bright yellows, oranges and reds? Picture in your mind hot spots that indicate places people go to learn new things and practice skills that are important to them. Where are those heat surges? Athletic fields? Dance studios? Book stores? Parks and beaches? Art galleries? Theaters? How about school buildings? No? Why aren’t school building hot spots on anyone's heat map?

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ASCD Whole Child Bloggers

Discover the Flip: Putting Learning at the Center of the Classroom

Flip Your Classroom - ASCD and ISTEPost written by Mikaela Dwyer, a journalism student at Southern New Hampshire University in Manchester. She considers herself a human rights activist and spends her time volunteering on campus and with various local nonprofits. After graduation, Dwyer hopes to join the Peace Corps and then become an investigative journalist for human rights issues.

Both Jon Bergmann and Aaron Sams, authors of Flip Your Classroom: Reach Every Student In Every Class Every Day, grew up in educationally privileged homes, so their homework struggles usually ended with a few simple questions for Mom or Dad. As educators, however, they realized that not every student has this opportunity; why are teachers sending students home with the hard stuff? In their 2014 ASCD Annual Conference session "Foundations of Flipped Learning," they explored the flipped classroom concept.

Flipping the classroom allows students to watch recorded lectures at home and work with teachers in class the next day. This way, students are able to actively learn with their teacher by their side, rather than stressing over homework because there is no one to ask for help.

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Klea Scharberg

FIT Teaching: The Tool Kit for High-Quality Teaching and Learning

FIT Teaching: The Tool Kit for High-Quality Teaching and Learning - ASCD Summer AcademyGet hands-on practice using the new FIT Teaching (Framework for Intentional and Targeted Teaching®) tool kit to help ensure high-quality teaching and learning. Join ASCD authors Douglas Fisher and Nancy Frey in a free webinar on June 4 to learn more.

Wednesday, June 4, 2014, 4:30 p.m. eastern time
Register now!

The synergy of all the tools in a teacher's tool kit is what makes for high-quality instruction. Based on the work of Fisher and Frey, the FIT Teaching® tool kit provides teachers with these tools and skills around four essential elements to help ensure high-quality teaching and learning in every classroom. The essential elements are:

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Klea Scharberg

Staying True to Our Roots

ASCD 2013 Annual ReportSince 1943, ASCD has empowered educators by providing essential programs, products, and services that support the success of each student. Through the years, ASCD's focus has stayed the same: to improve the quality of learning for each student and to provide our leaders with innovative, cutting-edge resources. And as technology advances, ASCD embraces the new possibilities.

In our 70th year, the 2013 ASCD Annual Report, titled "The Promise of Leadership: Sustaining Learning, Transforming Teaching," is a web-based, narrative story of ASCD's work and features voices from our past, present, and future. The visually stunning site hosts four videos and provides high-level overviews of the association's membership, constituents, and conferences and events. We encourage you to explore the many stories in the report's three categories: sustaining, transforming, and leading.

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Whole Child Symposium

Transforming Schools to Become Innovation Ready

Post written by Laura Varlas

Because tests don't require connection and collaboration, classroom education is being driven in one direction, while technology enables creation, curation, and connection.

Educators are up against a global achievement gap, Tony Wagner explained in his 2014 ASCD Annual Conference session, "Graduating All Students 'Innovation Ready.'" That is, the gap between the skills students need and the skills that are driven by the testing culture dominating U.S. education.

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Whole Child Symposium

Virtual Panels Discuss Choice, Equity, and Change

Building on the conversation started at the earlier Whole Child Symposium Town Hall and Live events, last week's Virtual panel discussions went even further to identify what currently works in education, what we need in the future to be successful, and how this can be accomplished. Watch the archived sessions below and let us know how we can improve the symposium experience.

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Kevin Parr

End-of-Year Reflection: Think About the Whole Child

As the school year winds down, teachers are spending as much time reflecting on the past year as they are thinking about a summer filled with sit-down lunches, obligation-free evenings and weekends, and restful nights without dreaming about school.

Throughout the year teachers reflect continuously on particular interactions with students, a given lesson, or even a whole school day because they realize it is the key to improving their practice. At the end of the year, however, teachers should take time reflect on how things went overall to set themselves and their students up for success next year. Without a framework to guide teachers, reflecting on the entire school year can easily turn into spiraling self-talk with few results other than "this was the worst year ever" or "this was the best year ever." Nevertheless, teachers can engage in focused reflection that will truly help them to better meet the needs of the kids they will meet in September.

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Kit Harris, ASCD Research

ED Pulse Poll Results: What’s the Best Part About Being a Teacher?

In honor of Teacher Appreciation Week earlier this month and ASCD's ongoing efforts to celebrate, support, and recognize teachers, a recent ASCD SmartBrief ED Pulse poll asked educators about the best part of being a teacher.

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Whole Child Symposium

A Matter of Choice

Post written by Walter McKenzie

Perfect Choice Logo CircuitWhat if I told you the answer to all that ails public education is choice? Not dollars. Not standardization. Not test scores. Choice. Surprisingly effective in its simplicity.

The current education equation is not simple by any stretch of the imagination and it doesn't reference choice nor children:

  • Education is a public enterprise funded by taxpayers.
  • Government reports to taxpayers on its performance.
  • Elected officials craft policy and practice in the name of accountability.

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