Tagged “Connecting Digital Learners”

Walter McKenzie

To Infini-Pie and Beyond!

We baby boomers grew up in an age of finite pie. There was only one pie and it could be divided into only so many slices. Even our pie graphs represent the totality of the resources we have to work with. There's only so much pie to go around. And the implications play out in how we think, act and define success. If you only have one finite pie, what flavor is it? How many people can it serve? How small can you make the slices? What does it mean if you simply don’t have enough?

All of this is a legacy of the Industrial Age, which was based on the availability of natural resources to feed growth. Empires were built by gaining access to raw materials that could fuel their economic engines. You could not sustain industrial success on finite resources, so you kept expanding the size of your pie. Of course, this works well as long as there are new lands to acquire and new resources to consume. But in the physical world, there are always limits. Be it foreign lands or fossil fuels, everything runs out eventually.

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Pam Allyn

Field Notes: Raising Learning Warriors

Moses was my student in Brooklyn, N.Y. He came from Guyana, was 10 years old, and deaf. His mother, who spoke no English and knew no one in New York, had made the treacherous journey to the United States to give him the opportunity to go to school. He was the skinniest boy I had ever seen, with longer-than-long legs that he sometimes tripped over when he ran. Moses was not getting enough to eat at home, so I started bringing him food. Some days, he did not eat from the time he left me until the next morning at school.

Moses and his mother lived in one tiny room where the heat sometimes did not work. His mother worked two jobs and was rarely home for more than an hour when Moses returned from school. Yet here he was, at long last, in a school for the deaf where he could finally thrive and learn.

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Whole Child Virtual Conference

Thursday on the Whole Child Virtual Conference

We invite you to participate in ASCD's third annual Whole Child Virtual Conference. Entitled "Moving from Implementation to Sustainability to Culture," sessions will offer educators around the globe leadership discussions and strategies to support their work to implement and sustain a whole child approach to education.

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Whole Child Virtual Conference

Grit: Multiple Intelligences and Instructional Technology

Whole Child Virtual Conference - 2013

ASCD's third annual Whole Child Virtual Conference is a free, online event that provides a forum and tools for schools and districts working toward sustainability and changing school cultures to serve the whole child. Built on the theme, "Moving from Implementation to Sustainability to Culture," the conference will be held May 6–10, with international pre-conference sessions held on Friday, May 3, for Australasian and European audiences. The conference features presentations from renowned speakers, educators, authors, and education experts who have successfully implemented a whole child approach in schools around the world, including ASCD Vision in Action award-winning schools and Whole Child Network schools.

Below, we hear from educators and Whole Child Virtual Conference presenters Walter McKenzie and Thomas Hoerr, whose session, "Grit: Multiple Intelligences and Instructional Technology in the Classroom," will be held Thursday, May 9, 4:00–5:00 p.m. eastern time.

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Walter McKenzie

The Whole Child Requires Whole Tech

So you're actively working to implement the tenets of the Whole Child Initiative? Excellent! How about your whole tech initiative? What's your vision for technology in education? Not what you have in your inventory or what you're comfortable using, but your action plan for technology empowering the whole child. Why? Because in today's world, technology is not an add-on or a nice-to-have; it's an essential array of tools that support and energize every Whole Child tenet.

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Thom Markham

Connecting the Dots to Whole Child Education

Yesterday's date: April 1, 2013.

Yesterday's lead education article: How should we handle homework?

Yesterday's lead statistic: ADHD diagnosed in 11 percent of U.S. children.

Today's question: Can we connect the dots?

No, this was not an April Fool's question. It's a simple scattergram, a graph of disparate facts and headlines arranged into no particular pattern—until you begin to probe and ponder.

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Walter McKenzie

A Whole Child Education Transformation

Everyone freeze! Stop right where you are and look around. Survey the landscape. With all the clamoring and commotion in education, have you stopped to notice? Education transformation is already well under way. I know, I know. With all the posturing and politicking going on from your local school board to the state house to the White House, there's a public perception that it's business as usual. Voices of self-interest continue to tout the status quo. Advocates for the public interest continue to toe the bottom line. Amidst all the noise and distractions, education in 2013 can look and feel like more of the same.

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ASCD Whole Child Bloggers

The Future of Education in a Globally Connected World

ASCD Annual Conference and Exhibit Show

Post written by Jasmine Sanborn, a senior digital and visual journalism student at Loyola University Chicago. She hopes to follow her passions for conservation and comics and someday join the ranks at National Geographic or Marvel Comics.

In our ever-evolving world, where is the future of education headed? "The Future of Education in a Globally Connected World," a panel discussion at ASCD's 68th Annual Conference and Exhibit Show featuring education experts from around the world, sought to answer this question and explore what we can learn from one another.

Moderated by ASCD Executive Director and CEO Dr. Gene R. Carter, the panel featured Siew Hoong Wong, Deputy Director-General of Education (Curriculum) from Singapore; Benjalug Namfa, Deputy Secretary General, Office of Basic Education Commission, Ministry of Education from Thailand; Pasi Sahlberg, Director General, Center for International Mobility and Cooperation and ASCD Board Member from Finland; and Hye-chong Han, Associate Research Fellow, Korea Institute for Curriculum and Evaluation from South Korea.

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Andrew Miller

School Safety: Ideas for PBL Projects

Creating a safe and supportive learning environment is a critical to a whole child approach to education. Usually when we reflect and work on implementing the Whole Child Tenets in our schools, we forget one critical component in making them manifest: the students. Students are as important as actors in creating a safe school as teachers. They can be actors in helping create a safe learning environment, and project-based learning (PBL) projects can be a way in which we harness that service and target learning in the content areas. Here are some project ideas I have done or have seen other educators create.

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John M. Eger

WANTED: Schools Wired for Safety

Many years ago, John Gage, then chief science officer for Sun Microsystems, had an idea. The idea was "NetDay," a grassroots campaign to wire U.S. schools.

Gage, like so many others today, was frustrated that our schools were not getting connected to the Internet fast enough and that a whole generation of young people would suffer. The NetDay concept has grown, and the campaign to wire our schools led to the concept of "smart schools," schools fully equipped with a computer on every desktop and broadband access to the Internet.

So much for the history of the smart school. Less clear is how safe even our smartest schools are in light of recurring school violence, a national epidemic, really. The entire nation is now searching for solutions.

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