Tagged “Whole Child Podcast”

Podcast Whole Child Podcast

Hope, Meaning, and Challenge: The Building Blocks of Motivation

Teachers know that engaging and inspiring students initially requires building positive relationships and creating relevant learning experiences. Yet other key actions also matter: setting realistic expectations, creating a needs-satisfying classroom, and teaching students to self-evaluate and self-moderate. Students who are motivated and see meaning in what they learn progress faster and to higher levels, even when they start with knowledge or skill gaps. In fact, focusing on motivation and meaning is a classroom strategy that is often underutilized.

On this episode of the Whole Child Podcast, we take a look at how teachers can spark inner motivation in all students—from those who are disengaged from school to those who strive to succeed—and create meaningful connections that get students excited about learning.

Listen to the episode below or download it here.


Panelists

How do you encourage effort and spark motivation for learning with your students?

Podcast Whole Child Podcast

Believing in Students So They Believe In Themselves

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You Make a Difference - ASCD Educational LeadershipAsk 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?

In this episode of the Whole Child Podcast, our guests will share what led them to teaching, what inspires them, and how they make a difference in their students' lives and learning. From building meaningful relationships or designing innovative programs that help students overcome challenges to raising academic achievement, we are taking steps to focus on the whole child project-by-project, classroom-by-classroom, and school-by-school. You'll hear from

  • Mark Barnes is a veteran teacher, adjunct professor, international education presenter, and leading authority on student-centered learning and technology integration. He is the creator of the Results Only Learning Environment (ROLE), a progressive, student-centered classroom that eliminates all traditional teaching methods, including grades. While transforming his classroom into a ROLE, Barnes has also revolutionized K–12 web-based instruction by bringing private student websites into his classroom—an extension of school into cyberspace. He is the author of the ASCD book Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom and ASCD Arias publication The 5-Minute Teacher: How do I maximize time for learning in my classroom? Connect with Barnes on Twitter @markbarnes19.
  • Kevin Parr is a 4th grade teacher at Abraham Lincoln Elementary School in Wenatchee, Washington, with degrees in environmental science and elementary education. As a Peace Corps volunteer in Guatemala, he realized his passion for teaching and working with children. A 2014 ASCD Emerging Leader, he is also a regular guest blogger for the Whole Child Blog and Inservice. Connect with Parr on Twitter @mrkevinparr.
  • Allison Rodman is a 2013 ASCD Emerging Leader, instructional coach, and professional development facilitator who is committed to connecting teachers and administrators to the resources necessary to improve student achievement for all learners. A former social studies and alternative education teacher, she is currently the director of teaching and learning for Mariana Bracetti Academy Charter School, a K–12 Title I school in Philadelphia, Pennsylvania. Connect with Rodman on Twitter @thelearningloop.
  • Joan Young is a teacher and therapeutic coach with 10 years of teaching experience in elementary classrooms and 25 years of experience tutoring students of all ages. She specializes in working with students who need extra support in self-regulation and executive functioning skills. Her principle interests include the application of positive psychology to education, how resilience can help children who have experienced trauma and loss, mindfulness in schools, and teaching through multiple modalities. She is the author of the new ASCD Arias publication Encouragement in the Classroom: How do I help students stay positive and focused? and the blog Finding Ways for All Kids to Flourish. Connect with Young on Twitter @flourishingkids.

Learn how other educators make a difference in students' lives and learning with the summer 2014 issue of Educational Leadership magazine, available beginning June 16. This digital issue gives you instant access to stories about individuals, teams, schools, and even a U.S. state that are passionate about teaching and learning. In a series of videos, you'll hear from Robyn Jackson, Baruti Kafele, Doug Fisher, Jeffrey Benson, Michael Ford, Marilee Sprenger, Myron Dueck, Mike Fisher, and Eric Sheninger on becoming a teacher and how they make a difference.

Access these articles and videos—and many others—to inspire you over the summer. Download the free Educational Leadership app in iTunes, Google Play, or the Amazon Appstore. If you do not currently receive Educational Leadership magazine, subscribe now to stay informed about new ideas and best practices for educators.

How do you know when you’ve made a difference in a student's life?

Podcast Whole Child Podcast

Glowing, Growing, and Getting Back to the Real Basics

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Vision in Action: The ASCD Whole Child AwardIn this era of school reform, turn around, and educational change, it is easy to overlook the basics of why we educate and what we want for our children. These aren't the typical basics—reading, 'riting, and 'rithmetic. Rather, these are the "real basics" of learning: developing a sense of belonging, instilling a sense of purpose, and expanding each child's potential for what the future may hold.

How do we get back to the "real basics" of education? What are the fundamental elements and habits that bring us together and set the stage for lasting, comprehensive—sustainable—school improvement? How do we assess where we have been, where we are now, where we want to go, and what strategies are necessary to get us there?

The Whole Child Podcast is one of the many ways we share stories, insights, and discussions about what works in today's schools to achieve these goals and ensure that each student is healthy, safe, engaged, supported, and challenged. And this episode, taped in front of a live audience at the 2014 ASCD Annual Conference in Los Angeles, features very special guests from Washington Montessori School, the 2014 winner of our Vision in Action: The ASCD Whole Child Award. You'll hear from

  • Shanta Buchanan, literacy impact facilitator and dedicated educator who values the process of learning. She has been an advocate for children with hearing loss and early intervention since the birth of her daughter Brooke who was diagnosed with bilateral hearing loss.
  • Erin Deal, a teacher who has enjoyed working with a variety of grade levels during her 10 years in the classroom, including five years in a 1st, 2nd, and 3rd grade Montessori combination class. She values the Montessori methodology of teaching and embraces the inquiry-based learning techniques.
  • Gillian Hill, a veteran educator with more than 20 years of classroom experience as an elementary teacher and curriculum facilitator. She has supported the school and community and assisted in facilitating in the transition from the traditional style of teaching to the Montessori philosophy.
  • Sharon Jacobs, a public school educator with more than 20 years of experience and the founding principal of Washington Montessori School. She is passionate about the learning process and committed to service, change, social development, and above all, children.
  • Paulita Musgrave, K–5 math impact facilitator who provides support and guidance to the staff, students, and parent community. A talented community activist, she is the founder of The Legacy House, a nonprofit organization dedicated to closing the achievement gap, where she directed a federal program that had a 93 percent achievement rate.
  • Eileen Martin, a veteran educator of more than 20 years in various capacities; from bus driver where she earned Bus Driver of the Year, cafeteria cashier, teacher assistant, to now one of the most energetic classroom teachers you will find. She coined the frequently shared statement about Washington Montessori School's care of students, "You can't get this everywhere, you can only get this Right Here!"

What are the "real basics" of education?

Washington Montessori School is the fifth recipient of the Vision in Action: The ASCD Whole Child Award. Listen to previous award-winning schools as they share their stories and how they ensure that each child in their community is healthy, safe, engaged, supported, and challenged:

 

Podcast Whole Child Symposium

Town Hall Discussion: Bringing the Questions Together

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The decisions we make today—for our systems, our schools, and our classrooms—will affect what all of our tomorrows will look like tomorrow. This month ASCD launches its inaugural Whole Child Symposium—a conversation about the future of education comprising three events over eight weeks that includes not only some of the leading educators and thinkers, but also you and your voice.

On March 16 at ASCD's 69th Annual Conference & Exhibit Show in Los Angeles, Calif., ASCD's Sean Slade and a panel of education experts discussed our driving questions:

  • Choosing Your Tomorrow Today: What does this phrase mean to you? What do you think is most important? What word has the greatest impact, the greatest potential, and the greatest need?
  • The Future of Schooling: Where are we? Each idea sounds plausible and is probably in the midst of coming true somewhere in the world. Has it or is it coming true? Is the writing on the wall? What can or should we do?

Read more »

Podcast Whole Child Podcast

Bring Yourself to Work Every Day to Build Trust, Morale, and Culture

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Educators working in a positive school culture experience collegiality, trust, and tangible support as leaders and peers, creating an environment where there are high expectations, involvement in decision making, and open communication. Students entering a positive school culture feel safe, engaged, and connected and see school as a place where they can learn and contribute to the world around them. A positive school culture—morale—is the cornerstone of a good school and the foundation for school improvement.

School cultures should support, reinforce, and reflect the well-being of everyone in it, ensuring that students and adults feel valued, respected, and cared for and are motivated to learn, lead, and teach. In this episode, we take a look at how we build school morale so that administrators, teachers, students, and parents are energized and positive about learning. You'll hear from

  • Dave Burgess, award-winning U.S. history teacher at West Hills High School in San Diego, California; semi-professional magician; highly sought-after professional development speaker; and author of Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator;
  • David Culberhouse, former teacher and principal of a California Distinguished School, currently senior director of elementary education for the Rialto Unified School District in southern California and co-moderator of the West Coast #satchat, weekly Twitter discussions about education and leadership held Saturday mornings;
  • Joe Mazza, former teacher, principal, and technology integration coach, currently project manager for Connected Teaching, Learning, and Leadership in the North Penn School District in Lansdale, Pennsylvania; innovation coach at the University of Pennsylvania Graduate School of Education; and producer of #ptchat, another weekly Twitter chat—this one for transparent and collaborative dialogue between parents, family engagement practitioners, and teachers—held Wednesday nights; and
  • Angela Hamilton, assistant principal, and Eric Russo, special education co-teacher who specializes in reading and language arts, at Drew Freeman Middle School of Prince George’s County Public Schools in Maryland. Drew Freeman is a member of ASCD's Whole Child Network of Schools and is in its second year of a three-year, comprehensive school improvement process using the tenets of the Whole Child Initiative—healthy, safe, engaged, supported, and challenged—as a sustainable whole child approach to educating their students.

Connect with us @WholeChildASCD and our guests Dave Burgess @burgessdave, David Culberhouse @DCulberhouse, Joe Mazza @Joe_Mazza, Angela Hamilton @Ahamilton1994, and Eric Russo @erusso78 on Twitter.

What is the link between school morale and learning?

Podcast Whole Child Podcast

Personalized Learning Starts with Personal Relationships

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How do we help each student succeed? One promising way is to personalize learning and put each student at the center of her learning experience. Broader than individualized or differentiated instruction, personalized learning is driven by the learner. Ensuring personalized learning for all students requires a shift in thinking about long-standing education practices, systems, and policies, as well as significant changes in the tools and resources. To address students' abilities, interests, styles, and performance, schools need to rethink curricula, instruction, and technology tools to support giving learners choices and schools flexibility.

In our last episode of the Whole Child Podcast, we discussed personalized learning in the 21st century global marketplace with professor Yong Zhao, author of the ASCD book Catching Up or Leading the Way: American Education in the Age of Globalization. In this episode, we take a look at personalizing learning on the ground and in schools and the importance of relationships in activating students to take charge of their learning. You'll hear from

  • Jennifer Eldredge, a Spanish teacher at Oconomowoc High School whose district is a member of the regional Cooperative Educational Service Agency #1, which is committed to establishing personalized learning as the prevailing approach in southeastern Wisconsin.
  • Andrew Miller, former classroom and online teacher and current educational consultant, ASCD Faculty member, National Faculty member at the Buck Institute for Education, and regular ASCD and Edutopia blogger.
  • Beth Sanders, a high school social studies teacher at Tarrant High School in Alabama who is also the cofounder and codirector of Youth Converts Culture and was named an Apple Distinguished Educator Class of 2013 and 2013 Teacher of the Year for Tarrant City Schools.

How do you see the importance of personal relationships in engaging students? How does this method differ from differentiated instruction in the classroom?

Podcast Whole Child Podcast

Yong Zhao on Personalized Learning: What Do We Need in the 21st Century?

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How do we help each student succeed? One promising way is to personalize learning and put each student at the center of her learning experience. Broader than individualized or differentiated instruction, personalized learning is driven by the learner. Ensuring personalized learning for all students requires a shift in thinking about long-standing education practices, systems, and policies, as well as significant changes in the tools and resources. To address students' abilities, interests, styles, and performance, schools need to rethink curricula, instruction, and technology tools to support giving learners choices and schools flexibility.

In this episode of the Whole Child Podcast, host Sean Slade, director of ASCD's Whole Child Programs, speaks one-on-one with professor and author Yong Zhao. Zhao is an internationally known scholar, author, and speaker whose work focuses on the implications of globalization and technology on education. He has published more than 100 articles and 20 books, including Catching Up or Leading the Way: American Education in the Age of Globalization. He is an elected fellow of the International Academy for Education and currently serves as the presidential chair and associate dean for Global Education in the College of Education, University of Oregon, where he is also Weinman professor of technology and professor in the Department of Educational Measurement, Policy, and Leadership.

How can personalizing learning help each student to be independent, aware, and empathetic problem-solvers who not only live in, but thrive in, an ever-changing, globally-connected world?

Podcast Whole Child Podcast

Aiming High: Working Through the Common Core Shifts

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"Educators need to prepare kids to be career and college ready, but they also need to prepare them for their present world. The Common Core State Standards set out to do that. They're not perfect, but they are a starting point" (Peter DeWitt).

The standards are not a curriculum. Standards are targets for what students should know and be able to do. Curricula are the instructional plans and strategies that educators use to help their students reach those expectations. Central to a supportive school are teachers, administrators, and other caring adults who take a personal interest in each student and in the success of each student. A whole child approach to education is essential to realizing the promise of the standards. Only when students are healthy, safe, engaged, supported, and challenged will they be able to meet our highest expectations and realize their fullest potential.

In this episode of the Whole Child Podcast, we're looking at how we are designing course content, choosing appropriate instructional strategies, developing learning activities, continuously gauging student understanding, adjusting instruction, and involving parents and families as partners to support our students' success. You'll hear from

What "shifts" are teachers making in order to effectively implement the Common Core State Standards and support student success?

Podcast Whole Child Podcast

Early Childhood Education: Balancing Expectations and What Young Learners Really Need

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What does "education" mean for our youngest learners? The first years of school are as important for an educated population as any other period, perhaps more. Additionally, research shows that implementation of high-quality preschool programs can be beneficial for the lifelong development of children in low-income families and that an upfront commitment to early education provides returns to society that are many times more valuable than the original investment.

With the current focus on standards and academic achievement, is learning and testing coming too early? Curriculum and assessment should be based on the best knowledge of theory and research about how children develop and learn, with attention given to individual children's needs and interests within a group and in relation to program goals. In this episode, we discuss the importance of early childhood education and the specific social, cognitive, and emotional needs these learners have that are different from those of older learners. You'll hear from

  • Thomas Armstrong is an award-winning author and speaker with more than 40 years of teaching experience from the primary through the doctoral level. More than 1 million copies of his books are in print on issues related to learning and human development, including the 2012 ASCD book, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life.
  • Laura Bornfreund is a senior policy analyst for the New America Foundation's Early Education Initiative. Bornfreund examines early education (birth through grade 3) studies and policies and researches and writes original policy papers. She contributes to Early Ed Watch, the Early Education Initiative's blog, writing on a variety of education policy topics including the Elementary and Secondary Education Act; federal education grant programs; teacher preparation, retention, and support; kindergarten; and early childhood assessment.
  • Walter McKenzie is a lifelong learner, teacher, leader, and connector. A director of Constituent Services for ASCD, McKenzie served 25 years in public education as a classroom teacher, instructional technology coordinator, director of technology, and assistant superintendent for information services. He is internationally known for his work on multiple intelligences and technology and has published various books and articles on the subject.
  • Jennifer Orr is a 1st-grade teacher at Annandale Terrace Elementary School in Fairfax County, Va. A National Board Certified Teacher in middle childhood, Orr has taught 4th, 5th, and 1st grades since 1998. In 2012 she received the International Society for Technology in Education's Kay L. Bitter Vision Award for being a K–2 educator bringing technology into the classroom effectively and with innovation. She is also an ASCD Emerging Leader and member of its 2013 class.
  • Wendy Ostroff is a cognitive psychology, child development, and metacognition expert and author of the 2012 ASCD book, Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Ostroff has been developing curricula on children’s learning for the past 15 years in the Hutchins School of Liberal Studies at Sonoma State University; in the Department of Education and Child Study at Smith College; and, most recently, as associate professor in the program for the Advancement of Learning at Curry College.

If early childhood is where we begin to build skills and behaviors such as persistence, empathy, collaboration, and problem solving, are we teaching in developmentally appropriate ways?

Podcast Whole Child Podcast

Is Resilience the Secret to Student Success?

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Resilience—the ability of each of us to "bounce back stronger, wiser, and more personally powerful" (Nan Henderson); "not only survive, but also learn to thrive" (Bonnie Benard); or even to "bungy jump through the pitfalls of life" (Andrew Fuller)—is more than a trait: it's a process that can and should be taught, learned, and required. Being resilient helps youth navigate the world around them, and schools and classrooms are becoming more attuned to providing the cognitive, emotional, and developmental supports needed for resilience to prosper and grow in each of us.

"If children are given the chance to believe they're worth something—if they truly believe that—they will insist upon it" (Maya Angelou). With that in mind, what benefits do schools, classrooms, and students gain through increased attention to resilience teaching and development? In this episode, we discuss how resilience is best developed and whether it should be taught as a curriculum, integrated across all content areas, or organically developed by each student. You'll hear from

  • Sara Truebridge, an education consultant on resilience who has collaborated on the 2009 documentary film Race to Nowhere and is the author of the forthcoming book, Resilience Begins with Beliefs.
  • Andrew Fuller, a clinical psychologist and author who has worked with many schools and communities around Australia, specializing in the well-being of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne.

What does resilience look like in the classroom and how can it be developed across schools?

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