ASCD conducted its second Whole Child Virtual Conference in May. This free conference showcases schools, authors, and research about implementing a whole child approach for a worldwide audience. View and share archived session recordings, presenter handouts, and related resources at www.ascd.org/wcvirtualconference.
Gain further insight into ways to support a caring and positive school climate through these presentations:
"Today educators are interested in the whole life of the child. They are aware that experiences in school affect not only the child of today, but also the man of tomorrow. No longer is 'book learning' the total aim of the days and years of classroom attendance.
There is also the recognition that the health of the child determines his ability to deal with his school tasks. The next step toward understanding man at his various stages of development is being taken by recognizing that only the mentally healthy child can make full use of the tools for living handed him in school."
This quote is tailor-made for our look at what it means and takes for children to be mentally healthy. It was also written 63 years ago, in May 1949, by Dr. Mabel Ross, director of Prince George's County (Md.) Mental Health Clinic in ASCD's Educational Leadership magazine (read the article [PDF] and the full issue).
Byrne Creek Secondary is a school with H.E.A.R.T. that has always been caring and focused on the well-being of its students and their families.
Before the school opened its doors seven years ago, the administrative team knew that it was important to have a simple and easily remembered set of guiding principles for the students and staff. As a new secondary school with grades 8–12, students came to Byrne Creek from three other secondary schools and had to forge new relationships that ultimately, in conjunction with the staff, parents, and community partners, were going to be pivotal in the development of the school's culture and sense of community.
Post submitted by whole child blogger Caroline Newton, a sophomore at Temple University. Newton is studying journalism and writes for Jump: The Philly Music Project magazine.
Studies show that 30 percent of high school graduates must take some type of remediation at the college level. What is it about the current structure of education that is failing students? The Whole Child Tenets aim to assist educators in creating a system that caters to each student's individual needs and prepare them for lifelong success. At ASCD's recent Annual Conference in Philadelphia, Pa., Molly McCloskey, managing director of ASCD's Whole Child Initiative, was joined by Bill Hughes, superintendent of Greendale School District in Greendale, Wis., in a discussion of the whole child approach.
Post submitted by Tim Magner, executive director of the Partnership for 21st Century Skills (P21), the leading national organization that advocates for 21st century readiness for every student. Magner has had an extensive career in education, serving most recently as the vice president of Keystone for KC Distance Learning as well as the director of the Office of Educational Technology for the U.S. Department of Education. Follow P21 on Twitter @P21CentSkills.
The Partnership for 21st Century Skills (P21) has spent nearly 10 years bringing together leading education, business, and nonprofit organizations to provide a unified framework defining what students need to know and be able to do, not just to succeed but to lead in the 21st century. By defining success holistically as the fusion of both knowledge and skills, P21's Framework for 21st Century Learning is focused on preparing students for college, career, and citizenship. The Framework includes the 4Cs of creativity and innovation, communication, collaboration, and critical thinking and problem solving, together with life and career skills and a mastery of technology, media, and information.
To many students, school is just a place they go. How do we create engaging learning experiences that make school more personal for them? Students need to be motivated in their learning before they can apply higher-order, creative-thinking skills and, ultimately, be prepared for their future college, career, and citizenship success.
Post submitted by Teri Dary, cochair of whole child partner the National Coalition for Academic Service-Learning (NCASL) and service-learning consultant at the Wisconsin Department of Public Instruction. At NCASL, she leads collaborative efforts to advance academic service-learning in the school setting among state-level service-learning experts. Connect with Dary through the NCASL website and follow her on Twitter @NCASL_TeriDary.
Service-learning engages students in powerful ways, helping them to increase their academic engagement and performance, civic engagement, and social-emotional learning. Students connect to the community and their classmates in ways that are far more powerful than simple cooperative learning. And by applying their knowledge and skills to solve actual community problems, students experience the real-world value of what they are learning in school.
Learning is active, engaging, and social. Students need to be engaged and motivated in their learning before they can apply higher-order creative thinking skills. They are most engaged when they themselves are part of constructing meaning, not when teachers do it for them. By encouraging students to meet challenges creatively, collaborate, and apply critical-thinking skills to real-world, unpredictable situations inside and outside of school, we prepare them for future college, career, and citizenship success.
Join us throughout February as we examine effective classroom instruction that embraces both high standards and accountability for students' learning. It can be project-based, focused on service and the community, experiential, cooperative, expeditionary ... the list goes on. These engaging learning strategies are grounded in instructional objectives, provide clear feedback, and enable students to thrive cognitively, socially, emotionally, and civically.