During the last few months, I have had the chance to talk with several speakers who strongly affected their audiences. I started to think about the remarkable leaders with whom I have worked over the years and how they have made huge differences with their incredible wisdom, insights, and actions. I contacted some of them and asked them to comment on working in education in these difficult times. I asked them to share some take-away messages, so that, if they were speaking, what would they want their audience to remember? Read the first installment in the series: school safety.
Students are more than grade-point averages. Often they are faced with many barriers to effective education. Dealing with the whole child, and not just the academic child, can help facilitate learning. Safe and healthy students learn more. Here are some "Tips from the Trenches" about the value of supporting students.
Howard Adelman and Linda Taylor, codirectors of whole child partner Center for Mental Health in Schools at UCLA:
- "School improvement policy and practice continues to give short shrift to addressing barriers to learning and teaching and re-engaging disconnected students. As a result, critical factors interfering with student
21st century skills are quickly becoming taught and assessed in schools across the nation. Whether through explicit instruction or models like project-based learning, educators are quickly realizing that lower level content comprehension is not enough. The Whole Child Initiative calls for tenets that rely on these skills. We create a safe environment through collaboration. Critical thinking creates rigor and challenge. Communication can create engagement with the community. 21st century skills, when paired with content can create powerful and meaningful learning. The Common Core State Standards explicitly call for these skills, so through uncovering the 3 C's in the Common Core, we can see how educators must teach and assess them.
Collaboration
In every grade level of the English language arts common standards, you will find the common standard that calls for "collaborative discussions." I do mean every! This means that at each grade level, we must not only be teaching and assessing the skill of collaboration, but we must think about how it looks different from grade level to grade level. We know that group work and collaborative work can be effective, but now collaboration is more than just an instructional tool. It is a skill that needs to be taught and assessed.
Critical Thinking/Problem Solving
Roland Case has done some great work on unpacking the concept of critical thinking into quality indicators. One of these quality indicators is perseverance, being able to complete a challenge and work through the obstacles. In the mathematics common standards, there are specific mathematical practices that are mentioned. One of these is "make sense of a problem and persevere in solving them." This is an explicit call in the Common Core to teach and assess one facet of critical thinking. In addition, as you unpack the Common Core, you will still thinking skills and related language for critical thinking. From being able to
