Tagged “Common Core”

Podcast Whole Child Podcast

Talking, Listening, Growing

Talking and listening are indispensable for learning, but they are also crucial for development and our growth as individuals. Whether developing understanding, conveying meaning, sharing thoughts, sparking new ideas, forming friendships, developing empathy, or even learning how to collaborate and cooperate, the ability to communicate effectively and skillfully is fundamental. On this episode of the Whole Child Podcast, we'll explore how the ability to communicate is being cultivated in the school and classroom.

Listen to the episode below or download.

Whole Child PodcastPanelists

  • Annie Huynh is a 4th grade teacher and literacy coordinator at Folk Arts-Cultural Treasures Charter School in Philadelphia, Pa. She is a member of ASCD's 2014 Emerging Leaders program and is the author of the ASCD Express article "Four Ways to Amplify Student Voice."
  • Erik Palmer is a professional speaker and education consultant from Denver, Colo., whose passion for speaking has been a part of each of his careers. He spent 21 years in the classroom in the Cherry Creek School District in Englewood, Colo., primarily as an English teacher but also as a teacher of math, science, and civics. Palmer is the author of the 2014 ASCD book Teaching the Core Skills of Listening and Speaking and is a featured author in this month’s Educational Leadership
  • Kevin Scott is a strategic advisor for constituent programs at ASCD, where he facilitates programs and initiatives for younger educators, such as the Emerging Leaders and ASCD Student Chapter He also provides services and consultation to ASCD affiliates. Scott previously spent seven years teaching 7th grade history in Fairfax County Public Schools in Virginia, and he has served as education director for other associations.

How do we teach talking and listening skills? Is there a gap between how they are currently being taught and how they should be taught?

Podcast Whole Child Podcast

Great Expectations: Transforming Practice Through Common Core Implementation

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We as educators have a unique opportunity to reset the playing field and make the Common Core State Standards work for us. We can implement the standards, align them to a whole child approach to education, and ensure that they both support and enhance each other to prepare students for college, career, and citizenship success. The Common Core standards and a whole child approach are not opposites, and they do not have to be and should not be in opposition. In fact, they're interdependent. So much so, that they require each other to be successful.

Now is the time for us to take control and become empowered in the process. The outcomes will depend on what we decide to do for the Common Core standards within a whole child approach and how we decide to do it. In this episode, host Molly McCloskey and our guests discuss how our schools are working to better and more comprehensively support student learning so that they meet these enhanced expectations. You'll hear from

  • Arnold Fege, president of Public Advocacy for Kids and, recently, director of public engagement and advocacy for the Public Education Network where he covered education reform, parental involvement, and community engagement issues on the Hill and agencies, specializing in the Elementary and Secondary Education Act (ESEA). Fege has more than 40 years of public education and child advocacy experience as a public school teacher, principal, assistant superintendent, and desegregation director. He was the National PTA's director of governmental relations for 17 years and is recognized for his leading work and articles in linking school and community. As a staff person for Senator Robert F. Kennedy, he helped draft provisions in the original ESEA legislation and has been involved in every reauthorization of ESEA since that time.
  • Craig Mertler, professor and dean of the Ross College of Education at Lynn University in Boca Raton, Fla., and guest author this month on the Whole Child Blog. Mertler has been an educator for more than 25 years, beginning his career as a high school science teacher, then pursuing degrees in education assessment, research, and statistics. His interests lie in teacher-led action research, teacher leadership, classroom assessment, data-driven instructional decision making, and school improvement.
  • David Griffith, director of public policy at ASCD who leads the development and implementation of ASCD's Legislative Agenda as well as ASCD's efforts to influence education decision making at the local, state, and federal levels. He has 20 years of political experience as a congressional aide and on several political campaigns. Prior to joining ASCD, Griffith was the director of governmental and public affairs for the National Association of State Boards of Education, where he oversaw the organization's advocacy and political activities as well as media relations.

How are you and your professional colleagues critically examining your practice as we enter the era of Common Core implementation?

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